Analysis on most heavily overused and underused syntactic features shows that, when compared with native speakers, Hong Kong students favour the use of present tense, tentative style, simple noun phrase structure and explicit clause-relation marking in oral presentations. They prefer using present tense constructions, adopting pronouns for nominal functions and using an interactive tone in written essays. In both the learner speech data and the learner writing data, quite a number of the overused and underused syntactic features are closely related to the differences between speech and writing found in Biber (1988), hinting at Hong Kong students' inadequate sensitivity to mode differences in English. / Analysis on textual dimensions suggests that Hong Kong students' oral presentations differ from comparable native-speaker oral production by being more written-like in terms of the use of explicit/situation-dependent reference and the inclusion of abstract/non-abstract information. Hong Kong students' written essays deviate from comparable native-speaker written production by being more spoken-like in terms of the involved/informational focus and the use of explicit/situation-dependent reference. Moreover, both the learner speech data and the learner writing data bear some resemblance to common native-speaker genres in the opposite mode. / The present study clearly demonstrates that Hong Kong students have limited sensitivity to the conventional usage of syntactic features in spoken and written English. The teaching profession should help the students develop better sociolinguistic competence when teaching grammar, speaking and writing. Future research on second language acquisition should also focus more on the learners' sociolinguistic development so that second language learners' communicative ability can be better understood. / This thesis investigates Hong Kong secondary school students' sensitivity to differences between spoken and written English by examining their use of 67 syntactic features. A model specifying how native speakers vary their use of syntactic features across speech and writing, Biber (1988), has been adopted as the theoretical framework. Fifty-two oral presentations delivered by Form 6 students and 52 public examination essays written by Form 7 students, both of which total about 10,000 words, have been analysed. The students' performance is compared with native speakers' performance in similar spoken and written production on the level of syntactic features and the level of textual dimensions. / Chui, Sze Yan. / "December 2010." / Adviser: Gerald Nelson. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 255-266). / 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. / Abstract also in Chinese; some appendixes also in Chinese.

published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

Phase Two study consists of 548 non-English major sophomore students in a large-scale survey on the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. The instruments include Questionnaire on the Metacognitive Knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and EFL Reading Comprehension Test. The findings reveal that Chinese tertiary EFL readers have a good command of 2,000-word level and approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability. / The present study sets out to investigate how Chinese tertiary EFL readers utilize metacognitive knowledge in their academic reading process, to discover the possible differences between less successful readers and successful readers in utilizing metacognitive knowledge in their reading and to map out the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. / The study consists of two phases. Five less successful and five successful Chinese tertiary EFL readers participated in the think-aloud reading task and the interviews in Phase One study. Twenty-nine types of metacognitive knowledge were identified and categorized into nine subcategories under two major categories of person knowledge and strategy knowledge following Flavell's metacognitive framework (1979). Less successful readers used more frequently most types of metacognitive knowledge than their successful counterparts. Vocabulary was found to be the major obstacle hindering the students' reading progress for both groups of students. However, successful readers deployed strategy knowledge more flexibly to address the vocabulary gap than less successful readers. Differences were also discovered on the motivational and affective characteristics such as reader role, goal of reading, interest and self-efficacy between the two groups. Successful readers were more actively engaged in reading and provided interpretations of the text on their own authority. They also demonstrated an accurate self-knowledge and higher levels of task-mastery goal and interest toward reading. / The theoretical, empirical and educational contributions of these findings for L2 reading are discussed, as are suggestions for future research. / Li, Jie. / Advisers: Yujing Ni; Kawai Chan. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1923. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 172-193). / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Yang Ying. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 130-145). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- The Background of the Present Study --- p.1 / Chapter 1.1.1 --- The Theoretical Background of the Study --- p.1 / Chapter 1.1.2 --- The Contextual Background of the Study --- p.3 / Chapter 1.2 --- The Rationale for the Present Study --- p.4 / Chapter 1.3 --- The Organization of the Thesis --- p.6 / Chapter CHAPTER TWO: --- REVIEW OF LITERATURE --- p.8 / Chapter 2.1 --- Understanding Language Awareness (LA) --- p.8 / Chapter 2.1.1 --- The Psycholinguistic Sense of Language Awareness --- p.9 / Chapter 2.1.1.1 --- Intuitive Awareness and Conscious Awareness of Language --- p.10 / Chapter 2.1.1.2 --- Awareness of Language as Understanding and Metacognition --- p.11 / Chapter 2.1.1.3 --- The Dynamic Language Awareness --- p.13 / Chapter 2.1.1.4 --- A Brief Summary of Section 2.1.1 --- p.14 / Chapter 2.1.2 --- The Educational Sense of Language Awareness --- p.14 / Chapter 2.1.2.1 --- Language Awareness and Learning About Language --- p.14 / Chapter 2.1.2.2 --- Language Awareness and Reflection about Language --- p.15 / Chapter 2.1.2.3 --- Language Awareness and The Learner's Role --- p.17 / Chapter 2.1.2.4 --- Language Awareness Work in the Classroom --- p.18 / Chapter 2.1.2.5 --- The Scope of Language Awareness --- p.20 / Chapter 2.1.2.6 --- A Summary of Section 2.1.2 --- p.23 / Chapter 2.2 --- la and related theory in second language teaching --- p.23 / Chapter 2.2.1 --- The Input hypothesis --- p.24 / Chapter 2.2.2 --- The Noticing Hypothesis --- p.25 / Chapter 2.2.3 --- LA Raising & Consciousness-Raising --- p.27 / Chapter 2.2.4 --- The Interaction Hypothesis --- p.31 / Chapter 2.2.5 --- The Output Hypothesis --- p.32 / Chapter 2.2.6 --- Metalinguistic Awareness in Second Language Learning --- p.35 / Chapter 2.2.7 --- A Summary of Section 2.2 --- p.37 / Chapter 2.3 --- Tasks and Learner Interaction： An Integrative Position --- p.38 / Chapter 2.4 --- "Empirical Studies： Noticing, Interaction and Language Awareness" --- p.46 / Chapter 2.5 --- Summary of the LA Claims --- p.52 / Chapter 2.6 --- Description of Linguistic Area： Adverbial Positioning in English --- p.53 / Chapter 2.6.1 --- Obligatory & Optional Adverbials --- p.55 / Chapter 2.6.2 --- Adverbial Positioning and Scope of Modification --- p.56 / Chapter 2.6.3 --- Other Considerations Affecting Adverbial Positioning --- p.61 / Chapter 2.7 --- Research Questions and Hypotheses --- p.64 / Chapter 2.8 --- Summary of Chapter Two --- p.66 / Chapter CHAPTER THREE: --- DESIGN OF THE STUDY --- p.68 / Chapter 3.1 --- Selection of Subjects --- p.68 / Chapter 3.2 --- Construction of Instruments --- p.69 / Chapter 3.2.1 --- Development of the Pretest and the Posttest --- p.70 / Chapter 3.2.2 --- Three Weekly Reports --- p.72 / Chapter 3.2.3 --- The Final Questionnaire --- p.73 / Chapter 3.3 --- The Experimental Procedure --- p.74 / Chapter 3.3.1 --- An Overview of the Procedure --- p.74 / Chapter 3.3.2 --- The Administering of the Pretest --- p.74 / Chapter 3.3.3 --- The Lecture --- p.74 / Chapter 3.3.4 --- The Nature of the Follow-up Tasks --- p.75 / Chapter 3.3.5 --- Treatments on the Three Groups --- p.76 / Chapter 3.3.6 --- The Weekly Reports --- p.79 / Chapter 3.3.7 --- The Administering of the Posttest --- p.79 / Chapter 3.3.8 --- The Summary Session --- p.80 / Chapter 3.3.9 --- Administering the Questionnaire --- p.80 / Chapter 3.4 --- On the LA Process of the Study --- p.80 / Chapter 3.5 --- Methods of Data Analysis --- p.82 / Chapter 3.6 --- Summary of Chapter 3 --- p.83 / Chapter CHAPTER FOUR: --- REPORTING THE RESEARCH FINDINGS --- p.85 / Chapter 4.1 --- The Test Performance： A General Picture --- p.86 / Chapter 4.1.1 --- "Comparing G1, G2 and G3 on the Pretest" --- p.87 / Chapter 4.1.2 --- Individual Group Gains (Losses) --- p.89 / Chapter 4.1.3 --- "Comparing G1, G2 and G3 on the Post-test" --- p.91 / Chapter 4.2 --- The Research Hypothesis Tested --- p.93 / Chapter 4.3 --- A Brief Summary of the Effect of Treatment --- p.95 / Chapter 4.4 --- Responses from Weekly Reports and Questionnaire & the LA Claims --- p.96 / Chapter 4.4.1 --- Data Approach and LA Claims --- p.96 / Chapter 4.4.2 --- Attitude Towards Grammar Learning --- p.96 / Chapter 4.4.3 --- Attitude Towards the Use of Metalanguage --- p.99 / Chapter 4.4.4 --- Reports on Learner Motivation --- p.99 / Chapter 4.4.5 --- "The Development of ""Sensitivity “" --- p.100 / Chapter 4.4.6 --- Self-evaluation on Understanding --- p.101 / Chapter 4.4.7 --- Attitudinal and Behavioral Change --- p.103 / Chapter 4.5 --- Some Possible Intervening Variables and the Constraints of the Study --- p.104 / Chapter 4.6 --- Summary of the Chapter --- p.105 / Chapter CHAPTER FIVE: --- DISCUSSIONS OF RESEARCH FINDINGS --- p.107 / Chapter 5.1 --- Between LA & Non-LA Groups --- p.107 / Chapter 5.2 --- The Impact of Interactive LA Work --- p.108 / Chapter 5.3 --- Summary of the Chapter --- p.117 / Chapter CHAPTER SIX: --- CONCLUSION --- p.119 / Chapter 6.1 --- Pedagogical Implications --- p.120 / Chapter 6.2 --- Caveats in the Use of Learner Interaction as an LA Raising Approach --- p.124 / Chapter 6.3 --- Recommendations for Further Research --- p.126 / Chapter 6.4. --- Summary of the Chapter --- p.128 / REFERENCES --- p.130

by Yam Pui Suen, Josephine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 96-102). / Abstracts in English and Chinese. / Acknowledgement --- p.iii / Abstract --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Second language phonological acquisition --- p.1 / Chapter 1.2 --- The application of Optimality Theory --- p.3 / Chapter 1.3 --- Objectives --- p.5 / Chapter 1.4 --- Research issues --- p.7 / Chapter Chapter 2 --- Second Language Acquisition --- p.9 / Chapter 2.1 --- Interlanguage --- p.9 / Chapter 2.2 --- Studies in second language acquisition: language transfer and developmental factors --- p.10 / Chapter 2.3 --- Studies on the effects of language transfer on second language phonology --- p.12 / Chapter 2.4 --- Studies on the effects of developmental factors on second language phonology --- p.14 / Chapter 2.4.1 --- Markedness Differential Hypothesis --- p.15 / Chapter 2.4.2 --- Marked Cluster Constraints --- p.15 / Chapter 2.4.3 --- Interlanguage Structure Conformity Hypothesis --- p.17 / Chapter 2.5 --- The Critical Period Hypothesis --- p.19 / Chapter 2.6 --- The age factor in first language acquisition --- p.21 / Chapter 2.7 --- The age factor in second language acquisition --- p.22 / Chapter 2.7.1 --- Supporting evidence in phonological research --- p.23 / Chapter 2.7.2 --- Counter evidence in phonological research --- p.24 / Chapter 2.7.3 --- Summary --- p.26 / Chapter Chapter 3 --- The Theoretical Framework of Optimality Theory --- p.28 / Chapter 3.1 --- Transformational Grammar and Optimality Theory --- p.28 / Chapter 3.2 --- Optimality Theory --- p.30 / Chapter 3.3 --- Constraints under Optimality Theory --- p.34 / Chapter 3.4 --- Optimality Theory and second language acquisition studies --- p.36 / Chapter Chapter 4 --- "The syllable structure of English, Mandarin and Cantonese" --- p.41 / Chapter 4.1 --- The syllable structure of English --- p.42 / Chapter 4.2 --- The syllable structure of Mandarin --- p.44 / Chapter 4.3 --- The syllable structure of Cantonese --- p.45 / Chapter 4.4 --- "Constraints in coda position of English, Mandarin and Cantonese" --- p.49 / Chapter Chapter 5 --- Methodology and Findings --- p.51 / Chapter 5.1 --- Methodology --- p.51 / Chapter 5.1.1 --- The subjects --- p.51 / Chapter 5.1.2 --- Material for data collection --- p.54 / Chapter 5.1.3 --- Procedures --- p.56 / Chapter 5.2 --- Findings --- p.57 / Chapter 5.2.1 --- Young Mandarin and Cantonese learners --- p.58 / Chapter 5.2.2 --- Adult Mandarin and Cantonese learners --- p.66 / Chapter 5.2.3 --- Summary of the Mandarin and Cantonese learners' production --- p.72 / Chapter Chapter 6 --- Discussion and Conclusion --- p.75 / Chapter 6.1 --- Constraint ranking --- p.76 / Chapter 6.2 --- Epenthesis and unreleased plosive: words with singleton coda --- p.79 / Chapter 6.3 --- Epenthesis and unreleased plosive: words with biliteral coda --- p.81 / Chapter 6.3.1 --- Nasal-Plosive' coda --- p.81 / Chapter 6.3.2 --- Plosive-plosive' coda --- p.83 / Chapter 6.4 --- Standard pronunciation --- p.89 / Chapter 6.5 --- The age factor --- p.91 / Chapter 6.6 --- Conclusion --- p.93 / Chapter 6.7 --- Future research --- p.95 / References --- p.96 / Appendix

Lam Wai-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 199-208). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE OF THE PRESENT STUDY --- p.1 / Chapter 1.2 --- THE BACKGROUND OF THE PRESENT STUDY --- p.5 / Chapter 1.2.1 --- What is “Language Awareness´ح？ --- p.5 / Chapter 1.2.2 --- What is “LA-oriented Teaching´ح？ --- p.6 / Chapter 1.3 --- ORGANIZATION OF THE THESIS --- p.7 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.10 / Chapter 2.1 --- THEORIES OF LANGUAGE AWARENESS (LA) --- p.11 / Chapter 2.1.1 --- Seminal Statements on Language Awareness --- p.12 / Chapter 2.1.1.1 --- "Hawkins' “ Awareness of Language """ --- p.12 / Chapter 2.1.1.2 --- Report on Language Awareness by the NCLE --- p.13 / Chapter 2.1.2 --- Two Broad Senses of LA --- p.14 / Chapter 2.1.2.1 --- The Psychological Sense of LA --- p.14 / Chapter 2.1.2.2 --- The Educational Sense of LA --- p.15 / Chapter 2.1.3 --- Contemporary Views of LA in the Educational Context --- p.16 / Chapter 2.1.3.1 --- LA as a Developmental Quality --- p.16 / Chapter 2.1.3.2 --- LA as a Curricular Component and a Language Education --- p.17 / Chapter 2.1.3.3 --- LA as a Methodology --- p.19 / Chapter 2.1.3.4 --- LA as a Critical Inquiry into the Socio-cultural Domain --- p.22 / Chapter 2.1.4 --- The Five Domains of Language Awareness --- p.23 / Chapter 2.1.5 --- """Language Awareness “ Revisited “" --- p.25 / Chapter 2.1.6 --- LA-related Language Learning and Teaching Theories --- p.25 / Chapter 2.1.6.1 --- """Task-based Learning “ Theory" --- p.25 / Chapter 2.1.6.2 --- """Language Experience “ Approach" --- p.29 / Chapter 2.1.6.3 --- """Learner-centred"" Approach" --- p.29 / Chapter 2.1.6.4 --- """Whole-language "" Education" --- p.30 / Chapter 2.2 --- PRACTICES OF LANGUAGE AWARENESS --- p.32 / Chapter 2.2.1 --- "“Incidental"" LA" --- p.32 / Chapter 2.2.2 --- """ Planned ´ح LA as Curricular Components" --- p.33 / Chapter 2.2.2.1 --- LA/KAL as a Curriculum Dimension --- p.34 / Chapter 2.2.2.2 --- LA/KAL as a Language Education --- p.34 / Chapter 2.2.3 --- """Planned"" LA Implemented as School Programmes" --- p.35 / Chapter 2.3 --- DEFINING CHARACTERISTICS OF LA-ORIENTED TEACHING --- p.41 / Chapter 2.3.1 --- Learner-centred LA Activities --- p.41 / Chapter 2.3.2 --- The Categories of LA --- p.42 / Chapter 2.3.3 --- Learner-centred Teaching Approach --- p.44 / Chapter 2.3.4 --- Enhancing LA through Teaching: A Conceptual Model --- p.45 / Chapter 2.4 --- INADEQUACIES OF THE LA THEORIES AND PRACTICES --- p.47 / Chapter 2.4.1 --- Relation between Enhanced LA and Language Performance --- p.47 / Chapter 2.4.2 --- Delineation of LA Effects and Establishment of Instruments for Measuring LA Effects --- p.49 / Chapter 2.5 --- ASPECTS OF FOREIGN LANGUAGE LEARNING AND DEVELOPMENT --- p.50 / Chapter 2.5.1 --- Learning of Foreign Language Vocabulary --- p.51 / Chapter 2.5.1.1 --- The Mental Lexicon and Networks of Word Associations --- p.51 / Chapter 2.5.1.2 --- Factors Affecting Second /Foreign Language Vocabulary Acquisition --- p.52 / Chapter 2.5.2 --- Development of Writing Ability --- p.56 / Chapter 2.5.2.1 --- Theories on Development of Foreign Language Writing Ability --- p.56 / Chapter 2.5.2.2 --- Approaches to Evaluating Writings --- p.57 / Chapter 2.5.3 --- Learning of a Second Foreign Language / Third Language --- p.58 / Chapter 2.5.3.1 --- Cross-linguistic Influence and Transfer --- p.59 / Chapter 2.5.3.2 --- Language Distance and Other Factors Affecting Cross-linguistic Influence --- p.60 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.63 / Chapter 2.7 --- SUMMARY OF CHAPTER TWO --- p.67 / Chapter CHAPTER THREE --- DESIGN OF THE STUDY --- p.69 / Chapter 3.1 --- THE LA STUDIES --- p.70 / Chapter 3.2 --- LA PILOT SCHEME (THE PILOT) --- p.71 / Chapter 3.2.1 --- Aims --- p.71 / Chapter 3.2.2 --- Subjects --- p.71 / Chapter 3.2.3 --- Administration and Course Contents --- p.72 / Chapter 3.2.4 --- Method of Evaluating the Pilot LA Effect --- p.72 / Chapter 3.2.5 --- The Pilot Results --- p.74 / Chapter 3.2.6 --- Conclusions and Implications for the Pilot --- p.77 / Chapter 3.3 --- THE MAIN LA TEACHING PROGRAMME (THE PROGRAMME) --- p.78 / Chapter 3.3.1 --- Subjects --- p.78 / Chapter 3.3.2 --- The Control Group --- p.79 / Chapter 3.3.3 --- Teaching Themes --- p.80 / Chapter 3.3.4 --- The LA Teachers and Medium of Instruction --- p.82 / Chapter 3.3.5 --- LA Time Frame and Duration --- p.82 / Chapter 3.3.6 --- LA Syllabus and Lesson Design --- p.83 / Chapter 3.3.7 --- LA Tasks and Learning Activities in the Study --- p.84 / Chapter 3.3.8 --- Course Materials in the Study --- p.90 / Chapter 3.4 --- CONSTRUCTION OF TESTING INSTRUMENTS --- p.91 / Chapter 3.4.1 --- An Overview of the Procedure --- p.91 / Chapter 3.4.2 --- Measuring the Subjects' Foreign Language Proficiency --- p.93 / Chapter 3.4.2.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.93 / Chapter 3.4.2.2 --- Evaluation of Writings --- p.95 / Chapter 3.4.2.3 --- JFL Proficiency Assessments --- p.101 / Chapter 3.4.3 --- Measuring the Subjects' Attitude towards LA-oriented Teaching and Language Learning --- p.105 / Chapter 3.4.3.1 --- Course Satisfaction Questionnaire --- p.105 / Chapter 3.4.3.2 --- Learner's Course Review --- p.106 / Chapter 3.4.3.3 --- JFL Pre-course and Post-course Questionnaires --- p.107 / Chapter 3.4.3.4 --- JFL Learner's journal --- p.108 / Chapter 3.4.3.5 --- Archival data /Learners' Work --- p.109 / Chapter 3.4.4 --- Recording LA-oriented Language Behaviour (LALB) --- p.110 / Chapter 3.5 --- THE EXPERIMENTAL PROCEDURE --- p.111 / Chapter 3.5.1 --- Overview of the Procedure for the EFL Modules --- p.111 / Chapter 3.5.2 --- Overview of the Procedure for the JFL Module --- p.111 / Chapter 3.6 --- SUMMARY OF METHODS OF DATA ANALYSIS --- p.112 / Chapter 3.6.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.112 / Chapter 3.6.2 --- Evaluation of the Writings --- p.115 / Chapter 3.6.3 --- JFL Proficiency Assessments --- p.115 / Chapter 3.6.4 --- Course Satisfaction Questionnaire --- p.116 / Chapter 3.6.5 --- Learner's Course Review --- p.116 / Chapter 3.6.6 --- JFL Pre-course and Post-course Questionnaire --- p.116 / Chapter 3.6.7 --- JFL Learner's Journal --- p.117 / Chapter 3.7 --- SUMMARY OF CHAPTER THREE --- p.117 / Chapter CHAPTER FOUR --- RESEARCH FINDINGS --- p.119 / Chapter 4.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ةEFL AND JFL PROFICIENCY --- p.120 / Chapter 4.1.1 --- Acquisition of English Vocabulary --- p.120 / Chapter 4.1.2 --- Development of English Writing Ability --- p.123 / Chapter 4.1.3 --- Acquisition of Elementary Japanese --- p.127 / Chapter 4.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS' ATTITUDES TOWARDS LANGUAGE TEACHING AND LEARNING --- p.130 / Chapter 4.2.1 --- The Subjects' Attitudes towards LA-oriented Teaching and EFL Learning --- p.130 / Chapter 4.2.1.1 --- The Subjects' Level of Satisfaction with the LA-oriented EFL Modules --- p.131 / Chapter 4.2.1.2 --- The Subjects' Evaluation of the EFL Modules and Their Own Learning --- p.132 / Chapter 4.2.2 --- The Subjects ´ة Attitudes towards JFL Learning --- p.134 / Chapter 4.2.2.1 --- The Subjects' Perceptions and Expectations for JFL Learning --- p.134 / Chapter 4.2.2.2 --- The Subjects' Evaluation of their JFL learning --- p.136 / Chapter 4.2.2.3 --- The Subjects' Evaluation of the JFL Module --- p.138 / Chapter 4.3 --- SUMMARY OF CHAPTER FOUR --- p.142 / Chapter CHAPTER FIVE --- DISCUSSIONS OF RESEARCH FINDINGS --- p.144 / Chapter 5.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة EFL PROFICIENCY --- p.146 / Chapter 5.1.1 --- Acquisition of English vocabulary --- p.146 / Chapter 5.1.1.1 --- Theme Effects --- p.146 / Chapter 5.1.1.2 --- Task Effects --- p.150 / Chapter 5.1.1.3 --- Provision of Authentic Experience --- p.151 / Chapter 5.1.1.4 --- Other Interesting Findings --- p.152 / Chapter 5.1.2 --- Development of English Writing Ability --- p.154 / Chapter 5.1.2.1 --- Conditions Fostering Development of English Writing Ability --- p.154 / Chapter 5.1.2.2 --- Factors Inhibiting Development of Writing Ability --- p.156 / Chapter 5.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة JFL PROFICIENCY --- p.158 / Chapter 5.2.1 --- Japanese Speaking Ability --- p.158 / Chapter 5.2.2 --- Japanese Listening Ability --- p.160 / Chapter 5.2.3 --- Japanese Reading / Word Recognition Ability --- p.161 / Chapter 5.2.4 --- LA-oriented Language Behaviour --- p.163 / Chapter 5.3 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة ATTITUDES TOWARDS EFL LEARNING --- p.166 / Chapter 5.3.1 --- Challenging Tasks and Activities --- p.167 / Chapter 5.3.2 --- Enjoyable Authentic Learning Experience --- p.168 / Chapter 5.3.3 --- Strong Sense of Ownership --- p.169 / Chapter 5.3.4 --- Supportive Language Learning Environment --- p.169 / Chapter 5.4 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة ATTITUDES TOWARDS JFL LEARNING --- p.170 / Chapter 5.4.1 --- Strong Inclination for Japan --- p.171 / Chapter 5.4.2 --- Unique Language Learning Experience --- p.171 / Chapter 5.4.3 --- Strong Affection for the Japanese Teacher --- p.172 / Chapter 5.4.4 --- Authenticity in the Japanese Teacher's Look and Manners --- p.172 / Chapter 5.4.5 --- Learner-oriented Activities --- p.173 / Chapter 5.5 --- FEASIBILITY OF LA WORK IN THE EFL CLASSROOM IN PRIMARY SCHOOLS IN HONG KONG --- p.173 / Chapter 5.6 --- FEASIBILITY OF TEACHING A SECOND FOREIGN LANGUAGE IN PRIMARY SCHOOLS IN HONG KONG --- p.176 / Chapter 5.7 --- SUMMARY OF CHAPTER FIVE --- p.179 / Chapter CHAPTER SIX --- CONCLUSION --- p.181 / Chapter 6.1 --- LIMITATIONS OF THE STUDY --- p.181 / Chapter 6.2 --- IMPLICATIONS --- p.184 / Chapter 6.2.1 --- Implications for the FL Classroom --- p.184 / Chapter 6.2.2 --- Implications for the FL Curriculum Design --- p.191 / Chapter 6.3 --- RECOMMENDATIONS FOR FUTURE RESEARCH --- p.195 / Chapter 6.4 --- SUMMARY OF CHAPTER SIX --- p.198 / REFERENCES --- p.199 / APPENDICES / Appendix A1: Course Outline of LA Pilot Scheme --- p.209 / Appendix A2: List of Activity Sheets for LA Pilot Scheme --- p.210 / Appendix A3: Samples of Pupils' Work in LA Pilot Scheme --- p.211 / Appendix B1: Course Outline of Module One1 --- p.213 / Appendix B2: Course Outline of Module Two2 --- p.216 / Appendix B3: Course Outline of Module Three3 --- p.220 / Appendix C1: Scheme of Work of Module One --- p.223 / Appendix C2: Scheme of Work of Module Two --- p.227 / Appendix C3: Scheme of Work of Module Three --- p.231 / Appendix D1: A Lesson Plan of Module One --- p.236 / Appendix D2: A Lesson Plan of Module Two --- p.240 / Appendix D3: A Lesson Plan of Module Three --- p.244 / Appendix E: Sample of Coursebook Materials --- p.247 / Appendix F1: List of Activity Sheets for Module One --- p.250 / Appendix F2: List of Activity Sheets for Module Two --- p.251 / Appendix F3: List of Activity Sheets for Module Three --- p.252 / Appendix G1: Sample of AS4 for Module One: My Favourite Bread --- p.253 / Appendix G2 (A): Sample of AS for Module Two: The New Year --- p.254 / Appendix G2 (B): Sample of AS for Module Two: The New Year --- p.255 / Appendix G2 (C): Sample of AS for Module Two: Favourite Food --- p.256 / Appendix G3 (A): Sample of AS for Module Three: My favorite playground game --- p.257 / Appendix G3 (B1): Sample of AS for Module Three: Let's Play playground games --- p.258 / Appendix G3 (B2): Sample of Completed AS: Let's play playground games --- p.259 / Appendix G3 (C1): Sample of AS for Module Three: What are instructions like? --- p.260 / Appendix G3 (C2): Sample of Completed AS: What are instructions like? --- p.261 / Appendix H1 (A1): Pre-test on Vocabulary Acquisition for Module One --- p.262 / Appendix H1 (A2): Post-test on Vocabulary Acquisition for Module One --- p.263 / Appendix H2 (A1): Pre-test on Vocabulary Acquisition for Module Three --- p.264 / Appendix H2 (A2): Post-test on Vocabulary Acquisition for Module Three --- p.265 / Appendix I1 (A1): Writing AS for Module One: Writing instructions for baking bread (1) --- p.266 / Appendix I1 (A2): Writing AS for Module One: Writing instructions for baking bread (2) --- p.267 / Appendix I1 (B1): Sample of Completed AS: Writing instructions for baking bread (1) --- p.268 / Appendix I1 (B2): Sample of Completed AS: Writing instructions for baking bread (2) --- p.269 / Appendix I2 (A1): Writing AS for Module Three: My favourite playground game --- p.270 / Appendix I2 (A2): Writing AS for Module Three: Talking about playing playground games --- p.271 / Appendix I2 (B1): Sample of Completed AS: My favourite playground games --- p.272 / Appendix I2 (B2): Sample of Completed AS: Talking about playing playground games --- p.273 / Appendix I2 (C1): Writing AS for Module Three: Let's create our playground games --- p.274 / Appendix I2 (C2): Sample of Pupils' Instructions for Created Playground Games --- p.275 / Appendix J1 (A): JFL Oral Assessment --- p.278 / Appendix J1 (B): JFL Oral Assessment: Marking Scheme --- p.279 / Appendix J2 (A): JFL Listening Assessment --- p.280 / Appendix J2 (B): JFL Listening Assessment: Script --- p.281 / Appendix J3: JFL Reading and Writing Assessment --- p.282 / Appendix K1: Course Satisfaction Questionnaire for the EFL Modules --- p.284 / Appendix K2: Learner's Course Review for the EFL Modules --- p.286 / Appendix L1: JFL Pre-course Questionnaire --- p.288 / Appendix L2: JFL Post-course Questionnaire --- p.290 / Appendix Ml: The JFL Learner's Journal --- p.292 / Appendix M2: Samples of Completed JFL Learner's Journal --- p.293 / Appendix N1: Samples of Pupils' Work for the JFL Module: Calligraphy --- p.294 / Appendix N2: Samples of Pupils' Work for the JFL Module: New Year Card --- p.295 / Appendix N3: Samples of Pupils' Work for the JFL Module: My Favourite Food --- p.296 / Appendix O1: Categorization of Words and Expressions of Module One --- p.297 / Appendix O2: Categorization of Words and Expressions of Module Three --- p.298 / Appendix P1: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module One --- p.300 / Appendix P2: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module Three --- p.301 / Appendix Q1: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module One --- p.302 / Appendix Q2: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module Three --- p.302 / Appendix R1 (A1): Raw Scores of Recipes - First Draft --- p.303 / Appendix R1 (A2): Raw Scores of Recipes 一 Second Draft --- p.304 / Appendix R2 (A1): Raw Scores of First Games Descriptions --- p.305 / Appendix R2 (A2): Raw Scores of Second Games Descriptions --- p.306 / Appendix R3 (A1): Raw Scores of Games Instructions ´ؤ First Draft --- p.307 / Appendix R3 (A2): Raw Scores of Games Instructions - Second Draft --- p.308 / Appendix S: Subjects' Performance in JFL Proficiency Assessments --- p.309 / KEY / Chapter 1. --- """Module One"" refers to Theme One ""Baking Bread and Making Sandwiches""" / Chapter 2. --- """Module Two"" refers to Theme Two ""Foreign Language Taster: Japanese as a foreign language""" / Chapter 3. --- """Module Three"" refers to Theme Three ""Playground Games""" / Chapter 4. --- """AS"" refers to Activity Sheet"

Cheung Yin Ling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 115-125). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Research --- p.3 / Chapter 1.4 --- Organization of the Thesis --- p.4 / Chapter 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Changing Ideas on the Interpretation of Native and Non-native Speakers of English --- p.5 / Chapter 2.1.1 --- The Native Speaker Construct --- p.5 / Chapter 2.1.2 --- The Non-native English Speaker Construct --- p.9 / Chapter 2.1.3 --- The Researcher's Present Position --- p.10 / Chapter 2.1.4 --- Standard English and Varieties --- p.11 / Chapter 2.2 --- Current Issues on Native and Non-native Speakersin English Language Teaching --- p.13 / Chapter 2.2.1 --- ESL Students' Reaction to Accent Differences --- p.13 / Chapter 2.2.2 --- Who are More Successful? The Native Teachers or The Non-native Teachers? --- p.15 / Chapter 2.3 --- Chapter Summary --- p.22 / Chapter 3 --- DESIGN OF THE STUDY --- p.24 / Chapter 3.1 --- Introduction --- p.24 / Chapter 3.2 --- Survey Research --- p.25 / Chapter 3.3 --- The Value of Survey Research --- p.25 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Instruments Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.28 / Chapter 3.6 --- Pilot Study --- p.29 / Chapter 3.7 --- Instruments --- p.29 / Chapter 3.7.1 --- The Questionnaire --- p.29 / Chapter 3.7.2 --- The Interview --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-classroom-Observation Interview --- p.33 / Chapter 3.8 --- Subjects --- p.35 / Chapter 3.8.1 --- The Institutions Chosen for the Study --- p.35 / Chapter 3.8.2 --- The Sampling of Subjects --- p.36 / Chapter 3.9 --- Chapter Summary --- p.38 / Chapter 4 --- FINDINGS --- p.39 / Chapter 4.1 --- Introduction --- p.39 / Chapter 4.2 --- Student Perspective --- p.39 / Chapter 4.2.1 --- Questionnaire Survey --- p.39 / Chapter 4.2.2 --- Interviews --- p.50 / Chapter 4.3 --- Teacher Perspective --- p.62 / Chapter 4.3.1 --- Questionnaire Survey --- p.62 / Chapter 4.3.2 --- Interviews --- p.66 / Chapter 4.4 --- Classroom Observations --- p.74 / Chapter 4.4.1 --- Observations of Lectures --- p.74 / Chapter 4.4.2 --- Post-classroom-Observation Interviews with Students --- p.76 / Chapter 4.5 --- Chapter Summary --- p.77 / Chapter 5 --- DISCUSSION --- p.80 / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Students' Perceptions of the NESTS and the Non-NESTs in terms of Pedagogy and Knowledge of Applied Linguistics --- p.82 / Chapter 5.3 --- Strengths and Weaknesses of the NESTS and the Non-NESTs --- p.89 / Chapter 5.4 --- Motivational Strategies in the Teaching of English --- p.96 / Chapter 5.5 --- Discrimination against the Non-NESTs in Hong Kong and Suggestions to Reduce Such Discrimination --- p.100 / Chapter 5.6 --- Chapter Summary --- p.106 / Chapter 6 --- CONCLUSION --- p.107 / Chapter 6.1 --- Introduction --- p.107 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.107 / Chapter 6.3 --- Limitations of the Study --- p.110 / Chapter 6.3.1 --- Research Design --- p.110 / Chapter 6.3.2 --- Sample --- p.111 / Chapter 6.3.3 --- Generalizability of Findings --- p.111 / Chapter 6.4 --- Pedagogical Implications --- p.112 / Chapter 6.4.1 --- Students Should be Made Aware of Hong Kong Accented English --- p.112 / Chapter 6.4.2 --- The Importance of Intelligibility of English --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Chapter 7 --- BIBLIOGRAPHY --- p.115 / Appendices / Chapter Appendix A. --- Sample of Student's Questionnaire --- p.126 / Chapter Appendix B. --- Sample of Teacher's Questionnaire --- p.130 / Chapter Appendix C. --- Student Questionnaire Data --- p.132 / Chapter Appendix D. --- Teacher Questionnaire Data --- p.145 / Chapter Appendix E. --- Consent Letter --- p.150 / Chapter Appendix F. --- Questions for Student's Interview --- p.151 / Chapter Appendix G. --- Questions for Teacher's Interview --- p.152 / Chapter Appendix H. --- Full Transcripts (Student's Interview) --- p.153 / Chapter Appendix I. --- Full Transcripts (Teacher's Interview) --- p.190 / Chapter Appendix J. --- Categorization of Data (Student's Interview) --- p.228 / Chapter Appendix K. --- Categorization of Data (Teacher's Interview) --- p.248 / Chapter Appendix L. --- Classroom Observation Form --- p.294 / Chapter Appendix M. --- Questions for Post-classroom-Observation Interview --- p.296 / Chapter Appendix N. --- Summary of Data Gathered from Post-classroom-observation Interview --- p.297 / Chapter Appendix O. --- ELT 1106 Lecture Notes (Week 1 - Week 5) --- p.303

Lam Wai Yung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 126-133). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iv / Table of contents --- p.v / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1 .1 --- Background --- p.1 / Chapter 1.2 --- Purposes of The Study --- p.7 / Chapter Chapter 2 --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Phonological Awareness and Reading --- p.8 / Chapter 2.1.1 --- Word recognition and reading --- p.8 / Chapter 2.1.2 --- Relationship between phonological awareness and reading performance --- p.9 / Chapter 2.2 --- Two Views About Levels of Phonological Awareness --- p.12 / Chapter 2.2.1 --- Linear view of levels of phonological awareness --- p.13 / Chapter 2.2.2 --- Hierarchical view of levels of phonological awareness --- p.14 / Chapter 2.3 --- Measurement of Phonological Awareness --- p.16 / Chapter 2.3.1 --- Various task types --- p.17 / Chapter 2.3.2 --- Various levels of difficulty of phonological tasks --- p.22 / Chapter 2.3.3 --- Task analysis studies --- p.23 / Chapter 2.4 --- Development of Levels of Phonological Awareness --- p.26 / Chapter 2.4.1 --- Developmental sequence of phonological awareness --- p.26 / Chapter 2.4.2 --- Underlying reasons for the sequential development --- p.29 / Chapter 2.5 --- Levels of Phonological Awareness and Reading --- p.30 / Chapter 2.5.1 --- Syllable awareness and English reading --- p.31 / Chapter 2.5.2 --- Phoneme awareness and English reading --- p.32 / Chapter 2.5.3 --- Onset-rime awareness and English reading --- p.34 / Chapter 2.6 --- Chinese Reading English as A Second Language --- p.39 / Chapter 2.6.1 --- Orthographic and phonological differences between Chinese and English --- p.39 / Chapter 2.6.2 --- Influence of learning Chinese on phonological awareness - --- p.41 / Chapter 2.6.3 --- Phonological awareness development in Chinese children - --- p.44 / Chapter 2.6.4 --- Effects of first language learning on reading English --- p.49 / Chapter Chapter 3 --- METHOD --- p.54 / Chapter 3.1 --- Subjects --- p.54 / Chapter 3.2 --- Tasks --- p.55 / Chapter 3.2.1 --- Syllable level tasks --- p.57 / Chapter 3.2.1.1 --- Syllable detection --- p.57 / Chapter 3.2.1.2 --- Syllable deletion --- p.58 / Chapter 3.2.2 --- Onset-rime level tasks --- p.58 / Chapter 3.2.2.1 --- Onset-rime detection --- p.58 / Chapter 3.2.2.2 --- Onset-rime deletion - --- p.59 / Chapter 3.2.3 --- Phoneme level tasks --- p.60 / Chapter 3.2.3.1 --- Phoneme detection --- p.60 / Chapter 3.2.3.2 --- Phoneme deletion - --- p.61 / Chapter 3.2.4 --- Word recognition test --- p.62 / Chapter 3.2.5 --- The Raven's Standard Progressive Matrices --- p.62 / Chapter 3.3 --- Procedure --- p.63 / Chapter Chapter 4 --- RESULTS --- p.64 / Chapter 4.1 --- Descriptive Data --- p.64 / Chapter 4.2 --- Patterns of Phonological Awareness --- p.66 / Chapter 4.2.1 --- The performance of three graders in the tasks of three levels of phonological awareness --- p.66 / Chapter 4.2.2 --- Patterns of phonological development --- p.76 / Chapter 4.3 --- Measuring Phonological Awareness: Detection Vs. Deletion --- p.82 / Chapter 4.4 --- Predicting English Word Reading Performance --- p.92 / Chapter 4.5 --- Summary of Results --- p.95 / Chapter Chapter 5 --- DISCUSSION --- p.98 / Chapter 5.1 --- Patterns of Phonological Awareness --- p.98 / Chapter 5.1.1 --- Progressive development in phonological awareness over grade --- p.98 / Chapter 5.1.2 --- The characteristics of phonological development in Hong Kong children --- p.103 / Chapter 5.1.3 --- Developmental progression from large via medium to small units --- p.107 / Chapter 5.2 --- Measurement of Phonological Awareness --- p.110 / Chapter 5.3 --- Phonological Awareness and Word Reading --- p.114 / Chapter Chapter 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.120 / Chapter 6.1 --- Major Findings --- p.120 / Chapter 6.1.1 --- Patterns of phonological awareness --- p.120 / Chapter 6.1.2 --- Measurement of phonological awareness --- p.120 / Chapter 6.1.3 --- Phonological awareness in predicting English reading --- p.121 / Chapter 6.2 --- Limitations --- p.122 / Chapter 6.3 --- Implications and Recommendations --- p.123 / Chapter 5.6.1 --- Pedagogical implications --- p.123 / Chapter 5.6.2 --- Future research recommendations --- p.124 / References --- p.126 / Appendixes --- p.134

Wong, Wing Sze. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 391-447). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese; appendixes includes Chinese.

Chan Hing Yee Letty. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 128-134). / Abstracts in English and Chinese. / TABLE OF CONTENTS / ACKNOWLEDGEMENTS --- p.iv / LIST OF TABLES --- p.ix / LIST OF FIGURES --- p.x / Chapter CHAPTER 1 - --- INTRODUCTION / Chapter 1.1 --- Rational of the Study --- p.2 / Chapter 1.2 --- Research Gap --- p.3 / Chapter CHAPTER 2 - --- REVIEW OF THE LITERATURE / Chapter 2.1 --- Review of Motivation Theories and Research --- p.6 / Chapter 2.2 --- Factors that Affect Writing Motivation --- p.11 / Chapter 2.2.1 --- Personal Factors --- p.11 / Chapter 2.2.2 --- Environmental Factors --- p.14 / Chapter 2.3 --- Writing Development --- p.17 / Chapter 2.4 --- The Nature of Writing --- p.18 / Chapter 2.4.1 --- Theories in Writing Processes --- p.18 / Chapter 2.4.2 --- Composing Processes/Planning Process --- p.22 / Chapter 2.5 --- Motivation in Language Learning: Context in Hong Kong --- p.25 / Chapter 2.5.1 --- Education Background in Hong Kong --- p.25 / Chapter 2.5.2 --- Writing Instructions --- p.26 / Chapter 2.5.3 --- Learning Motivation --- p.27 / Chapter CHAPTER 3 - --- METHOD / Chapter 3.1 --- Research Question --- p.30 / Chapter 3.2 --- Research Design --- p.31 / Chapter 3.3. --- The Use of Methodology in the Current Study --- p.31 / Chapter 3.3.1 --- Studying Motivation --- p.31 / Chapter 3.3.2 --- Studying Writing Processes --- p.33 / Chapter 3.4 --- Participants --- p.34 / Chapter 3.5 --- Data Collection Procedures --- p.35 / Chapter 3.5.1 --- Semi-structured Interviews --- p.35 / Chapter 3.5.2 --- The Composing Processes --- p.37 / Chapter 3.5.3 --- Writing Journals --- p.41 / Chapter 3.6 --- Instruments --- p.41 / Chapter 3.6.1 --- Background Information Questionnaire --- p.41 / Chapter 3.6.2 --- Motivation and Effort Questionnaire --- p.42 / Chapter 3.6.3 --- Scale of Writing Apprehension --- p.42 / Chapter 3.6.4 --- Writing Self-Efficacy Questionnaire --- p.43 / Chapter 3.7 --- Data Analysis Procedures / Chapter 3.7.1 --- Responses to the Background Information Questionnaire --- p.43 / Chapter 3.7.2 --- Responses to the Motivation and Effort Questionnaire --- p.43 / Chapter 3.7.3 --- Responses to the Scale of Writing Apprehension --- p.44 / Chapter 3.7.4 --- Responses to the Writing self-Effcacy Questionnaire --- p.44 / Chapter 3.7.5 --- The Semi-structured Interview --- p.44 / Chapter 3.7.6 --- Methods to Analyze the Data Collected in the Composing Session --- p.45 / Micro-motivation --- p.45 / Analysis of Pauses --- p.45 / Analysis of Writing Journals --- p.45 / Chapter CHAPTER 4 - --- RESULTS AND DISCUSSION --- p.48 / Chapter 4.1 --- Writing Motivation and Affect --- p.48 / Chapter 4.1.1 --- Results of Motivation and Effort Questionnaire --- p.48 / Chapter 4.1.2 --- Results of Scale of Writing Apprehension --- p.49 / Chapter 4.1.3 --- Results of Writing Self-Efficacy Questionnaire --- p.51 / Chapter 4.2 --- Background of the Participants --- p.52 / Chapter 4.2.1 --- Daniel --- p.52 / Chapter 4.2.2 --- Cintia --- p.53 / Chapter 4.2.3 --- Melina --- p.54 / Chapter 4.2.4 --- Charlene --- p.55 / Chapter 4.3 --- Second Language Writing Motivation Outside the Classroom --- p.56 / Chapter 4.3.1 --- Personal Level --- p.57 / Chapter 4.3.2 --- Environmental Level --- p.67 / Chapter 4.4 --- Second Language Writing Motivation Inside the Classroom --- p.72 / Chapter 4.5 --- Confidence about Writing --- p.78 / Chapter 4.6 --- Micro-motivation in the Writing Task --- p.82 / Chapter 4.6.1 --- Factors Affecting Writing Motivation --- p.83 / Chapter 4.6.2 --- Factors Affecting Confidence --- p.86 / Chapter 4.6.3 --- Factors Affecting the Level of Comfort --- p.89 / Chapter 4.7 --- Writing Strategies --- p.91 / Chapter 4.8 --- Theoretical Discussions --- p.96 / Chapter 4.8.1 --- Writing Motivation: Its Relation to the Current Motivational Theories --- p.96 / Chapter 4.8.2 --- An Important Need for L2 Student Writers --- p.102 / Chapter 4.8.3 --- Theories in Writing Processes --- p.103 / Chapter 4.8.4 --- The Advantage of Personal Writing to L2 Students --- p.105 / Chapter CHAPTER 5 - --- CONCLUSION AND IMPLICATION / Chapter 5.1 --- Recapitulations --- p.107 / Chapter 5.2 --- Results and conclusion --- p.109 / Chapter 5.3 --- Implications --- p.115 / Chapter 5.3.1 --- Methodological Implications --- p.115 / Strengths and Weaknesses --- p.115 / Further Research --- p.116 / Chapter 5.3.2 --- Pedagogical Implications --- p.117 / Creating the Basic Motivational Conditions --- p.120 / Generating Writing Motivation --- p.122 / Maintaining Writing Motivation --- p.124 / Encouraging Positive Retrospective Self-evaluation --- p.126 / Chapter 5.4 --- Conclusion --- p.127 / REFERENCE --- p.128 / APPENDIXES / APPENDIX A Background Information Questionnaire --- p.135 / APPENDIX B Consent Form of Participants --- p.137 / APPENDIX C Motivation and Effort Questionnaire --- p.138 / APPENDIX D Scale of Writing Apprehension --- p.140 / APPENDIX E Writing Self-Efficacy Questionnaire --- p.142 / APPENDIX F Instructions for Participants in the Writing Task --- p.144 / APPENDIX G Participants' Writing Sample in the Writing Task --- p.146 / APPENDIX H Instructions for Keeping a Writing Journal --- p.157 / APPENDIX I Participants' Reflective Writing Journals --- p.158 / Daniel's Journals --- p.158 / Cintia's Journals --- p.161 / Melina's Journals --- p.186 / Charlene's Journals --- p.194