Thesis (Ph. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 2, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 268-273). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: James A. Whitson, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes bibliographical references (leaves 88-96). Available online via OhioLINK's ETD Center

No description available.

by Chan Yin-Sum, Samuel, Man Siu-Kwan, Nelson. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 57-60.

The problem of this study was an analysis of major spelling deficiencies among collegiate business students. The purposes were as follows: (1) to develop a diagnostic instrument that will measure spelling deficiencies; and (2) to make recommendations regarding the preparation of materials that will assist students in overcoming these deficiencies. Written assignments prepared by collegiate Business Communication students were examined for spelling errors. Errors were then classified into the following categories: (1) words with "ie" and "ei" ; (2) final "e"; (3) final consonant rule; (4) final "y"; (5) confusion over vowel sounds; (6) pronunciation problems; (7) sound-alikes; (8) plurals; (9) apostrophes; (10) omissions; (11) additions and repetitions; (12) substitutions; (13) demons; and (14) miscellaneous. Percentages of total errors served as a guideline for preparation of a Table of Specifications, and a Spelling Diagnostic Test was developed. Validity of the instrument was determined by a panel of experts. The test was then administered to 214 collegiate business students, and a reliability coefficient of .83 was determined using the split-half method.

Law, She Kay Lourdes. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 181-188). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iii / TABLE OF CONTENT --- p.v / LIST OF TABLES --- p.xvii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Language Use in Hong Kong --- p.1 / The Handover and Language Use in Hong Kong --- p.1 / The Significance of Cantonese in Hong Kong --- p.2 / The Significance of English in Hong Kong --- p.3 / The Significance of Putonghua in Hong Kong --- p.4 / Social Identities and Languages in Hong Kong --- p.7 / "Attitudes, Motivation and Orientation: Three Important Ideas to be Discussed in this study" --- p.9 / Purpose of this Study --- p.10 / Significance of this Study --- p.11 / Research Questions --- p.11 / Organization of this Study --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Introduction --- p.14 / Various Motivational Orientations: Attitudes and Motivation Research --- p.14 / Socio-psychological Approach to Motivational Orientations --- p.15 / Socio-educational Model --- p.17 / Integrative and Instrumental Orientations of Motivation --- p.18 / Integrative Orientation of Motivation --- p.18 / Instrumental Orientation of Motivation --- p.18 / Different Views towards Integrative and Instrumental Notions in Explaining Learners' Motivation --- p.19 / Related Integrative and Instrumental Orientations of Motivation Studies --- p.23 / "Additional Motivational Orientations: Friendship, Travel related, Knowledge, and the Media Factor" --- p.27 / Cognitive-situated Approach to Motivational Orientations --- p.30 / Self-determination Theory´ؤIntrinsic and Extrinsic Orientations --- p.30 / Intrinsic Orientation of Motivation --- p.31 / Extrinsic Orientation of Motivation --- p.32 / Amotivation --- p.33 / Influence of Teachers on Intrinsic and Extrinsic Orientations of Motivation --- p.34 / Applying Intrinsic and Extrinsic Orientation of Motivation to HK Context --- p.34 / Attribution Theory --- p.35 / Influences on Learners' Reactions to Learning --- p.36 / Three Main Dimensions of Attributes --- p.39 / "Identity, Language Learners, and Investment of Language Learning" --- p.41 / Identity and Language Learners --- p.41 / Attitudes of Language Learners and Investment of Language Learning --- p.43 / The Notion of Investment and the Notion of Instrumental Motivation --- p.45 / Code-switching and Code-mixing --- p.46 / Definition: Code-switching and Code-mixing --- p.46 / Attitudes towards Languages for Code-switching and Code-mixing in Hong Kong --- p.47 / Summary --- p.51 / Chapter CHAPTER 3 --- METHODOLOGY --- p.52 / Introduction --- p.52 / Research Design --- p.52 / Research Questions --- p.52 / Types of Collected Data --- p.53 / Quantitative Approach Adopted in the Present Research --- p.54 / Qualitative Approach Adopted in the Present Research --- p.54 / Two Stages of Data Collection --- p.54 / Participants of the Research --- p.55 / Selection Criteria --- p.55 / Questionnaire Respondents --- p.56 / Stage One: June to July 2006 --- p.56 / Stage Two: September to October 2006 --- p.56 / Questionnaire Collected in the Two Stages of Data Collection --- p.56 / Interviewees --- p.57 / Stage One: June to July 2006 --- p.57 / Stage Two: September to October 2006 --- p.58 / Instrumentation --- p.58 / Questionnaires --- p.58 / Reasons for Using Questionnaires --- p.58 / Design of the Questionnaires --- p.59 / Questionnaire Investigating Participants' Attitudes towards English --- p.60 / Questionnaire Investigating Participants' Attitudes towards Putonghua --- p.61 / Questionnaire Investigating Participants' Attitudes towards Cantonese --- p.62 / Interview --- p.62 / Reason for the Using Semi-structured Interview --- p.63 / Design of Interview Questions --- p.63 / Data Collection and Processing --- p.64 / Questionnaire --- p.64 / Stage One: June to July 2006 --- p.65 / Stage Two: September to October 2006 --- p.65 / Interviews --- p.66 / Stage One: June to July 2006 --- p.66 / Stage Two: September to October 2006 --- p.66 / Data Analysis --- p.67 / Questionnaire --- p.67 / Interviews --- p.67 / Triangulation of Data --- p.68 / Validity and Reliability --- p.68 / Internal Validity --- p.68 / English Proficiency Level --- p.68 / Participant Attrition --- p.69 / Location of Data Collection --- p.70 / Instructions for the Participants --- p.70 / External Validity --- p.71 / Reliability --- p.72 / Ethics --- p.72 / Limitations --- p.73 / Summary --- p.74 / Chapter CHAPTER FOUR --- RESULTS AND FINDINGS --- p.75 / Introduction --- p.75 / "Participants' Attitudes towards English, Putonghua, and Cantonese: Integrative, Instrumental, and Travel Orientation" --- p.75 / English --- p.76 / Putonghua --- p.76 / Cantonese --- p.77 / Participants' Attitudes towards English --- p.77 / Attitudes towards Integrative Orientation --- p.78 / Questionnaire --- p.78 / Interviews --- p.79 / Attitudes towards Instrumental Orientation --- p.81 / Questionnaire --- p.81 / Interviews --- p.83 / Attitudes towards Travel Orientation --- p.85 / Questionnaire --- p.85 / Interviews --- p.86 / Attitudes towards Friendship Orientation --- p.87 / Attitudes towards the Media in English --- p.89 / Attitudes towards Intrinsic Orientation --- p.91 / Attitudes towards Extrinsic Orientation --- p.92 / Influence of Teaching Activities and Style on English Learning --- p.93 / Previous Successes and/or Failures that Contribute to English Learning --- p.94 / Summary --- p.95 / Participants' Attitudes towards Putonghua --- p.95 / Attitudes towards Integrative Orientation --- p.95 / Questionnaire --- p.95 / Interviews --- p.97 / Attitudes towards Instrumental Orientation --- p.98 / Questionnaire --- p.98 / Interviews --- p.100 / Attitudes towards Travel Orientation --- p.101 / Questionnaire --- p.101 / Interviews --- p.102 / Attitudes towards Friendship Orientation --- p.103 / Attitudes towards the Media in Putonghua --- p.105 / Previous Successes and/or Failures that Contribute to Putonghua Learning --- p.107 / Relationship between Putonghua and One's Identity --- p.108 / Attitudes towards Putonghua and Code-switching/mixing --- p.109 / Summary --- p.110 / Participants' Attitudes towards Cantonese --- p.111 / Attitudes towards Integrative Orientation --- p.111 / Questionnaire --- p.111 / Interviews --- p.113 / Attitudes towards Instrumental Orientation --- p.115 / Questionnaire --- p.115 / Interviews --- p.117 / Attitudes towards Travel Orientation --- p.120 / Questionnaire --- p.120 / Interviews --- p.121 / Previous Successes and/or Failures that Contribute to Chinese Learning --- p.123 / Relationship Between Cantonese and One's Identity --- p.124 / Attitudes towards Cantonese and Code- mixing --- p.124 / Summary --- p.128 / Summary of the Chapter --- p.129 / Chapter CHAPTER FIVE --- DISCUSSION OF FINDINGS --- p.130 / Cultures and Languages --- p.130 / The Love of Culture towards English --- p.130 / The Lack of Passion in Cultures towards Putonghua --- p.136 / Living in the Cantonese Culture in Hong Kong --- p.140 / Language as an Instrument --- p.142 / English: A Traditional Requirement for Walking on the Path of Success --- p.142 / Putonghua and English: A New Combination of Device to the Path of Success --- p.146 / Languages and their Usage in Different Geographical Locations --- p.148 / English: A Language of Universality --- p.149 / Putonghua: A Language of Regional Use --- p.151 / Cantonese: An International Language in the Cantonese World --- p.153 / Challenges in Language Learning --- p.155 / Challenges as a Stimulator in Language Learning --- p.155 / Challenges as an Obstacle in Language Learning --- p.156 / Failures in Previous Language Learning --- p.156 / Teaching Activities and Styles --- p.158 / "Identity, Language Learning and Language Choice" --- p.159 / Identity and Language Learning --- p.160 / Chinese Identity and Language Learning --- p.160 / Hong Kong Chinese Identity and Language Learning --- p.161 / Identity as a University Student and Language Learning --- p.162 / Identity and Language Choice --- p.163 / Mainland Chinese Identity and Code-switching/mixing --- p.163 / Hong Kong Identity and Code-switching/mixing --- p.164 / Summary --- p.166 / Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS --- p.167 / Introduction --- p.167 / Answers to the Research Questions --- p.167 / Research Question One --- p.167 / English --- p.167 / Putonghua --- p.167 / Cantonese --- p.168 / Research Question Two --- p.168 / English --- p.169 / Putonghua --- p.169 / Cantonese --- p.169 / Research Question Three --- p.170 / Integrative Orientation --- p.170 / Instrumental Orientation --- p.171 / Travel Orientation --- p.171 / Friendship Orientation --- p.172 / Intrinsic and Extrinsic Orientation --- p.173 / Attribution Theory´ؤPrevious Successes and/or Failures in Language Learning --- p.173 / Identity and Language Learning --- p.173 / Identity and Language Choice --- p.174 / Implications for Business majors and their Instructors in University --- p.175 / To Business majors in Universities --- p.175 / To Instructors Teaching Business majors English and Putonghua in Universities --- p.175 / "Implications for Language Change, Social Identity, and Language Planning" --- p.176 / Language Change --- p.176 / Social Identities --- p.176 / Language Planning --- p.177 / Limitations --- p.178 / Further Studies --- p.179 / REFERENCES --- p.181 / APPENDICES --- p.189 / Appendix A Profiles of the Interviewees (Summer 2006) --- p.189 / Appendix B Profiles of the Interviewees (Fall 2006) --- p.190 / "Appendix C Clement, Dornyei, & Noels' (1994) Motivation Questionnaire" --- p.191 / "Appendix D Clement, Dornyei, & Noels' (1994) Motivation Questionnaire with Scale Labels" --- p.192 / Appendix E Questionnaire (English) --- p.193 / Appendix F Questionnaire (Putonghua) --- p.197 / Appendix G Questionnaire (Cantonese) --- p.201 / Appendix H Interview Questions --- p.205 / Appendix I Consent Form --- p.207

Abstract is available to download.

Thesis (Ph. D.)--University of Oklahoma, 1998. / Includes bibliographical references (leaves 125-136).