Based on the Theory of Contrastive Analysis and Inter-language Theory, this paper investigates the common initial errors of Korean fundamental Chinese learners in different groups. The data were analyzed by listening to it and were described with IPA. 7 initial errors were found in this paper, such as a) errors of recognizing and pronouncing “b” and “p”; b) errors of “z/c/s” and “zh/ch/sh” c) errors in pronouncing “r” and so on. In order to avoid contributing all the errors to the impact of first language transfer, the students were chosen with 3 different nationalities, including Korean, Pakistani and Brazilian. The participants are all at the same age without any experience of learning a third language. This research analyzed the errors’ reasons in terms of interlanguage transfer, intralingual transfer, students’ learning attitudes and the impact of target language. Softwares called Praat and Cooledit were used to analyze the data. The reasons were analyzed with the help of the format, burst and VOT of the spectrograms. The results indicated that some errors made by all the students from different countries are due to the difficulties of the target language. As for these mistakes, even some native speakers may make them in their daily life. The reasons for these errors can be traced back to the target language itself, rather than relating them to the negative transfer of the first language. At last, some useful pedagogical recommendations were mentioned to facilitate the Chinese language education. 本文以对比分析理论与中介语理论为理论基础，以调查分析法为研究方法对 韩国初级汉语学习者的汉语声母偏误进行了分组对比研究。语音资料以由经过专 业训练的母语者听辨的方式进行统计，并得出韩国学生声母偏误共7 个，例如： 送气音与不送气音混淆；舌尖前音与舌尖后音混淆；舌尖后浊擦音闪音化，舌面 音尖音化等。 为了避开当前研究将偏误原因完全归结于母语负迁移的错误，笔者通过对比韩国、巴基斯坦、巴西三类同等水平、无第三外语、年龄相同的汉语学习者的不同偏误情况，对偏误产生原因进行了细致分析。本文从语际迁移、语内迁移、学习者学习态度和目的语语言本体角度；以Praat、Cooledit 等语音软件为分析手段；通过观察共振峰、冲直条、嗓音起始时间等元素来分析韩国初级汉语学习者声母偏误产生的原因。 经过分析，本文得出结论：即某些所有国家学生都出现发音偏误的声母，其自身都有相当的难度，母语学习者在学习的时候也会出现种种错误。这种情况下，偏误则是由目的语本身的难度等级影响而来。母语负迁移只是影响了学生声母偏误的形式。另外，笔者还针对韩国学生出现的不同偏误提出了针对性的教学方法，希望可以对对韩汉语声母教学方面有所启示。 / published_or_final_version / Education / Master / Master of Education

This dissertation consists of two studies which addressed the issue of teaching young Chinese Language Learners (CLLs) to learn Chinese and their language teacher’s culturally responsive teaching self-efficacy. Young CLLs in Hong Kong mainly came from ethnic minorities of South Asia, the differences between language systems and complicated home languages imposed challenges on their Chinese learning. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training about the learning needs of young CLLs and effective pedagogies. Teacher’s self-efficacy has a significant impact on students’ academic performance and engagement of students from diverse background. In order to facilitate both learning and teaching of Chinese as a second language (L2), this study explored teacher’s culturally responsive teaching self-efficacy (CRTSE) through a mixed methods research. Study I addressed this issue by developing and validating the Chinese Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for the language teachers teaching Chinese as a L2 in Hong Kong. A total number of 128 Chinese language teachers were recruited for the validation of scale. Through the Exploratory Factor Analysis, a 5-factor solution with Varimax Rotation was adopted with consent by the expert panel. The 5-factor structure of the scale included Teaching to accommodate diversity, Awareness of cultural difference, Development of positive and trusting relationship, Communication with parents and School-based curriculum development. The study will shed light on the in-depth investigation on teacher’s enhancement of CRTSE in Study II. Quantitative analysis on scores obtained from 166 Chinese language teachers revealed the current phenomenon faced by frontline teachers in Hong Kong. As captured by the scale, teachers scored the lowest on Factor 2, Awareness of cultural difference (Mean= 48.98; S.D.=18.87), and the highest on Factor 3, Development of positive and trusting relationship (Mean= 68.90; S.D.=11.90). The mean of total score among participants in the study (Mean=63.78; S.D.=11.69) was found to be lower than that obtained in Siwatu’s study (Mean=84.05; S.D.=8.55) in 2007. In Study II, teacher’s development and enhancement on the CRTSE were explored through Learning Study which is a classroom-based research using the phenomenographic approach and the Variation Theory. Measured by the Chinese CRTSE Scale and the Structured Test, both teachers and young CLLs showed improvement on their teaching and learning after the Learning Study. Qualitative analysis revealed how Variation Theory facilitated teacher’s development of effective pedagogies with variations in language and culture. The mastery and vicarious experience facilitated teacher’s development of awareness and accommodation of teaching towards cultural diversity. The collaborative nature of Learning Study also fostered teacher’s self-reflection and assimilation of cultural diversity into the school-based curriculum. How teacher’s development of awareness, accommodation and assimilation towards cultural diversity nurtured through the two years made contribution to their development of cultural responsiveness were examined. This study is a pioneering research on the enhancement of teacher’s CRTSE through Learning Study. Learning Study is proven a powerful intervention enhancing both learning and teaching of Chinese as a L2. This professional development model could make an impact on culturally diverse classrooms. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

連萬里 = A study of the Chinese-cultural essential elements in the text content of the Chinese language subject in Hong Kong secondary school / Lin Man Lee. / 據稿本複印 / 論文(碩士)--香港中文大學硏究院教育學部文科教育,1993. / 附參考文獻 / Lian Wanli = A study of the Chinese-cultural essential elements in the text content of the Chinese language subject in Hong Kong secondary school / Lin Man Lee. / Chapter 第一章 --- 緖 論 / Chapter 第一節 --- 引言 --- p.1 -2 / Chapter 第二節 --- 中國語文科的教學目標 --- p.3-15 / Chapter 第二章 --- 硏究動機及目的 / Chapter 第一節 --- 文化教育的作用 --- p.16-17 / Chapter 第二節 --- 語文教育與文化教育 --- p.17 -19 / Chapter 第三節 --- 香港中學中國語文科的文化教育問題 --- p.19-23 / Chapter 第四節 --- 香港中學中國語文科課程的规劃 --- p.23 -24 / Chapter 第五節 --- 中國語文科課程教學目標的貫徹 --- p.24-25 / Chapter 第三章 --- 硏究設計 / Chapter 第一節 --- 硏究對象 --- p.26 / Chapter 第二節 --- 硏究目的 --- p.26 / Chapter 第三節 --- 硏究工具 --- p.26 / Chapter 第四節 --- 硏究方法與步驟 --- p.27 / Chapter 第五節 --- 資料分折 --- p.28 -29 / Chapter 第四章 --- 理論說明 / Chapter 第一節 --- 中國文化 --- p.30 -50 / Chapter 第二節 --- 中國文化要素 --- p.51 -68 / Chapter 第五章 --- 課文中的中國文化要素 / Chapter 第一節 --- 香港中學中國語文科課文 --- p.69 -74 / Chapter 第二節 --- 課文中的中國文化要素分析結構與方法 --- p.74 -84 / Chapter 第六章 --- 問卷調查 / Chapter 第一節 --- 調查目的 --- p.85 / Chapter 第二節 --- 問卷設計 --- p.85 / Chapter 第三節 --- 調查方法 --- p.86 / Chapter 第七章 --- 硏究結果、討論及局限 / Chapter 第一節 --- 香港中學中國語文科課文中之「中國文化」要素 --- p.87 -108 / Chapter 第二節 --- 語文教師對透過語文科推行文化教育的態度 --- p.109 -121 / Chapter 第三節 --- 課文教學內容 --- p.121 -131 / Chapter 第四節 --- 硏究局限 --- p.132-133 / Chapter 第八章 --- 結論及建議 / Chapter 第一節 --- 結論 --- p.134 -135 / Chapter 第二節 --- 建議 --- p.155 -137 / 附 錄 / 附錄一香港中學中國語文科課文篇目 --- p.一-1-5 / 附錄二 香港中學中國語文科課文內容分析藍圖 --- p.二-1 / 附錄三 香港中學各级中國語文科課文內容分析表 --- p.三-1-5 / 附錄四 香港中學中國語文教師調查問卷 --- p.四-1-2 / 附錄五 參考書目、文獻及資料 / 中文部份 --- p.五-1-10 / 英文部份 --- p.五-11-13

歐佩娟. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 105-116). / Ou Peijuan. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 --- p.1 / 問題說明 --- p.1 / 有關文獻 --- p.7 / 研究問題 --- p.39 / 假設 --- p.40 / Chapter 第二章 --- 研究方法 --- p.45 / 研究設計 --- p.45 / 研究對象與取樣 --- p.47 / 研究工具 --- p.49 / 實驗程序 --- p.56 / 選卷程序 --- p.58 / 資料整理 --- p.58 / 資料分析 --- p.60 / Chapter 第三章 --- 結果與討論 --- p.63 / 畫句成績、撮寫成績、主題成績對閱讀理解成績影響的研究 --- p.63 / 畫句成績、撮寫成績、主題成績與閱讀理解成績的多項關係研究 --- p.74 / 畫句成績、撮寫成績、主題成績與三個層次閱讀理解成績的關係之研究 --- p.86 / Chapter 第四章 --- 摘要、結論及建議 --- p.94 / 摘要 --- p.94 / 結論 --- p.98 / 建議 --- p.101 / 參攷文獻 --- p.105 / Chapter 附錄 --- 一、本研究樣本學生的男女分佈圖 --- p.117 / 二、畫句測驗 --- p.118 / 三、撮寫測驗 --- p.120 / 四、主題測驗 --- p.122 / 五、閱讀理解測驗 --- p.123 / 六、畫句測驗標準答案 --- p.127 / 七、撮寫測驗標準答案 --- p.128 / 八、主題測驗標準答案 --- p.130 / 九、閱讀理解測驗標準答案 --- p.131 / 十、本研究樣本的廢卷分佈圖 --- p.134

何子煌 = A study of the effects of academic and ... / 手稿影印本. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Shou gao ying yin ben. / Includes bibliographical references (leaves 186-199). / He Zihuang = A study of the effects of academic and ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / 問題說明 --- p.1 / 文獻探討 --- p.13 / 假設 --- p.68 / 重要名詞釋義 --- p.69 / 研究的局限 --- p.73 / Chapter 第二章 --- 研究方法 --- p.75 / 研究設計 --- p.75 / 研究對象與取樣方法 --- p.77 / 研究工具 --- p.79 / 實施程序 --- p.95 / Chapter 第三章 --- 結果與討論 --- p.97 / Chapter 第四章 --- 研究結論與建議 --- p.167 / 摘要與結論 --- p.167 / 建議 --- p.183 / 參考文獻 --- p.186 / 附錄 / Chapter 一 --- 華語第二語文聽能測驗（錄音稿） --- p.200 / Chapter 二 --- 華語第二語文聽能測驗（試卷） --- p.221 / Chapter 三 --- 華語第二語文聽能測驗（答案紙） --- p.227 / Chapter 四 --- 學生資料調查問卷 --- p.228 / Chapter 五 --- 華語第二語文聽能測驗試題的難度及鑑別度 --- p.233 / Chapter 六 --- 信件 --- p.234

This study provides a critical review on the provision of Chinese Language education for non-Chinese speaking students (NCSS) in traditional high-concentration designated secondary schools in Hong Kong. NCSS are equipped with L2 Chinese literacy but are asked to survive with the main stream society who sought for L1 Chinese literacy. This has been a thorny issue since 2008 where the good efforts of various stakeholders including the EDB have not yielded any positive outcomes in enhancing the Chinese literacy of the NCSS. On one hand the NGOs strongly advocate for an alternative Chinese curriculum framework for NCSS while on the other, the EDB justifies the existing provision of Chinese education such as the central Chinese curriculum framework (CCCF) and the supplementary Chinese curriculum guide (SCG) as adequate. Their entanglements have ended up as political fights and bring further disarray to schools, teachers and the NCSS. Despite the absence of literature and few research studies, the issue of providing Chinese Language education for NCSS is pursued in this study within a theoretical framework derived from three related areas of research: Language policy in Hong Kong for government and subsidized schools, the Chinese Language curriculum for NCSS in Hong Kong and NCSS’ language acquisition and Chinese language learning. The main aim of the study is to achieve a better understanding of the Chinese literacy of the NCSS, the manner in which the school-based NCSS Chinese curriculums are adopted from the CCCF and SCG and implemented. Last, the different views of the stakeholders and their entanglements are depicted. This study employed an eclectic approach where both quantitative (test administration and survey) and qualitative (observations, documentary review and in-depth interview) methods were administered to collect the data for the study. The essence of critical ethnography was employed in the qualitative method where in-depth interviews in a semi-structured manner and my experience and educational upbringing as an NCSS helps shed additional light and explanation to the issue which allows the issue to be holistically depicted. The findings reveal that, despite the NCSS attaining satisfactory examination results in the international Chinese examination (GCSE); their Chinese literacy is far beyond the benchmark of the societal expectations. Second, regardless of the amount of work that the EDB has put in place concerning the implementation of the NCSS Chinese curriculum, there is a weak negotiation between the different levels of curriculum planning, namely the strategic, tactical and operational. In addition, at the operational level of planning, teachers’ inadequate LTC and LTEC in notional and operational curriculums warrant our concern. Last, the entanglements between different stakeholders arise due to their relative differences on the degree of accountability and practicality concerns towards the issue. The study seeks to contribute to empirical and conceptual knowledge on international studies and re-conception on language education policy for linguistics minorities at the political level and fills the literature gaps on language pedagogy, LTEC and LTC at school level. Finally, it becomes a unique literature in explaining the un-imparted multilingual NCSS’ language acquisition which is absence in the field of applied linguistics. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

本文嘗試通過對兩所香港國際學校授課教師的問卷調查, 以及筆者對授課教師進行的課堂跟蹤觀察, 試論香港的國家學校的對外漢語教學課堂中, 有效的和較無效的糾錯策略, 從而可以為香港國際學校對外漢語教學的後繼研究和實際教學提供實驗性的結果 / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences