published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Chinese Language and Literature / Master / Master of Arts

published_or_final_version / Chinese Language and Literature / Master / Master of Arts

近年來，香港有不少國際學校和直資學校開辦國際文憑課程（IB，International Baccalaureate），很多非華語學生選擇學習中文作為第二語言。然而，當中很多學生在使用詞彙上產生偏誤，而在二零零八年，香港教育局發布了《中國語文課程補充指引（非華語學生）》諮詢文件中，指出漢字的字形、聲調、語彙都是中文第二語言學習者的難點（香港課程發展議會，2008），這些難點均涉及語素。以往曾有不少研究，探討語素意識與詞彙知識習得的關係，因此，研究者期望以中文第二語言學習者作為研究對象，探討漢語語素意識與詞彙能力的關係。 本研究為量性研究，以語素意識與詞彙能力測驗和單元評估試卷來蒐集數據，並採用相關度測量研究方法分析數據，從而探討國際文憑課程中學項目學生在詞彙上的偏誤類型以及漢語語素意識與詞彙能力的關係，並提出建議以提升中文第二語言學習者的詞彙能力。本研究目的有三：（一）探究香港國際文憑課程中學項目學生在詞彙上的偏誤類型；（二）探究香港國際文憑課程中學項目學生的漢語語素意識與詞彙能力的關係；（三）歸納研究結果，並就教學和後續研究上提出具體建議，作為對外漢語教學之參考。 研究結果顯示，中文第二語言學習者的詞彙偏誤類型以「語音」為主，發展同音語素意識對於減少詞彙偏誤相當重要，此外亦需要加強發展部件規則的意識以及組字規則的概念，幫助他們掌握字形，對於減少詞彙偏誤亦有相當重要的作用。在漢語語素意識與詞彙能力的關係方面，中文第二語言學習者的語素意識對於詞彙能力有預測作用，同音語素意識對詞彙能力的預測作用大於同形語素意識的作用；而心理詞彙的語素意識、心理詞彙的數量及用詞能力三者有互相影響的關係，但仍需要進一步的研究。 International Baccalaureate (IB) Curriculum is adopted by more and more international schools and direct-subsidy schools in Hong Kong. At the same time, more and more non-Chinese speaking (NCS) students choose to study Chinese Language as a second language in IB curriculum. However, the vocabulary learning is one of the difficulties when they learn Chinese. The Education Bureau has published ‘Consultation Paper on Developing a “Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students” ’ and points out those NCS students encounter difficulties in learning Chinese graphemes, tones, vocabulary, etc. These difficulties are related to morpheme. Many researchers have conducted to study on relationship between morphological awareness and lexical knowledge. This dissertation aims to study on the relationship between morphological awareness and lexical ability of IB Middle Year Programme (MYP) students in Hong Kong. This is a quantitative research. Data collection includes two tests of the morphological awareness and lexical ability paper-pencil tests and one summative unit test of Chinese Language subject in a school. IB MYP students of two classes participated in this study and their morphological awareness and lexical ability were tested and analyzed by the statistical analysis software. The objectives of the study are: (1) Analysis on the types of lexicon errors of IB MYP students in Hong Kong; (2) Analysis on the relationship between morphological awareness and lexical ability of IB MYP students in Hong Kong; (3) Suggestions on developing of morphological awareness in learning Chinese Language as a second language. The results find that most of the lexicon errors were related to the tones and radical components of Chinese character, it is suggested to develop the homophone awareness and the orthographic awareness of Chinese character to reduce the lexicon errors. The morphological awareness of students has influence on student’s lexical ability. The homophone awareness has a closer relationship with lexical ability. The morphological awareness of the mental lexicon has an influence on the amount of mental lexicon and the ability of using lexicon. It is suggested to develop the morphological awareness of students in teaching Chinese as a second language to further study the relationship between the development of morphological awareness and mental lexicon in the future. / published_or_final_version / Education / Master / Master of Education

鄧城鋒 = Yen shih chia hsün : views on language teaching / Tang Shing Fung. / 據稿本複印 / 論文(碩士)--香港中文大學敎育學院,1993. / 附參考文獻 / Deng Chengfeng = Yen shih chia hsün : views on language teaching / Tang Shing Fung. / Chapter 第一章 --- 研究範圍與研究方法 / Chapter 第一節 --- 研究範圍 --- p.1 / Chapter 第二節 --- 研究方法 --- p.3 / Chapter 第三節 --- 文化語言學對語文教育研究的啟示 --- p.7 / Chapter 第二章 --- 顏之推語文教育的目的 / Chapter 第一節 --- 通經 --- p.11 / Chapter 第二節 --- 培養士大夫風操 --- p.15 / Chapter 第三節 --- 學習標準典範的語文知識 --- p.18 / Chapter 第三章 --- 家訓語文教育內容之一---訓詁方法 / Chapter 第一節 --- 重視訓詁方法的原因 --- p.21 / Chapter 第二節 --- 明練經文的方法 --- p.24 / Chapter 第四章 --- 家訓語文教育內容之二------避諱、名號、文章 / Chapter 第一節 --- 避諱 --- p.42 / Chapter 第二節 --- 名號 --- p.47 / Chapter 第三節 --- 文章 --- p.50 / Chapter 第五章 --- 家訓語文教育內容之三------字形和字音 / Chapter 第一節 --- 標準的字形 --- p.54 / Chapter 第二節 --- 標準的字音 --- p.60 / Chapter 第六章 --- 結語 / Chapter 第一節 --- 家訓語文教育內容評´論´ؤؤ「訓詁方法」 --- p.64 / Chapter 第二節 --- 家訓語文教育内容評´論´ؤؤ「避諱、名號、文章」 --- p.69 / Chapter 第三節 --- 家訓語文教育内容評´論´ؤؤ「字形和字音」 --- p.73 / Chapter 第四節 --- 家訓語文教育目的評論 --- p.76 / 〔第一章注釋〕 --- p.79 / 〔第二章注釋〕 --- p.82 / 〔第三章注釋〕 --- p.84 / 〔第四章注釋〕 --- p.87 / 〔第五章注釋〕 / 〔第六章注釋〕 --- p.93 / 〔附錄〕 --- p.98 / 〔參考書目〕

Wong Shee-hei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 173-181). / Abstracts in English and Chinese. / List of Abbreviations --- p.iii / List of Tables and Figures --- p.v / Abstract / -English --- p.vii / -Chinese --- p.iv / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1. --- An Overview --- p.1 / Chapter 1.1.1 --- Reasons for the Study --- p.2 / Chapter 1.2. --- Previous Research --- p.7 / Chapter 1.2.1. --- Studies on the Acquisition of Chinese as Second Language --- p.8 / Chapter 1.2.2. --- Studies on the Acquisition of English Passives by ESL learners --- p.12 / Chapter 1.2.3. --- Studies on the English L2 Overpassivization Errors ´ؤ Passivization of Unaccusative Verbs by ESL --- p.14 / Chapter 1.3. --- Theories of Interlanguage --- p.19 / Chapter 1.3.1. --- Prior Linguistic Knowledge and Language Transfer --- p.19 / Chapter 1.3.2. --- Language Universals and Universal Grammar --- p.22 / Chapter 1.4. --- Research Question of the Present Study --- p.24 / Chapter 1.5. --- Preview of Other Chapters --- p.24 / Notes to Chapter One --- p.25 / Chapter Chapter Two: --- Passive Constructions and Related Structures in Chinese and English --- p.27 / Chapter 2.0. --- Introduction --- p.27 / Chapter 2.1. --- Chinese Passives --- p.29 / Chapter 2.1.1. --- Chinese Bei-passives --- p.32 / Chapter 2.1.1.1. --- Some Characteristics of Chinese Bei-passives --- p.35 / Chapter 2.2. --- English Passives --- p.41 / Chapter 2.2.1. --- English Be-passives --- p.42 / Chapter 2.2.2. --- Get/Have-passives in English --- p.44 / Chapter 2.3. --- Structures related to Passives --- p.46 / Chapter 2.3.1. --- Topic Structures --- p.46 / Chapter 2.3.1.1. --- Topic-comment Structure in Chinese --- p.47 / Chapter 2.3.1.2. --- Topic Structure in English --- p.50 / Chapter 2.3.2. --- Unaccusative Verbs --- p.50 / Chapter 2.3.2.1. --- Chinese Unaccusative Construction --- p.53 / Chapter 2.3.2.2. --- English Unaccusative Construction --- p.56 / Chapter 2.3.2.3 --- Japanese Unaccusative Construction --- p.58 / Chapter 2.4. --- Conclusion and Interlanguage Problems Predicted --- p.60 / Notes to Chapter Two --- p.62 / Chapter Chapter Three: --- Methodology --- p.64 / Chapter 3.1. --- Aims of the Experiment --- p.64 / Chapter 3.2. --- Research Hypotheses --- p.65 / Chapter 3.3. --- Subjects in the Experiment --- p.68 / Chapter 3.4. --- Types of the Test Structures --- p.70 / Chapter 3.5. --- Experiment Materials --- p.75 / Chapter 3.5.1. --- The Picture Description (PD) Task --- p.75 / Chapter 3.5.2. --- The Grammaticality Judgment (GJ) Task --- p.77 / Chapter 3.6. --- Experimental Procedure and Test Scoring --- p.83 / Notes to Chapter Three --- p.84 / Chapter Chapter Four: --- Results of the Experiment --- p.85 / Chapter 4.1. --- Overall Results --- p.85 / Chapter 4.1.1. --- The Picture Description (PD) Task --- p.86 / Chapter 4.1.2. --- The Grammaticality Judgment (GJ) Task --- p.101 / Chapter 4.2. --- English-speaking Learners verse Controls --- p.119 / Chapter 4.3. --- Japanese-speaking Learners verse Controls --- p.125 / Chapter 4.4. --- Possible Shortcomings of the Experiment --- p.126 / Chapter 4.4. --- Conclusion --- p.127 / Notes to Chapter Four --- p.128 / Chapter Chapter Five: --- Discussion and Conclusions --- p.129 / Chapter 5.1. --- The Research Questions and Hypotheses --- p.129 / Chapter 5.2. --- A Summary of the Findings in the PD Task --- p.131 / Chapter 5.3. --- A Summary of the Findings in the GJ Task --- p.132 / Chapter 5.4. --- Some Important Issues --- p.133 / Chapter 5.4.1. --- Evidence of Ll Transfer --- p.133 / Chapter 5.4.2. --- Overpassivization of Chinese Unaccusative Verbs and the Universality of Overpassivization Phenomenon in IL Grammar --- p.136 / Chapter 5.4.3. --- Further Difficulties in the Acquisition of Chinese Passives and Related Structures --- p.139 / Chapter 6.5. --- Conclusions --- p.140 / Chapter 6.6. --- Suggestions for Further Studies --- p.142 / Appendices --- p.145 / References --- p.173

《莊子》自1881年透過巴爾福（Frederic Henry Balfour）的英譯傳入英語世界後，由於東西思維與文化差異，乃至部分內容的誤譯，以及《莊子》的閱讀困難等問題，致使英語學界的《莊子》研究百多年多一直徘徊在重複翻譯的階段，進一步就《莊子》文哲研究的拓展，相對顯得薄弱。中國學者對英語學界《莊子》研究的關注、討論及其成果的利用，更屬罕見。這對已然置身於世界文化語境的《莊子》研究而言，情況並不理想。 / 本文〈英語學界《莊子》文獻學研究〉，旨在從文獻學角度切入，總結英語學界的《莊子》文獻研究狀況，並提出文獻研究對解決《莊子》閱讀及翻譯困難的作用，以期對英語學界的《莊子》研究、中英學界《莊子》研究的交流，以至其他中國古籍的研究有所裨益。 / 第一章「緒論」，交代本論文的研究動機，英語學界《莊子》文獻研究的現狀，對關鍵詞進行界定，並申明本論文的研究目標、方法和意義。 / 第二章「英語學界莊子其人研究」，詳述英語學界的莊子生平事跡考證，包括莊子字號、居邑、時代及仕宦研究，從中總結英語學者對莊子其人研究的取態。 / 第三章「英語學界《莊子》校勘與翻譯」，先總結巴爾福、翟理斯（Herbert Allen Giles）及任博克（Brook Ziporyn）的《莊子》校勘、注釋等文獻工作成果，並論其得失；再總述歷來《莊子》英譯及英譯研究的概況及局限，特別指出英語學界缺乏對譯者選擇源語文本版本的研究，以期於後文開展有關中國文獻學對《莊子》英譯及研究重要性之討論。 / 第四章「英語學界《莊子》文獻研究成果述評」，總論葛瑞漢（Angus Charles Graham）、里瓦科諾爾（Livia Knaul）、羅浩（Harold Roth）、劉笑敢、何溪悟（Brian Howard Hoffert）以及麥大偉（David McCraw）的《莊子》文獻研究成果，以期勾勒英語學界的《莊子》文獻研究歷史及發展特點。 / 第五章「文獻研究對英語學界《莊子》研究的意義」，論述《莊子》的閱讀及翻譯困難，從版本校勘學、字詞註解及互見文獻三方面，考察文獻學對解決此困難的可能。 / 第六章「總結」，探究本論文所得出的結論及其意義，並指出今後進一步補充、深化和拓展英語學界《莊子》研究的可能方向。 / Zhuangzi, first introduced into the English-speaking world via F. H. Balfour’s 1881 translation, has, due to (1) the East-West cultural differences, (2) misinterpretation, and (3) its innate difficulties in reading, since languished at the stage of repetitive translation. Literary-philosophical research building thereon is hence restricted. Concerning this, the Chinese scholars’ attention has stayed scant, with their use of the research outcomes so attained negligible. This cannot be ideal for a world classic already situated against the global cultural context. / From a philological angle, this dissertation tracks the English-speaking academia’s philological research on Zhuangzi so far, scrutinises its current condition, and formulates a peculiarly philological solution to the difficulties in reading and translating Zhuangzi. These may contribute to the English-speaking academia’s research on Zhuangzi, the East-West exchange thereon, and the application of the same philological solution to the research and rereading of other Chinese ancient texts in general. / This dissertation is structured as follows: / Chapter 1 Introduction explains the objectives, methodology and the presumed significance of this research, defines keywords, and outlines the current condition of the English-speaking world’s philological research on Zhuangzi. / Chapter 2 Biographical Research on Zhuangzi in the Anglophone Academia summarises the Anglophone academia’s effort on ascertaining Zhuangzi’s biography, including his reputed style name and alias, domiciles, civil service and the various possible ages which his life could have spanned. From these this dissertation delineates the general approach that the English-speaking Zhuangzi research has taken towards the book’s purported author. / Chapter 3 The Collation, Examination and Translation of Zhuangzi in the Anglophone Academia traces the philological effort on the collation and textual correction of Zhuangzi from Balfour, Herbert A. Giles through Ziporyn Brook, and discusses their respective strengths and limitations. This chapter also sets out the overall condition and limitations of both the English translations of Zhuangzi and the research based on such translations. It examines the drawbacks incurred by the Anglophone academia’s indifference to the editions of the source texts upon which their research is built, and hence readies the later part of this dissertation for discussing the implications of Chinese philology to understanding, translating and researching Zhuangzi in a culturally disparate context overseas. / Chapter 4 The Anglophone Academia’s Philological Attainments on Zhuangzi Research: Review and Evaluation elaborates the research outcomes that the philological studies of Zhuangzi have accumulated in the West. Coverage includes A.C. Graham, Livia Knaul, Harold Roth, Liu Xiao-gan, Brian Hoffert and David McCraw, with a goal to outline the experience and features of the development of philological studies in the Anglophone academia. / Chapter 5 The Significance of Philological Studies to Zhuangzi Research in the Anglophone Academia specifies the major difficulties in reading and translating Zhuangzi, and how, from the philological methods of Edition Studies, Scholia on Words and Parallel Passages, a peculiar philological solution thereto may be formulated. / From the above Chapter 6 Conclusion draws a tentative conclusion, and explores the implications of this research and the ways forward for Zhuangzi studies, both in the Anglophone academia and in a broader context. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 吳家怡. / "2012年11月". / "2012 nian 11 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 215-228). / Abstract in Chinese and English. / Wu Jiayi. / 中文提要 --- p.I / 英文提要 --- p.III / 目錄 --- p.V / Chapter 第一章、 --- 緒論 --- p.1 / Chapter 第一節、 --- 引言 --- p.1 / Chapter 第二節、 --- 研究方法與意義 --- p.1 / Chapter 第三節、 --- 關鍵詞界定 --- p.2 / Chapter 第四節、 --- 研究範圍 --- p.3 / Chapter 第五節、 --- 具體研究內容 --- p.5 / Chapter 第二章、 --- 英語學界莊子其人研究 --- p.7 / Chapter 第一節、 --- 英語學界莊子生平事跡研究 --- p.7 / Chapter 第二節、 --- 英語學者對莊子生平研究的取態 --- p.21 / Chapter 第三節、 --- 小結 --- p.29 / Chapter 第三章、 --- 英語學界《莊子》校勘與英譯 --- p.31 / Chapter 第一節、 --- 引言 --- p.31 / Chapter 第二節、 --- 英語學界《莊子》校勘工作 --- p.32 / Chapter 第三節、 --- 英語學界《莊子》英譯工作 --- p.56 / Chapter 第四節、 --- 小結 --- p.75 / Chapter 第四章、 --- 英語學界《莊子》研究成果述評 --- p.77 / Chapter 第一節、 --- 引言 --- p.77 / Chapter 第二節、 --- 葛瑞漢的《莊子》作者及文本結構研究 --- p.79 / Chapter 第三節、 --- 里瓦科諾爾的《莊子》佚篇研究 --- p.106 / Chapter 第四節、 --- 克里斯托福．蘭德的《莊子》作者及成書研究 --- p.126 / Chapter 第五節、 --- 羅浩的《莊子》作者研究 --- p.136 / Chapter 第六節、 --- 劉笑敢的《莊子》文獻疏證 --- p.148 / Chapter 第七節、 --- 何溪悟的《莊子》作者關係研究 --- p.150 / Chapter 第八節、 --- 麥大偉的《莊子》版本層次及作者研究 --- p.165 / Chapter 第九節、 --- 小結 --- p.168 / Chapter 第五章、 --- 文獻研究對英語學界《莊子》研究的意義 --- p.173 / Chapter 第一節、 --- 引言 --- p.173 / Chapter 第二節、 --- 《莊子》的閱讀及翻譯困難 --- p.174 / Chapter 第三節、 --- 文獻學對解決《莊子》閱讀及英譯困難的可能 --- p.183 / Chapter 第四節、 --- 小結 --- p.208 / Chapter 第六章、 --- 總結 --- p.209 / Chapter 第一節、 --- 跨越莊子生平事跡考證困難 --- p.209 / Chapter 第二節、 --- 譯者先行的《莊子》校勘及注釋工作 --- p.209 / Chapter 第三節、 --- 漸見規模但難以應用的《莊子》文獻研究進程 --- p.210 / Chapter 第四節、 --- 有效利用文獻學研究解決《莊子》的閱讀及翻譯困難 --- p.211 / Chapter 第五節、 --- 小結 --- p.213 / 參考書目

In response to the parental and societal demands, more schools have implemented "Using Putonghua to teach Chinese" (UPe) school-based curriculum. As schools have different contextual factors, ensuring the quality of the curriculum becomes a major concern. This study aims to explore the essential elements of an effective UPC school-based curriculum, improve its quality, identify and share the successful experiences and difficulties teachers encountered in the implementation process. Action research and evaluations done collaboratively with teachers were conducted to address the four research questions: (1) What are the crucial elements of an effective UPC school-based curriculum? (2) How well is the existing curriculum? (3) How can teachers use the evaluation data to improve quality of the curriculum? (4) What are the key success factors and problems teachers encountered? / The evidence collected showed that the degree of teachers' involvement in evaluating the UPC school-based curriculum has an impact on enhancing the quality of the curriculum. Teachers' involvement could take the form of: (1) observation to increase the awareness and sensitivity of using Putonghua to teach Chinese; (2) reflection to enhance the understanding of using Putonghua to teach Chinese and to improve the effectiveness of teaching and learning; (3) discussion to reach consensus of the missions and objectives set; (4) evaluation to develop teachers' ability in making professional judgments; (5) utilization of the evaluation data to provide feedback to the curriculum. Moreover, the study showed that a systematic framework helps in making reflection and evaluation, effective team work fosters doing of the evaluation that enhances teachers' professional development and optimizes curriculum development. It also helps the school to explore the good school-based curriculum practices. As for the difficulties, teachers found it hard to solve all the teaching and learning problems at once. The lack of relevant knowledge, the extra workload and long working hours add up to put stress on them. / The research findings are constructive to the development of UPC school-based curriculum evaluation criteria. They facilitated regular reviews on the quality assurance, enhanced the overall development, contributed knowledge to the construction of the UPC school-based curriculum and the assessment theory. In practice, the successful experiences of the target teachers served as good reference for other schools. / The study targeted at 7 Chinese language teachers from 2 secondary schools. An evaluation framework was first developed, then used to assess the two existing UPC school-based curricula. The researcher also observed and interview the target teachers to understand their views and feelings. Through comparing and contrasting the two school cases, the researcher explored how the degree of teachers' involvement in evaluating the curriculum affected the effectiveness of the outcomes. / With adoption of 15 assessment dimensions and 82 evaluation criteria, the study shows an effective UPC school-based curriculum should measure the intended, the implemented and the learned curriculum. The intended curriculum was found to be the best, followed by the implemented curriculum and the learned curriculum being the worst. The result implied that the objectives of the UPC school-based curriculum were clearly defined but the effectiveness of the learning outcomes fell short of the expectaion. A major problem of the intended curriculum was the lack of resources, thus making the infusion of Putonghua element into the Chinese language lessons and the integration of the two subjects difficult. Different school characteristics were found in the implemented curriculum. The roles of the two media of instruction were clear. However, teachers could not adjust their teaching methodologies and this also complicated the problem of learner diversity. The learning outcomes of the students also differ when the UPC school-based curriculum objectives were set differently in the two schools. / 蔡若蓮. / Thesis submitted: 2010年12月. / Thesis submitted: 2010 nian 12 yue. / Adviser: Sin Pui Derek Cheung. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 430-451). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Cai Ruolian.

published_or_final_version / Education / Master / Master of Philosophy