published_or_final_version / Linguistics / Master / Master of Arts

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

本研究通過對深圳大學初級漢語水平留學生的晤談以及測試，發現初級水平階段的漢語學生在聆聽過程中常出現以下困難： 1. 未能準確辨識出語音。 2. 雖然能夠識別單個辭彙或者短語，但是無法獲取整個句子的含義。 3. 未能及時進入聆聽狀態，以至於錯過了錄音的開始部分。 4. 遇到障礙往往會卡在困難之處，導致錯過了後續的錄音內容。 5. 無法概括出語段大意。 由於語言知識的不足，留學生在聆聽過程中往往受挫。從認知負荷理論的角度看，無論是語音、辭彙、語法結構，乃至於句子的深層含義和文本大意，不同的層面都對工作記憶施加了負荷。降低認知負荷的有效方法便是激活學生的圖式，對所聽材料進行預測、補充以及選擇性加工，使工作記憶留存更多資源處理不熟悉的任務。適當的聆聽策略可以幫助學生激活長時記憶中的圖式，跳躍障礙，提升理解。 基於此，本研究以深圳大學初級漢語班的外國學生為研究對象，以其中一班（共13 名學生）為實驗組，另一個班（共11 名學生）為控制組，進行准實驗研究。考慮到學生已初步具備預估、猜想的意識，且大部分聆聽困難可透過此方法得以解決，所以在實驗過程中，實驗組學生將接受“猜一猜”的聽力策略教學法。此聽力策略的實施階段包括聆聽以前和聆聽過程。控制組學生接受教師原有的教學方法，即聆聽前教師講解生詞，學生流覽問題，而後聽錄音做練習。 准實驗研究結果顯示，實驗組學生“詞義推斷”一項成效明顯，而“句子深層含義”以及“概括大意”兩項雖然有所改善，但和控制組相比，差異仍未達到顯著水平。“猜一猜”的聆聽策略能在一定程度上幫助學生激活長時記憶中的圖式，在聆聽前根據話題、背景知識等預估錄音大意，在聆聽過程中，利用上下文來跳躍障礙，達成順暢理解。圖式的激活降低了學習者工作記憶的負荷，為工作記憶釋放了大量空間。 從學生調查問卷的結果看，聽力策略“猜一猜”得到了師生的普遍認同，具有教學意義。 最後，本研究對聆聽教學以及未來研究提出了一些建議，以期有更深入的探討。 / published_or_final_version / Education / Master / Master of Education

在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively. / published_or_final_version / Education / Master / Master of Education

This present study examined the relationship among behavioural regulation, early language development and early mathematics skills. Participants were 111 children ranging in age from 4 to 5 years attending kindergarten participating in the Pre-primary Education Voucher Scheme in Hong Kong. Behavioural regulation was assessed directly with the Head-to-Toe task which requires the children to perform the opposite of the instructed command. Receptive and expressive language ability, and mathematics skills will be assessed by the Pre-primary and Primary Chinese Literacy Scale (PPCLS) Test A, a verbal fluency test, and a mathematics competency test respectively. There was a positive correlation between behavioural regulation ability and background variables such as age, father’s education level and prior years of early childhood education. Significant correlations between behavioural regulation and early receptive and expressive language and mathematics skills were also demonstrated. / published_or_final_version / Education / Master / Master of Education

随着中国经济的发展，国家地位不断崛起，“汉语热”也在世界各地逐渐兴起，对外汉语教学开始成为语言教育中一个新的关注点。无论是内地还是香港，大量的国际学校开始开设中文课，家长们都希望自己的孩子可以从小就学习中文。由于学生母语并非中文，背景也参差不同，因此，使用什么方式，既可以提高学生学习的兴趣，也可以帮助学生学习汉语成为了教师关注的焦点。 本文将通过实际的汉语教学实践，介绍音乐教学法在小学对外汉语教学中的应用，并详细解释音乐教学法的使用方式，旨在把音乐作为一种载体，用更加朗朗上口的方式教学中文，以求达到更好的教学效果。 本文共分为五个章节。 第一章为引言，介绍当前对外汉语教学的大背景，提出问题。 第二章为文献综述，搜集音乐教学法的理论基础，并且联系音乐与汉语间的密切关系。 第三章将介绍音乐在教学中的应用，包括音乐的优点、教学功能和其他功能。 第四章将详细分析笔者在香港九龙小学做的一系列音乐教学实验。 第五章为总结，阐述音乐教学法的优势和认知上的误区，以及文章在写作上的限制和对音乐教学法的展望。 With the economic development, China’s position continues to rise. "Chinese fever" is also gradually on the rise around the world, teaching Chinese as a second language (TCSL) in language education became a new focus. Both the mainland and Hong Kong, a large number of international schools begin to offer Chinese language classes. Parents hope their children to learn Chinese from an early age. As the student's native language is not Chinese and the background also varies, thus, using which method, not only can enhance students' interest in learning but also can help students to learn Chinese, has become a spotlight in teaching. This article will introduce using music pedagogy in primary school TCSL class and explain in detail through the teaching practice. The purpose is that using the music as a carrier, with more catchy way to teach Chinese in order to achieve better teaching results. This paper is composed of the following five chapters. The first chapter introduces the current foreign language teaching background and asks questions. The second chapter is literature review, collecting theoretical basis of music teaching, contacts the close relationship between Chinese and music. The third chapter describes the application of music in teaching, including the advantages of music, teaching and other features. The fourth chapter will analyze a series of music teaching experiment in detail of author in Hong Kong Kowloon primary school. The fifth chapter is Summary. It describes the advantages and knowledge errors of music pedagogy, limitations on article writing and the prospect of music pedagogy. / published_or_final_version / Education / Master / Master of Education

中國語文教育除重視培養學生的語言能力外，也須兼顧中華文化及品德情意的傳授，然而學生普遍未能掌握文章的深層文意，更遑論能掌握中國傳統文化中一些重要觀念，培養出良好的品德情意。 本研究以中二級學生為研究對象，從認知層面優化詠物單元的教學活動，以提升學生理解詠物作品的能力。研究配合單元教學進行，為時4個循環週，約30課節。在教學過程中，筆者會透過不同的教學內容幫助學生建立與君子有關的文化圖式 ; 篇章講授方面，筆者會引導學生理解篇章的深層文意，尤其是讓學生明白作者如何以類比手法達至詠物抒情的目的。在教學的前、中、後期，學生須完成3份測卷及填寫2份問卷以作評估，另有三位來自不同能力組別 (高能力、一般能力及低能力) 的學生會獲邀接受訪談。 本研究探究的問題有二 : 第一，幫助學生建立文化圖式能否提升學生閱讀詠物作品深層文意的理解能力 ; 第二，幫助學生建立文化圖式對不同能力的學生會否有不同的成效。研究結果顯示，學生在接受文化圖式輸入後，閱讀詠物作品深層文意的理解能力有所提升，其中以低能力學生獲益最大。 In addition to emphasis on students’ language ability, teaching of Chinese culture, morality and affection are also taken into account when we talk about the content of Chinese language education. However, students generally cannot grasp the deep meaning of the text, let alone master a number of important concepts in traditional Chinese culture, as well as cultivate good moral characters. Secondary two students are chosen to participate in this research, learning object-describing text in cognitive approach for enhancing object-describing text reading ability. Pre-experimental method is used in this research, the students participated are 9 boys and 28 girls. This research is carried out with the unit teaching within 4 cycles, about 30 lessons. In the teaching process, students were taught through different teaching contents to help students establish schema about gentlemen (junzi). On the other hand, students were guided to understand the deep meaning of the text in particular to understand how the author expresses his own feeling by analogy. All students were asked to finish 3 tests and 2 questionnaires in total at different stage of the research, and another 3 students from different ability groups (high ability, general ability and low ability) were invited to interview. This research explores two issues: First, can the students’ object-describing text reading ability be enhanced after establishing cultural schema? Second, do students of different ability will have different results after establishing cultural schema? The result reveals that students’ object-describing text reading ability has been enhanced after establishing cultural schema, and the low-ability students benefit most. / published_or_final_version / Education / Master / Master of Education

本研究目的在於應用促進學習的評估理念，設計一套以評估提升香港中學二年級學生基本和高層次閱讀能力的實驗教學課程，以了解利用評估提升學生閱讀能力的成效。研究利用前測及後測考卷，對比學生在接受實驗教學前後的閱讀能力水平，結果發現利用評估有助提升學生的閱讀能力，特別是「理解篇章深層意義」和「建構個人新知識及看法」的能力。而利用評估提升學習成效，又以低程度閱讀能力的學生得益最大，對於「理解基本／表層文意」、「理解篇章深層意義」和「建構個人新知識及看法」三個能力層次均有顯著提升。研究結果顯示利用評估有助提升學生的閱讀能力，但亦須注意評估與教學內容的配合，特別是結合篇章理解策略教學，才可進一步發揮遷移及持久作用，達到促進學習的效果。 This study investigated the effectiveness of using reading assessment to enhance the Grade 8 students’ basic and higher-order reading ability. A group of 39 grade 8 students were assigned to learn an experimental reading instruction programme which is based on the theories of assessment for learning. Comparing the results of pre-test and post-test, students’ reading ability is found to be improved. The results indicated that students demonstrated significant gains from pre-test to post-test. Moreover, low achievers benefited most from the reading instruction programme. Their three levels of reading ability, including “understanding of basic / surface meaning”, “understanding of implicit meaning” and “construction of personal new knowledge and views”, were found to be improved. This study suggests using assessment for learning can enhance students’ reading ability. / published_or_final_version / Education / Master / Master of Education

Many non-English-speaking countries and regions are establishing medical programmes using English as the sole medium of instruction, with the aim of producing global leaders who can function without communicative barriers. However, graduates from these programmes still have to use the local, non-English language to communicate with their local patients. The aim of this study is to examine whether these graduates experience any difficulty in communicating with their patients in the local language. We looked at the medical graduates of The University of Hong Kong as a specific example. The results of the study can be used for designing a local language course in these programmes. Graduates from the MBBS program of The University of Hong Kong were invited to take part, using selective, convenience and snowball sampling methods. Nineteen subjects voluntarily took part. Semi-structured interviews were individually conducted, and were based on a framework of questions in the four areas of Chinese language usage: reading, listening, writing, and speaking. All subjects indicated a certain degree of difficulty in using Chinese language in their clinical practice. In reading professional medical documents in Chinese, they had problems in recognizing the hand-written and the simplified Chinese characters. They also had difficulty in understanding the meanings of the words, in particular the Chinese medical terms, their variants, their abbreviations, and in following the complex Chinese academic discourses. In listening, they had difficulties in understanding Mandarin, especially those subjects who graduated more than 14 years ago and had little exposure to Mandarin during their school education. Even if they were able to recognize the spoken words, they may still have difficulties in understanding their meaning, just as they did in reading. In writing, the subjects did not perceive much difficulty, mainly because they could avoid writing professional medical documents in Chinese. In speaking, the subjects had difficulty with Mandarin. But the subjects did not complain of difficulties in speaking to their patients in Cantonese, despite their poor Chinese medical vocabulary, mainly because they developed strategies to avoid using Chinese medical terms, including giving the English terms instead, using a more general term, and or giving a description or explanation instead of the name. These strategies of complete omission, code switching, generalization, circumlocution are commonly used by learners of a second language when they experience lexical difficulties. They may jeopardize doctor-patient communication. Many subjects recognized the importance of having a good level of Chinese medical vocabulary. They also think that the use of Chinese medical terms, under appropriate conditions, allowed patients to have a more accurate and concrete picture of their conditions. The present study has identified Mandarin and Chinese medical vocabulary as the areas in which medical graduates from the HKU medical programme are particularly deficient. With the increasing emphasis on Mandarin in primary and secondary schools, new graduates from the programme can become more competent. But Chinese medical vocabulary remains a problem, and should be considered in the planning of a Chinese language course for the medical students at HKU. The results may also inform medical programmes in other non-English speaking countries and regions which use English as the sole medium of instruction. Training in the local language is important when English is used as the sole medium of instruction. / published_or_final_version / Education / Master / Master of Education

研究者透過課堂學習研究(Learning study, Marton, 2001)，探討「部件識字」的成效，及其對學生識字量的影響，以調整現有的小一語文教學內容及教學法，鞏固學生學習語文的根基。研究分析「部件識字」對學生識字量的影響，以及學生的識字能力能否轉移到閱讀層面。 研究以部件識字法配合變易理論進行，研究團隊設計不同教學內容及活動，透過不同策略，強化學生對「部件識字法」的認識，掌握當中的認字技巧，以提高識字能力。過程中，研究團隊先透過學生於識字前測的表現，診斷出學習難點，再定出課堂學習內容及其關鍵特徵，透過共同備課，聚焦地為特定學習內容設計教學活動。進行教學後，再透過後測檢視學生表現，利用有關數據，就學生的識字能力和識字量作量化分析。 研究結果顯示，「部件識字」對提升學生識字量的成效顯著，學生在掌握字詞形、音、義，書寫及應用字詞的能力上均有進步，亦有利學生進行字詞解碼及提前閱讀，以致識字能力能轉移到閱讀層面，有助提升閱讀能力。 Researchers investigated the effectiveness of the “Component Word Acquisition” and its influence on students’ Repertoire of Word through the Learning Study (Marton, 2001), in order to enhance the existing language teaching content and teaching methods; and to consolidate the foundation of students' language learning. The study will analyze the effect of Component Word Acquisition on students’ Repertoire of Word, and whether their abilities of literacy can be transferred to the reading level. Assisted with the Theory of Variation in addition to Component Word Acquisition, the Research team designed different course contents and activities and a variety of strategies, in order to improve students’ Repertoire of Word and the ability of literacy. Throughout the process, the Research team based on the students’ performance in the literacy ability pre-test to diagnose their difficulties in learning, and then set the learning contents outlines and identified its critical features. Specific teaching activities to the learning content were then tailor-made through collaborative lesson planning. Afterward, the students’ performance was studied through the literacy ability post-test. Data was gathered to perform the quantitative analysis on students’ Repertoire of Word and their abilities of literacy. The study results show that the “Component Word Acquisition” is remarkable to enhance students' Repertoire of Word, and improve their abilities of understanding the words’ forms, pronunciations and meanings, as well as words writing and application. This is also beneficial to students on word decoding, so that their abilities of literacy can be transferred to the reading level and thus to enhance their reading abilities / published_or_final_version / Education / Master / Master of Education