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circumlocution. Conscioustransfer is divided into two parts: literal translation and language switch. The remainingtwo categories are appeal for assistance and mime.Tarone's (1977) classification of CSs provides a systematic framework forstudying language learners' strategic behavior. However, there are some limitationsabout her classification. Firstly, it is product-oriented since it is solely based upon thedirect observation of learners' speech production without referring to any theoreticalmodel. Secondly, it fails to touch the underlying psychological process of learners' CSuse.
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CHAPTER THREE METHODOLOGY........27
3.1 Research Questions.........27
3.2 Subjects........27
3.3 Instruments............ 29
3.4 Research Procedures and Data Collection............ 32
3.5 Data Analysis.........40
CHAPTER FOUR RESULTS AND DISCUSSIONS....... 42
4.1 Present Situation of the Independent College Learners' CS Use...... 42
4.2 Effects of CS Training.... 47
4.3  Effects and the Delayed Effects of CSTraining.....58
4.4 Learners' Attitudes toward the CS Training..........64
4.5 Factors Affecting Learners' CS Use............ 66
CHAPTER FIVE CONCLUSIONS...... 71
5.1 Major Findings......71
5.2 Pedagogical Implications......... 72
5.3 Limitations and Suggestions.... 73

CHAPTER FOURRESULTS AND DISCUSSIONS

This chapter mainly presents the results of the study obtained from the detailedanalysis of the quantitative data and the qualitative data in the questionnaire, oral tests,the interview and the final exam. All these results will further be discussed in detail.

4.1 Present Situation of the Independent College Learners' CS Use

The present situation of the independent college learners' CS use was examinedthrough the questionnaire which was distributed among the EG and the CG before theexperiment.The second part of the questionnaire was concerned with the investigation oflearners' CS awareness, while the third part aimed to explore learners' assumed CS use.Learners were required to answer each of these two parts on a Likert five-point scaleranging from 'totally disagree' to 'strongly agree' for the second part and from 'neveruse' to 'frequently use' for the third part. The data collected from each of these twoparts were typed into the computer and processed by descriptive statistics.The results of the descriptive statistics about learners' CS awareness werepresented in Table 4.1. It showed that among the four major categories of CSsinvestigated, the mean values of learners' awareness about avoidance strategies andstalling strategies were relatively higher. They were all above 3.0 but below 4.0 (3.38for the awareness about formal avoidance strategies, 3.55 for the functional avoidancestrategies and 3.17 for filler strategies), failing into the range between “have no idea”and “agree”. This result was not surprising. According to the researcher's teachingexperience in the independent college, it was a common practice for learners to chooseto avoid difficulties when they got stuck in the communication. Additionally, theytended to use simple fillers like 'er' to stall time in the communication. Followed bystalling strategies were three types of achievement strategies. The mean of awarenessabout interlingual strategies was 2.86, a little bit higher than that of interlingua本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。