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p.87).Third, empirical research into how Chinese students use CpS to overcome lexicaldifficulties is quite scarce. Although both Western and Chinese scholars have mentionedthat CpS can help interpreters conquer unknown words, empirical studies are hardlyseen either abroad or at home. Therefore，it is necessary to conduct an empirical studyon how interpreters use CpS to handle unknown words.Fourth, doing research into CpS is worthwhile, considering the potential benefits ofCpS use. According to Bialystok (1990), CSs, including CpS, is an undeniable event oflanguage use, its existence is a reliably documented aspect of communication, and its rolein second-language communication seems particularly salient. First, CSs can promote L2communication. Cook (2000) describes CSs as "a spare tire for emergencies" (p. 119).Bialystok (1990) says, "communication strategies overcome obstacles to communicationby providing the speaker with an alternative form of expression for the intendedmeaning” (p.35). Second, many researchers agree that CSs can facilitate L2 acquisition.Faerch and Kasper (as cited in Ellis, 1999a，p. 186) adopt a hypothesis-testing model ofL2 acquisition and argue that CpS (“achievement strategies" in Faerch and Kasper'swords) may have a potential learning effect, because CpS encourages hypothesisformation, and “that risk is essential for automatization." Tarone (1980) claims that CSs, learners are able to use their restricted interlanguage in such a way as to transcend itslimitations and thus may facilitate learning. Hatch (1978) holds that the most importantthing of all has to be “don't give up”，and CSs helps keep communication going.On account of the four reasons mentioned above, it is essential to probe into howstudents used CpS to cope with lexical difficulties in the Chinese-English interpretationin the oral test ofTEM 8.

CHATPER TWO LITERATURE REVIEW

This chapter reviews literature that is relevant to the current study. First, key termswill be defined. Second, taxonomies of CpS will be examined. Third, empirical researchinto CpS will be presented. Fourth, significance of the current study will be discussed.

2.1 Defining Key Terms
In this part, the author will review the definitions of CSs and CpS，and present heroperational working definitions.

2.1.1 Defining CSs
CpS is a subdivision of CSs, and hence definitions of CSs will be briefly reviewed.Nearly four decades has passed since Selinker first put forward the notion of CSs, butpeople still have not reached a consensus concerning what CSs is. Cook (2000)concludes that L2 researchers into CSs tend to divide into two camps: sociolinguisticallyoriented (also known as the interactional approach) researchers, such as Tarone, andpyscholinguistically oriented (also known as the psychological approach) researchers,typified by Faerch and Kasper. The interactional approach “views CSs from a socialperspective and emphasizes the interactional aspect" (Zhang, 2008, p.28). Tarone'sdefinition best represents CSs from this approach. She (1980) defines CSs as “mutualattempts of two interlocutors to agree on a meaning in situations where requisite meaningstructures do not seem to be shared”（p. 419). Meanwhile, as Faerch and Kasper (as citedin Ellis, 1999a) have pointed out, there are difficulties with the interactional definition.First, it is hard to apply to monologue (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。