This data study concentrates on the past tense marking in the interlanguage (IL) of Chinese speakers of English. Following the assumptions of Hawkins & Lizska, (2003), it is assumed that unlike native speakers of English, Chinese speakers of English have a higher level of optionality within the past tense marking of their grammars. It is claimed that the primary reason for this occurrence is the lack of the functional feature T(ense) [+/-past] in Mandarin Chinese. If a particular functional feature is missing in a learner's L1 grammar, it is thought that it will be absent in one's L2 grammar as well. Three advanced Chinese speakers of English were tested on the past tense marking in their IL production. Both spontaneous oral and reading speech were used for this data analysis.

The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.

No description available.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

University of Macau / Faculty of Arts and Humanities. / Department of English

Wong Mei-kiu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 100-107). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT (English version) --- p.ii / ABSTRACT (Chinese version) --- p.iii / TABLE OF CONTENTS --- p.iv-v / LIST OF TABLES --- p.vi / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background and the Problem --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter 2. --- REVIEW OF THE RELATED LITERATURE --- p.5 / Chapter 2.1 --- Second Language Vocabulary Acquisition --- p.5 / Chapter 2.1.1 --- Mechanisms of Processing and the Retention of Words --- p.6 / Chapter 2.1.2 --- Approaches to Second Language Vocabulary Acquisition --- p.8 / Chapter 2.1.2.1 --- Implicit Learning of Vocabulary --- p.9 / Chapter 2.1.2.2 --- Explicit Learning of Vocabulary --- p.11 / Chapter 2.1.2.3 --- Implicit versus Explicit Learning of Vocabulary --- p.12 / Chapter 2.2 --- Significance of Affix Learning in the Learning of Vocabulary --- p.14 / Chapter 2.2.1 --- Definition and related concepts of ´بAffix´ة --- p.14 / Chapter 2.2.2 --- Importance of Morphological Knowledge in Learning Vocabulary --- p.18 / Chapter 2.2.2.1 --- Proportion of Affixed Words --- p.19 / Chapter 2.2.2.2 --- Functions of Affixes --- p.20 / Chapter 2.2.2.3 --- Relationship between Affix Knowledge and Vocabulary Size --- p.25 / Chapter 2.2.2.4 --- Empirical Studies on Affix Learning --- p.27 / Chapter 2.2.3 --- Explicit Learning of Affixes --- p.35 / Chapter 2.2.3.1 --- Procedure for Learning Affixes --- p.36 / Chapter 2.2.3.2 --- Difficulties in Learning Affixes --- p.36 / Chapter 3. --- METHODOLOGY --- p.40 / Chapter 3.1 --- Research Design --- p.40 / Chapter 3.2 --- Subject Selection --- p.41 / Chapter 3.3 --- Materials --- p.43 / Chapter 3.4 --- Pilot Study --- p.48 / Chapter 3.4.1 --- Aim --- p.48 / Chapter 3.4.2 --- Methodology --- p.49 / Chapter 3.4.2.1 --- Subject Selection --- p.49 / Chapter 3.4.2.2 --- Procedure --- p.50 / Chapter 3.4.3 --- Comments on the Pilot Study and Improvements made after the Pilot Study --- p.54 / Chapter 3.4.3.1 --- Comments on the Procedure --- p.54 / Chapter 3.4.3.2 --- Comments on the Materials --- p.55 / Chapter 3.5 --- Procedure of the Research --- p.59 / Chapter 4. --- RESULTS AND DISCUSSION --- p.64 / Chapter 4.1 --- Treatment of Data --- p.64 / Chapter 4.2 --- Findings of the Experiment --- p.65 / Chapter 4.2.1 --- Test Results --- p.66 / Chapter 4.2.2 --- Questionnaires --- p.71 / Chapter 4.2.3 --- Classroom Observation --- p.80 / Chapter 4.2.4 --- Summary of the Research Findings --- p.81 / Chapter 4.3 --- Discussion of the Findings --- p.82 / Chapter 5. --- CONCLUSIONS AND IMPLICATIONS --- p.94 / Chapter 5.1 --- Conclusions --- p.94 / Chapter 5.2 --- Implications --- p.96 / Chapter 5.3 --- Limitations and Suggestions for Further Research --- p.97 / REFERENCES --- p.100-107 / APPENDICES / Appendix 1 Previous Studies on the Effectiveness of Affix Learning --- p.108 / Appendix 2 Test items and Distractors --- p.109-117 / Appendix 3 Background Questionnaire for the Research --- p.118 / Appendix 4 Follow-up Questionnaire for the Research --- p.119 / Appendix 5 The 36 Word Target Vocabulary for the Research --- p.120 / Appendix 6 Prefixes and Suffixes for the Experimental Group in the Research --- p.121 / Appendix 7a Background Questionnaire for the Experimental Groupin the Pilot Study --- p.122 / Appendix 7b Background Questionnaire for the Control Group in the Pilot Study --- p.123 / Appendix 8 Follow-up Questionnaire for the Pilot Study --- p.124 / Appendix 9 The 12 Target Words for the Pilot Study --- p.125 / Appendix 10 Procedure of the Research --- p.126 / Appendix 11 Samples of the Exercises --- p.127-128

Lam Lai-chuen. / "May 2003." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 261-280). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.