臺灣博碩士論文加值系統

在現今科技高速發展的環境下，來自不同國家的語言學習者可克服遠距離的障礙進行交流。本研究之目的為檢視台灣及日本大學生在以同步電腦輔助溝通(SCMC)進行遠距離交流之多語言溝通策略使用。本研究參考Björkman(2014)將溝通策略區分為(1)自發性溝通策略（self-initiated CSs）及(2)他發性溝通策略(other-initiated CSs)兩大類別，探討語言學習者在保持對話順暢及遭遇溝通障礙時分別使用了哪些溝通策略。
共四十二位非英語母語者的台灣及日本大學生為本研究主要受試者，研究對象除了使用英語之外，同時可使用中文及日文與彼此進行對話。資料收集包含影片、逐字稿及研究對象雙方在對話過程中所使用的圖片。
研究結果發現，第一，日本大學生使用重述策略來確保對話進行順暢的頻率相當高，相較之下，台灣大學生在交流中則傾向使用話碼轉換或自我修補等其他策略。第二，當溝通障礙發生時，台灣大學生經常使用打字或傳送圖片的方式試圖解決障礙，而日本大學生則偏好使用要求澄清策略，直接詢問對方。以上結果顯示台日大學生雙方在進行交流時已對彼此間所存在的不同口音、語言能力落差及文化差異所可能造成的溝通障礙有所準備，進而協助他們在對話時有能力運用各種不同的溝通策略，以達成互相了解的目標。

The present study aims to investigate communication strategies (CSs) used by Taiwanese (TW) and Japanese (JP) college students to facilitate communicative effectiveness and solve communication breakdowns in a multilingual, synchronized computer-mediated communication (SCMC) setting. A total of 42 EFL college students (19 TW and 23 JP) who communicated with each other in English, Mandarin Chinese and Japanese participated in this study. The data includes videos, transcripts and images which will be analyzed based on the categorization of CSs. The following results have been observed. First, the JP participants frequently used repetition strategy to maintain the conversation flow while TW participants tended to employ other CSs such as code switching or self-repair instead of mainly using repetition. Second, when communication breakdowns occurred, TW participants preferred to use typing or sending pictures to repair communication. On the other hand, JP participants preferred to ask direct questions for clarification of the problem resources. These results suggest that both TW and JP participants were prepared to encounter the potential communication breakdowns since they were aware of the limitations such as different accents, proficiency levels and cultural differences during the conversation. Such awareness and preparedness have assisted them to work harder and adopt various strategies for achieving mutual understanding. The results of the study have improved our understanding of multilingual CSs used by EFL students in computer-mediated interaction and contribute to the development of successful intercultural communication.

TABLE OF CONTENTS
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE 1
INTRODUCTION 1
1.1 Research Background and Motivation 1
1.2 Purposes of the study 3
1.3 Significances of the Study 4
1.4 The Organization of the Study 5
CHAPTER TWO 6
LITERATURE REVIEW 6
2.1 Communicative Competence 6
2.2 Computer-mediated Communication 19
2.3 Filling the Gaps in Previous Researches 21
2.4 Research Questions 22
CHAPTER THREE 23
METHODOLOGY 23
3.1 Participants and Data Collection 23
3.2 Categorization of Communication Strategies in the Study 25
3.2.1 Self-repair 27
3.2.2 Repetition 29
3.2.3 Fillers 30
3.2.4 Code switching 31
3.2.5 Message abandonment/ avoidance 32
3.2.6 Comprehension check 34
3.2.7 Expressing non-understanding 34
3.2.8 Asking for repetition 35
3.2.9 Asking for confirmation 36
3.2.10 Asking for clarification 37
3.2.11 Appeal for help 38
3.2.12 Co-creation of the message/ anticipation 39
3.2.13 Mode switching 41
CHAPTER FOUR 45
QUANTITATIVE RESULTS 45
4.1 The frequency of participants’ self- and other-initiated communication strategies 45
4.2 The quantitative results of Taiwanese and Japanese participants’ self-initiated communication strategies 48
4.3 The quantitative results of Taiwanese and Japanese participants’ other-initiated communication strategies 52
4.4 Weekly communication strategies used by the participants 56
4.5 Comparison of the proportions of communication strategies used by groups 65
4.6 Discussion 67
CHAPTER FIVE 70
QUALITATIVE RESULTS 70
5.1 The similarities and differences between Taiwanese and Japanese participants’ use of communication strategies 70
5.1.1 Repetition 70
5.1.2 Code switching 75
5.1.3 Fillers 78
5.1.4 Mode switching 81
5.1.5 Self-repair 83
5.1.6 Asking for confirmation 85
5.1.7 Asking for clarification 88
5.1.8 Message abandonment/ avoidance 89
5.1.9 Asking for repetition 92
5.1.10 Co-creation of the message/anticipation 95
5.1.11 Appealing for help 99
5.1.12 Comprehension check 101
5.1.13 Expressing non-understanding 104
5.2 Discussion 105
CHAPTER SIX 110
CONCLUSION 110
6.1 Contributions 110
6.1.1 The difference and similarity between Taiwanese and Japanese participants’ communication strategy choices 110
6.1.2 The factors that affect the participants’ communication strategies choices 112
6.2 Limitation of the Study 113
6.3 Pedagogical Implications 114
6.4 Suggestions for Further Researches 115
REFERENCES 117
Appendix A 130

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