Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April, 30 1992. Also available in print.

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本研究採用「個案研究法」，以一個國中補習班之作文班的七年級生為研究對象，進行作文教學活動的設計與實施結果的成效探討。 本研究的作文教學活動設計，係將學生區分成高、中、低三個學習成就區塊，根據不同的學習能力，設計不同的教學活動，並運用「合作學習」模式進行教學。教學實施後，分別從「學生作品」、「觀察紀錄」、「問卷調查」及「訪談紀錄」四個面向進行探討，分析教學活動的設計與實施成效。 第一章〈緒論〉，總述研究動機與目的、研究範圍與限制、研究方法與步驟，以及文獻探討。 第二章〈高成就學生之作文教學活動設計〉，從高成就學生的起點行為分析開始，以「創造思考教學」為設計主軸，訓練其「發散思維能力」與「想像力」，並結合「續寫作文題型」練習，最後再進行教學實施的成效探討。 第三章〈中成就學生之作文教學活動設計〉，從中成就學生的起點行為分析開始，以「情境作文教學」為設計主軸，訓練其「觀察力」與「感受力」，並結合「擴寫作文題型」練習，最後再進行教學實施的成效探討。 第四章〈低成就學生之作文教學活動設計〉，從低成就學生的起點行為分析開始，以「材料作文教學」為設計主軸，訓練其「記憶力」與「聯想力」，並結合「仿寫作文題型」練習，最後再進行教學實施的成效探討。 第五章〈結論與建議〉，第一節先說明教學活動設計與探討的總結論，第二節與第三節分別提出對教學活動設計與補教機構的建議，第四節則是表達對中學語文教師的期盼。 總體而言，根據學生不同的學習能力與需求，設定相符的教學目標與教學活動，不僅能激發更多的學習潛力，也能逐步培養寫作興趣與提升寫作能力。

With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation in learning and teaching Chinese as a foreign (TCFL) has been accelerating. Learning and teaching Chinese writing plays a significant role in the field of world languages education. In the field of Second Language Acquisition (SLA) and Foreign Language Education (FLE), many studies have examined the effectiveness and efficiency of Written Corrective Feedback (WCF) (e.g., Bitchener, 2008; Ferris, 2010). Existing studies on WCF mostly focused on languages other than Chinese. There were few published studies investigating WCF in a computer-mediated coded WCF Chinese writing setting. This dissertation study applied a multiple-case study design to investigate the effects and students’ views of teachers’ coded WCF in an online multiple-draft Chinese writing setting. Six intermediate-level learners of Chinese completed four writing assignments, four revisions, four surveys, and four interviews. The dissertation employed a theoretical framework from sociocultural theory: Zone of Proximal Development (ZPD) and Scaffolding. Coded WCF and the CMS are considered as scaffoldings, and students’ ability to correct errors is viewed as ZPD. The researcher investigated students’ responses to the computer-mediated coded WCF and the evidence of acquisition in Chinese writing accuracy as reflected in the changes in errors over the course of the semester. In addition, the researcher also explored the students’ attitudes and views of the computer-mediated coded WCF, and the researcher further examined the factors influencing students’ incorporation of teacher feedback in their writing. The researcher employed within-case analysis and cross-case analysis to report the research findings and study results. Based on the findings, the researcher further discussed the effectiveness of WCF, the theoretical implications, the pedagogical implications, and instructional technology implications. The research findings revealed that the student participants generally had lower scores in the revision of the first writing assignment, but the situation improved in the revision of the third writing assignment. The evidence of acquisition in Chinese writing accuracy in the positive changes in errors over the course of the semester was associated with the “transferrable error types” rather than the “non-transferrable error types”. Student participants had dynamic attitudes and views toward the computer-mediated coded WCF. The research findings revealed four main factors influencing students’ incorporation of teacher feedback in their writing: the types of errors and Chinese language proficiency levels, students’ familiarity with the computer-mediated coded WCF, changes in students’ self-modifying skills and strategies, and students’ dynamic attitudes and views toward the computer-mediated coded WCF. This dissertation shed light on the instructional design of online courses and CALL activities in the context of TCFL, and the dissertation also filled up a research gap in computer-mediated WCF in Chinese writing.

Cette thèse s’inscrit dans les domaines de l’acquisition et de la didactique des langues étrangères. Sa nature est quantitative et descriptive. Elle porte sur les stratégies d’apprentissage des sinogrammes par des étudiants francophones dans un environnement instructif. L'objectif, dans un premier temps, est de connaître les stratégies spécifiques employées par les étudiants francophones pour apprendre les sinogrammes et de savoir si les stratégies employées dépendent du niveau de connaissance de la langue, du sexe, de l’âge et du style d'apprentissage.Le questionnaire, nommé SILCC (Strategy Inventory of Learning Chinese Character), que nous avons conçu dans cette étude a pour but d'observer les stratégies utilisées, puis les données sont analysées à l'aide de méthodes statistiques inférentielles. Le deuxième objectif est d’appliquer les résultats à la didactique du chinois langue étrangère. En fonction des résultats obtenus, des modèles de formation aux stratégies d’apprentissage et leur intégration dans les matériaux pédagogiques sont ensuite proposés. / This thesis is in the field of acquisition and teaching foreign language. It covers learning strategies of Chinese characters by French students in an instructional environment. The nature of this study is quantitative and descriptive. The first objective is to know which strategies are used by French students to learn Chinese characters and how those strategies are correlated with the student’s Chinese level, the student’s gender, the age and the learning style. A questionnaire, called SILCC (Strategy Inventory of Learning Chinese Character), has been designed in this study to analyze those strategies. The output data are analyzed using inferential statistical methods. The second objective is to apply the results for teaching activities and to propose a model of training strategies that can be used in academic materials.

This thesis analyses a change in the ways people composed and engaged with texts during the Warring States (481-221 BCE) period in Early China. It examines changes in the textual sphere as a result of an emergent manuscript culture, that is to say, the increased spread and reliance on manuscript texts for the communication of ideas. This shift moved away from the predominantly oral, commemorative, and ritual use of text in earlier periods, and provided key elements that would function in the text based discourse of the early empires. It influenced the way text across a variety of genres of writing was used and understood, structured and composed, and how it was collected and combined to form new arguments. I focus on texts from the Documents ?, and Odes ? genres, in addition to philosophical texts dealing with the past, and collections of sayings and arguments dealing with questions from cosmological to ethical issues. These materials form the mainstay of Warring States intellectual discourse, and exemplify the following textual developments: 1) the rise of collecting materials into compilations; 2) the emergence of genre classification; 3) the development of new authorship functions, 3) an increase in textual structuring and the integration of lore about the past, 4) the development of commentarial traditions, 5) the emergence of an explicit, self-reflexive understanding of writing and transmission, 6) advances in material structuring of manuscript-texts that interrelate form and content. The analysis is based primarily on excavated materials not edited during the early empires, and engages with comparative and interdisciplinary theory. It argues against models solely based on transmitted sources, which explained Warring States developments as a response to socio-political contexts. Instead, it posits developments in the textual culture itself as a necessary condition to explain the changes in intellectual discourse of the period.

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