by Ho Fong Wan Kam, Belinda. / Bibliography: leaves 133-135 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1985

by Huang Chenfeng. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 175-182.

No description available.

Mak Ho-Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 139-147). / Abstract and questionnaires in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1 / Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3 / Chapter 1.2 --- A Response: The Present Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter 1.4 --- Organization of this Thesis --- p.6 / Chapter 2 --- REVIEW OF LITERATURE --- p.8 / Chapter 2.1 --- Notion of Language Proficiency --- p.8 / Chapter 2.1.1 --- Language Proficiency in General --- p.8 / Chapter 2.1.2 --- Oral Language Proficiency --- p.9 / Chapter 2.1.3 --- Working Definition of Oral Language Proficiency --- p.11 / Chapter 2.2 --- Communicative Language Teaching and Learning --- p.13 / Chapter 2.3 --- Task-based Learning --- p.15 / Chapter 2.3.1 --- Definition of 'Task' --- p.15 / Chapter 2.3.2 --- Tasks for Second Language Learning --- p.17 / Chapter 2.3.3 --- Guidelines for Incorporating Element of Learners' Active Involvement in Task Design --- p.22 / Chapter 2.3.4 --- Task-based Instructions --- p.25 / Chapter 2.4 --- Related Theories in Task-based Learning and Teaching --- p.28 / Chapter 2.4.1 --- Input Hypothesis --- p.28 / Chapter 2.4.2 --- Interaction Hypothesis --- p.28 / Chapter 2.4.3 --- Output Hypothesis --- p.29 / Chapter 2.4.4 --- Humanistic Education and Experiential Learning --- p.31 / Chapter 2.4.5 --- Learner-centredness --- p.32 / Chapter 2.4.6 --- Cooperative Learning and Group-based Learning --- p.33 / Chapter 2.4.6.1 --- Cooperative learning --- p.33 / Chapter 2.4.6.2 --- Language development through (cooperative) group work --- p.34 / Chapter 2.5 --- Immersion Programmes --- p.36 / Chapter 2.5.1 --- Formal Immersion --- p.37 / Chapter 2.5.2 --- Non-formal Immersion Programmes --- p.39 / Chapter 2.5.2.1 --- "Approach to programme implementation: A ""Short, Sharp, Shock"" [3-S] Procedure" --- p.40 / Chapter 2.5.2.2 --- English-speaking environment --- p.40 / Chapter 2.5.2.3 --- Relaxing and enjoyable learning environment --- p.40 / Chapter 2.5.2.4 --- Flexibility in time management and sufficient room for dynamism --- p.41 / Chapter 2.5.2.5 --- Cooperative and supportive learning environment --- p.41 / Chapter 2.6 --- Summary of the Chapter --- p.44 / Chapter 2.7 --- Research Questions --- p.45 / Chapter 3 --- DESIGN OF THE STUDY --- p.46 / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- General and Specific Research Hypotheses --- p.47 / Chapter 3.3 --- Selection of Subjects --- p.48 / Chapter 3.4 --- Group Leaders and Their Roles in the Study --- p.49 / Chapter 3.5 --- Identification and Classification of Tasks for the Immersion Programme --- p.50 / Chapter 3.6 --- Selection of Tasks --- p.53 / Chapter 3.6.1 --- Interactivity-oriented Task --- p.53 / Chapter 3.6.2 --- Fluency-oriented Tasks --- p.54 / Chapter 3.6.3 --- Accuracy-oriented Tasks --- p.55 / Chapter 3.6.4 --- Integrated Tasks --- p.55 / Chapter 3.6.5 --- General Characteristics of Tasks Selected --- p.55 / Chapter 3.7 --- Non-formal Immersion Programme --- p.57 / Chapter 3.7.1 --- Characteristics of Non-formal Immersion Programme --- p.57 / Chapter 3.7.2 --- Sequencing and Grading Tasks --- p.59 / Chapter 3.8 --- Construction of Research Instruments --- p.62 / Chapter 3.8.1 --- Oral Proficiency Interview --- p.62 / Chapter 3.8.2 --- Students' Pre-programme and Post-programme Questionnaire --- p.63 / Chapter 3.8.3 --- Subjects' Perception / Evaluation of Task Effectiveness --- p.64 / Chapter 3.8.4 --- Post-programme Semi-structured Narrative Journal --- p.64 / Chapter 3.9 --- Previous Design Experience --- p.65 / Chapter 3.10 --- Experimental Procedure --- p.66 / Chapter 3.10.1 --- Overview of the Experimental Procedure --- p.66 / Chapter 3.10.2 --- Administering the Orientation for Group Leaders --- p.68 / Chapter 3.10.3 --- Administering the Pre- and the Post-programme Interview --- p.69 / Chapter 3.10.4 --- The Non-formal Immersion Programme --- p.70 / Chapter 3.10.4.1 --- Administrating the programme --- p.70 / Chapter 3.10.4.2 --- Implementation of tasks --- p.70 / Chapter 3.10.4.3 --- Leaders' daily programme evaluation --- p.72 / Chapter 3.10.5 --- Administrating Subjects' Evaluation of Task Effectiveness --- p.73 / Chapter 3.10.6 --- Administrating Team Leader's Observation --- p.74 / Chapter 3.10.7 --- Administrating Post-programme Semi-structured Reflective Journal --- p.74 / Chapter 3.10.8 --- Administrating Post-programme Questionnaire and Oral Language Proficiency Interview --- p.74 / Chapter 3.11 --- Methods of Data Analysis --- p.74 / Chapter 3.11.1 --- Pre-and Post-programme Questionnaires --- p.75 / Chapter 3.11.2 --- Pre- and Post-Programme Oral Interviews --- p.76 / Chapter 3.11.3 --- Subjects' Evaluation of Task Effectiveness --- p.76 / Chapter 3.11.4 --- Qualitative Data from Reflective Journal and from Team Leader's Fieldnotes --- p.78 / Chapter 3.12 --- Summary of Chapter 3 --- p.79 / Chapter 4 --- DATA ANALYSIS --- p.80 / Chapter 4.1 --- Introduction --- p.80 / Chapter 4.2 --- Immersion Effect on Subjects' Oral English Proficiency --- p.81 / Chapter 4.3 --- Task Effectiveness --- p.83 / Chapter 4.3.1 --- Perceived Effectiveness of Task-Types in Enhancing Accuracy --- p.84 / Chapter 4.3.2 --- Perceived Effectiveness of Task-Types in Enhancing Fluency --- p.85 / Chapter 4.3.3 --- Perceived Effectiveness of Task-Types in Enhancing Interactivity --- p.86 / Chapter 4.3.4 --- "Effectiveness of Accuracy-oriented Task-type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.87 / Chapter 4.3.5 --- "Effectiveness of Fluency-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.6 --- "Effectiveness of Interactivity-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.7 --- "Effectiveness of Integrated Task Type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.90 / Chapter 4.3.8 --- Summary of Section 4.3 --- p.91 / Chapter 4.3.8.1 --- Accuracy enhancement --- p.91 / Chapter 4.3.8.2 --- Fluency-enhancement --- p.91 / Chapter 4.3.8.3 --- Interactivity enhancement --- p.92 / Chapter 4.4 --- A Brief Summary of the Quantitative Results --- p.92 / Chapter 4.5 --- The Research Hypotheses Tested --- p.93 / Chapter 4.6 --- Reflective Journal --- p.95 / Chapter 4.6.1 --- "Providing an ""English Speaking Environment""" --- p.97 / Chapter 4.6.2 --- Enhancing Subjects' Confidence in Speaking and Using English --- p.99 / Chapter 4.6.3 --- Evaluating Subjects' Overall Performance in Programme --- p.100 / Chapter 4.6.4 --- Helping to Acquire a Higher Level of Communicative Fluency --- p.100 / Chapter 4.6.5 --- "Helping to Acquire a Higher Level of Accuracy (Pronunciation, Accent, and Stress)" --- p.100 / Chapter 4.6.6 --- Helping to Acquire a Higher Level of Interactivity --- p.101 / Chapter 4.6.7 --- "Stimulating and Developing ""Creativity""" --- p.102 / Chapter 4.6.8 --- Additional Comments --- p.102 / Chapter 4.7 --- Summary of the Major Findings --- p.105 / Chapter 4.8 --- Summary of the Chapter --- p.106 / Chapter 5 --- DISCUSSION --- p.107 / Chapter 5.1 --- Introduction --- p.107 / Chapter 5.2 --- The Impact of the Programme on Learners' Attitudes and Language Learning Behaviour --- p.107 / Chapter 5.2.1 --- Humanistic (Language) Education --- p.108 / Chapter 5.2.2 --- Experiential Learning --- p.111 / Chapter 5.2.3 --- Cooperative Learning --- p.112 / Chapter 5.2.4 --- Learner-centredness Task-based Design --- p.114 / Chapter 5.2.5 --- "A Short, Sharp, Shock (3S) Learning Experience" --- p.115 / Chapter 5.3 --- Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.1 --- General Discussion of the Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.2 --- Roles of Designated Tasks in Pinpointing Specific Proficiency Area(s) --- p.118 / Chapter 5.4 --- Sequencing of Tasks for a Balanced Language Development --- p.119 / Chapter 5.5 --- Summary of Chapter Five --- p.123 / Chapter 6 --- CONCLUSION --- p.124 / Chapter 6.1 --- Limitations of the Present Research --- p.124 / Chapter 6.2 --- Pedagogical Implications --- p.125 / Chapter 6.2.1 --- Implications for Curriculum / Programme Designs --- p.125 / Chapter 6.2.2 --- The Classroom Implications --- p.129 / Chapter 6.3 --- Suggestions for Further Research --- p.135 / Chapter 6.4 --- Summary --- p.137 / Chapter 7 --- REFERENCE --- p.139

The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.

This study draws on ethnographic methods to provide background information for the English as a Second Language teacher who looks out at the classroom and asks, 6 Who are these Chinese students?" The goal is to let Chinese students describe for themselves their experiences learning English, both in China and in the United States.

For Chinese EFL learners, the skill of vocabulary learning is one of the most essential elements in their English learning process. Many Chinese students transfer their familiar character-learning strategies, which include shape identification and rote memorization, in their English word-learning process. As a result, they may spend time and effort associating the shape, the sound, and the meaning of an English word before they learn and memorize it. Since they do not take advantage of the correspondence between the print and the sound, their vocabulary-learning process seems to be less effective.

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Vocabulary learning plays an important role in second language acquisition. As successful language learners are found to make good use of vocabulary learning strategies to facilitate the learning process, researchers are interested in investigating whether less competent language learners can also benefit from strategy instruction. The present study aimed to examine the relative effectiveness of and attitudes towards the two vocabulary strategies, namely the keyword method and the context method in L2 vocabulary acquisition among 61 Cantonese-speaking Chinese students in Hong Kong. The study involved two classes of Secondary one students studying in a band one English-medium co-educational secondary school. In the first round of the study, Class A and Class B learnt a list of 10 target vocabulary items. Quantitative and qualitative data were collected through vocabulary pre-tests, post-tests, questionnaires and interviews. In the second round, Class A and Class B swapped the learning conditions to learn another list of 10 target vocabulary items. The same procedures as for the first round were followed. Findings of this study indicated, first, the superiority of the keyword method over the context method in vocabulary retention. Second, the majority of the participants thought the context method was more useful than the keyword method and preferred the former one in the future. To conclude, this study may be of importance in investigating the effectiveness of the two strategies by Chinese learners in the Hong Kong school context, as well as in providing a better understanding of their attitudes towards the two strategies. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

In the Western view, shyness has long been perceived as an undesirable personality trait that may interfere with one's interpersonal interactions and adversely affect life satisfaction. However, shyness is viewed differently in Chinese cultures. In Chinese society, individuals are encouraged to restrain personal desires in the interest and wellbeing of the greater good. Given the cultural endorsement of internalized self-control, shy children in Chinese culture are favored for their seeming social competence and selfdiscipline; they are well-liked by their peers and teachers, and considered socially fit. Among the variables that influence L2 strategy choice and use, personality type and motivation are two critical predictors, whereas foreign language anxiety and willingness to communicate often influence learners' performance in L2 communication. This study examined the interrelationship among shyness, L2 learning strategy use, L2 learning motivation, foreign language anxiety, and willingness to communicate. Participants were 364 students enrolled in either Freshman English or Sophomore English courses in a private university in Taipei. They were asked to fill out self-report questionnaires about their global shyness, strategy use and motivation regarding their English studies, the degree of foreign language anxiety they experienced in their current English class, and their willingness to communicate in both Chinese and English contexts. Results indicated that non-shy students reported using strategies more often across all strategy types than their shy counterparts, with compensation strategies being used the most often, and social strategies the least often. In addition, results from a series of hierarchical multiple regressions showed that intrinsic motivation to know appears to be the most important predictor among all motivation regulations for all students' use of most of the strategies. Results also indicated that shyness, foreign language anxiety, and willingness to communicate in both Chinese and English were correlated. Students who reported experiencing more foreign language anxiety in their English class showed less willingness to communicate in both Chinese and English. Moreover, shyness and foreign language anxiety had a moderate positive correlation. Implications for research and practice are discussed. / text