by Choi Lai Kun, Annie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves [122]-125). / Acknowledgements / Chapter Chapter 1 --- Second Language Acquisition Research: Background and the Present Study / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Rationale for the Present Study --- p.4 / Chapter 1.2.1 --- Literature Background --- p.4 / Chapter 1.2.2 --- Finiteness in Verb Complementation as the Target for Research --- p.9 / Chapter 1.2.3 --- Differences between L1 (Cantonese) and L2 (English) --- p.12 / Chapter 1.2.4 --- Minimal Effect of Formal Instruction and Negative Evidence --- p.18 / Chapter 1.2.5 --- Research Issues --- p.19 / Chapter Chapter 2 --- Grammatical Analysis and Theoretical Issues / Chapter 2.1 --- Introduction --- p.21 / Chapter 2.2 --- Definition of Finiteness --- p.21 / Chapter 2.2.1 --- Properties of Finiteness --- p.21 / Chapter 2.2.2 --- Tense of the That-Clause and the Infinitival Clause --- p.23 / Chapter 2.2.3 --- The Infinitival Particle TO --- p.24 / Chapter 2.2.4 --- Modality of the That-Clause and the Infinitival Clause --- p.25 / Chapter 2.3 --- Classification of Clausal Complement Taking Verbs --- p.27 / Chapter 2.3.1 --- A Syntactic Classification --- p.28 / Chapter 2.3.2 --- A Semantic Classification --- p.32 / Chapter 2.4 --- Theoretical Issues on Syntactic-Semantic Mappings --- p.36 / Chapter 2.4.1 --- Canonical Structural Realization (Grimshaw 1981) --- p.37 / Chapter 2.4.2 --- Correspondence between Syntactic Structure and Conceptual Structure (Jackendoff 1991) --- p.37 / Chapter 2.4.3 --- Bootstrapping Proposals on the Acquisition of Verb Meaning --- p.43 / Chapter 2.4.4 --- Syntactic-Semantic Mappings of Clausal Complements --- p.47 / Chapter 2.5 --- Review of SLA Literature --- p.48 / Chapter 2.5.1 --- L1 Transfer in L2 Verb Lexis --- p.48 / Chapter 2.5.2 --- Semantics-Syntax Correspondence in SLA (Juffs 1994) --- p.51 / Chapter 2.5.3 --- Language Transfer (Martohardjono & Flynn 1993) --- p.56 / Chapter 2.5.4 --- Argument Structure in SLA (White 1991) --- p.59 / Chapter 2.6 --- Hypotheses to the Research Issues --- p.62 / Chapter Chapter 3 --- The Experiments / Chapter 3.1 --- Experiment I --- p.69 / Chapter 3.1.1 --- Introduction --- p.69 / Chapter 3.1.2 --- Subjects --- p.71 / Chapter 3.1.3 --- Procedure --- p.71 / Chapter 3.1.4 --- Logic and Hypotheses of the Test --- p.72 / Chapter 3.1.5 --- Results of the Experiment --- p.82 / Chapter 3.1.6 --- Analysis of the Results --- p.87 / Chapter 3.2 --- The Follow-up Test --- p.100 / Chapter 3.2.1 --- The Test --- p.100 / Chapter 3.2.2 --- Subjects --- p.105 / Chapter 3.2.3 --- Procedure --- p.106 / Chapter 3.2.4 --- Analysis of the Results --- p.106 / Chapter Chapter 4 --- Conclusion / Chapter 4.1 --- Conclusion --- p.112 / Chapter 4.2 --- Future Research --- p.121 / References / Appendix I / Appendix II

by Anna Ho Mei Ling. / P. ii in wrong order. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 219-229). / Some appendixes in Chinese. / Abstract --- p.i / Acknowledgments --- p.ii / Table of Contents --- p.iii / Chapter 1. --- Introduction / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- The Teaching and Learning of English in the Three Cities under Study --- p.3 / Chapter 1.2.1 --- The Teaching and Learning of English in Guangzhou (Mainland China) --- p.3 / Chapter 1.2.1a --- The China English Syllabus --- p.3 / Chapter 1.2.1b --- The Role of English in China --- p.4 / Chapter 1.2.2. --- The Teaching and Learning of English in Hong Kong --- p.5 / Chapter 1.2.2a --- The Hong Kong English Syllabus --- p.5 / Chapter 1.2.2b --- The Role of English in Hong Kong --- p.6 / Chapter 1.2.3 --- The Teaching and Learning of English in Kaohsiung (Taiwan) --- p.7 / Chapter 1.2.3a. --- The Taiwan English Syllabus --- p.7 / Chapter 1.2.3b. --- The Role of English in Taiwan --- p.8 / Chapter 1.2.4 --- Summary of Section 1.2 --- p.8 / Chapter 1.3 --- Objectives of the Research --- p.9 / Chapter 1.4 --- Significance of the Research --- p.9 / Chapter 1.5. --- Organization of the Thesis --- p.10 / Chapter II. --- Review of the Literature / Chapter 2.1 --- Relevant Studies on Tasks --- p.11 / Chapter 2.1.1 --- Task-Based Research in SLA --- p.12 / Chapter 2.1.2 --- Support from Psycholinguists --- p.13 / Chapter 2.1.3 --- Defining Tasks --- p.15 / Chapter 2.1.3a --- Terminological Ambiguity --- p.15 / Chapter 2.1.3b --- Long's Definition of Tasks --- p.15 / Chapter 2.1.3c --- Nunan's Definition of Tasks --- p.16 / Chapter 2.1.3d --- Breen's Definition of Tasks and Swale's Criticism --- p.16 / Chapter 2.1.3e --- The Present Researcher's Position --- p.17 / Chapter 2.1.4 --- Littlewood's Task Continuum --- p.19 / Chapter 2.1.5 --- Task Involvement and Its Features --- p.21 / Chapter 2.1.6 --- A Brief Summary --- p.25 / Chapter 2.2 --- Relevant Studies on Motivation --- p.25 / Chapter 2.2.1 --- Socio-Psychological Perspectives of Motivation --- p.25 / Chapter 2.2.2 --- Educational-Psychological Perspective of Motivation --- p.26 / Chapter 2.2.3 --- Krashen's Filter Hypothesis --- p.27 / Chapter 2.2.4 --- Defining Motivation --- p.28 / Chapter 2.2.4a --- Gardner's Definition --- p.28 / Chapter 2.2.4b --- Nseendi's Definition of Motivation and Its Relationship with Tasks --- p.29 / Chapter 2.2.4c --- The Present Researcher's Position --- p.31 / Chapter 2.2.5 --- Keller's ARCS Model --- p.31 / Chapter 2.3 --- Mapping Littlewood's Task Involvement Features into Keller's ARCS Model --- p.34 / Chapter 2.3.1 --- "Attention in Relation to Active Participation, Contribution of Ideas and Interactive Learning" --- p.35 / Chapter 2.3.2 --- Keller's Relevance as Compared to Littlewood's Relevance --- p.36 / Chapter 2.3.3 --- Confidence in Relation to Contribution of Ideas and Scaffolding --- p.36 / Chapter 2.3.4 --- Keller's Satisfaction as Compared to Nseendi's Activity Enjoyment and Nunan's Completion of an Act --- p.37 / Chapter 2.4 --- Task Involvement Features Studied in the Present Research --- p.37 / Chapter III. --- Selection of Tasks / Chapter 3.1 --- Selecting the Tasks --- p.39 / Chapter 3.2 --- Classifying the Task Types --- p.41 / Chapter 3.3 --- The Task Type of Each Task --- p.43 / Chapter 3.3.1 --- Translation as Pre-Communicative Work --- p.46 / Chapter 3.3.2 --- Reading Comprehension Questions --- p.47 / Chapter 3.3.4 --- Authentic Listening (Using Authentic Materials) --- p.48 / Chapter IV. --- Design of the Study / Chapter 4.1 --- Data Gathering --- p.50 / Chapter 4.2 --- Pilot Studies --- p.50 / Chapter 4.3 --- Instruments --- p.51 / Chapter 4.3.1 --- The Questionnaire --- p.51 / Chapter 4.3.1a --- Development of the Questionnaire --- p.51 / Chapter 4.3.1b --- Structure of the Questionnaire --- p.52 / Chapter 4.3.1c --- Administration of the Questionnaire --- p.54 / Chapter 4.3.2 --- Classroom Observation and Follow-up Interviews --- p.54 / Chapter 4.4 --- Subjects --- p.55 / Chapter 4.4.1 --- Number of Schools in the Three Cities --- p.56 / Chapter 4.4.2 --- The Sampling of Subjects --- p.56 / Chapter 4.4.2a --- Sampling of Subjects in Guangzhou --- p.57 / Chapter 4.4.2b --- Sampling of Subjects in Hong Kong --- p.57 / Chapter 4.4.2c --- Sampling of Subjects in Kaohsiung --- p.58 / Chapter 4.4.3 --- Total Subjects in the Study --- p.59 / Chapter 4.5 --- Methods of Analysis --- p.59 / Chapter 4.5.1 --- Data Analysis in Chapter 5 --- p.59 / Chapter 4.5.2 --- Data Analysis in Chapter 6 --- p.61 / Chapter 4.6 --- Data for Future Research --- p.63 / Chapter V. --- Data Analysis : Task Use and Task Frequency of Use / Chapter 5.1 --- Task Use and Task Frequency --- p.64 / Chapter 5.1.1 --- Dictation --- p.67 / Chapter 5.1.2 --- Decontextualized Grammar Exercises --- p.70 / Chapter 5.1.3 --- Translation --- p.73 / Chapter 5.1.4 --- Dialogue Reading --- p.75 / Chapter 5.1.5 --- Reading Comprehension --- p.80 / Chapter 5.1.6 --- Listen & Do --- p.84 / Chapter 5.1.7 --- Guided Writing --- p.89 / Chapter 5.1.8 --- Meaningful Grammar Practice --- p.93 / Chapter 5.1.9 --- Guessing Game --- p.97 / Chapter 5.1.10 --- Rehearsed Role Play --- p.101 / Chapter 5.1.11 --- Reading Street Map --- p.104 / Chapter 5.1.12 --- Authentic Listening Task --- p.106 / Chapter 5.1.13 --- Opinion Seeking Task --- p.111 / Chapter 5.1.14 --- Problem Solving Task --- p.115 / Chapter 5.1.15 --- Action Research --- p.120 / Chapter 5.1.16 --- Responsive Writing --- p.123 / Chapter 5.2 --- Summary on Task Use and Task Frequency --- p.127 / Chapter 5.2.1 --- Comparison on Task Types Reported as Being Used --- p.127 / Chapter 5.2.1a --- Commonly Used Task Types Reported by the Guangzhou Respondents --- p.131 / Chapter 5.2.1b --- Commonly Used Task Types Reported by the Hong Kong Respondents --- p.131 / Chapter 5.2.1c --- Commonly Used Task Types Reported by the Kaohsiung Respondents --- p.132 / Chapter 5.2.2 --- Comparison on Task Types Reported as Being Frequently Used --- p.133 / Chapter 5.2.2a --- Frequently Used Task Types Reported by the Guangzhou Respondents --- p.137 / Chapter 5.2.2b --- Frequently Used Task Types Reported by the Hong Kong Respondents --- p.137 / Chapter 5.2.2c --- Frequently Used Task Types Reported by the Kaohsiung Respondents --- p.137 / Chapter VI. --- Data Analysis: Task Motivation and Task Involvement Features / Chapter 6.1 --- Task Motivation --- p.139 / Chapter 6.2 --- Task Motivation and Task Involvement---Reported by the Guangzhou Respondents --- p.145 / Chapter 6.2.1 --- Task Motivation and Confidence Building --- p.151 / Chapter 6.2.2 --- Task Motivation and Active Participation --- p.151 / Chapter 6.2.3 --- Task Motivation and Room for Idea Contribution --- p.152 / Chapter 6.2.4 --- Task Motivation and Interactive Learning --- p.153 / Chapter 6.3 --- Task Motivation and Task Involvement---Reported by the Hong Kong Respondents --- p.155 / Chapter 6.3.1 --- Task Motivation and Confidence Building --- p.160 / Chapter 6.3.2 --- Task Motivation and Active Participation --- p.161 / Chapter 6.3.3 --- Task Motivation and Room for Idea Contribution --- p.162 / Chapter 6.3.4 --- Task Motivation and Interactive Learning --- p.163 / Chapter 6.4 --- Task Motivation and Task Involvement---Reported by the Kaohsiung Respondents --- p.165 / Chapter 6.4.1 --- Task Motivation and Confidence Building --- p.170 / Chapter 6.4.2 --- Task Motivation and Active Participation --- p.171 / Chapter 6.4.3 --- Task Motivation and Room for Idea Contribution --- p.172 / Chapter 6.4.4 --- Task Motivation and Interactive Learning --- p.173 / Chapter 6.5 --- Task Motivation and Task Involvement---An Inter-City Comparison --- p.175 / Chapter 6.5.1 --- Authentic Communication Reported by the Respondents in the Three Cities --- p.175 / Chapter 6.5.2 --- Communicative Practice Reported by the Respondents in the Three Cities --- p.177 / Chapter 6.5.2a --- Task Motivation and Confidence Building in Communicative Practice --- p.177 / Chapter 6.5.2b --- Task Motivation and Active Participation in Communicative Practice --- p.177 / Chapter 6.5.2c --- Task Motivation and Room for Idea Contribution in Communicative Practice --- p.178 / Chapter 6.5.2d --- Task Motivation and Interactive Learning in Communicative Practice --- p.179 / Chapter 6.5.3 --- Pre-Communicative Work Reported by the Respondents in the Three Cities --- p.181 / Chapter 6.5.3a --- Task Motivation and Confidence Building in Pre-Communicative Work --- p.181 / Chapter 6.5.3b --- Task Motivation and Active Participation in Pre-Communicative Work --- p.182 / Chapter 6.5.3c --- Task Motivation and Room for Idea Contribution in Pre-Communicative Work --- p.182 / Chapter 6.5.3d --- Task Motivation and Interactive Learning in Pre-Communicative Work --- p.183 / Chapter VII. --- Discussion and Conclusion / Chapter 7.1 --- Motivation Features Reported in Different Task Types --- p.185 / Chapter 7.1.1 --- Motivation Features in Authentic Communication --- p.185 / Chapter 7.1.2 --- Motivation Features in Structured Communication --- p.187 / Chapter 7.1.3 --- Motivation Features in Communication Practice --- p.187 / Chapter 7.1.4 --- Motivation Features in Pre-Communicative Work --- p.191 / Chapter 7.1.5 --- Is Authentic Listening an Authentic Communication Task? --- p.194 / Chapter 7.1.6 --- "A Closer Look at Listen & Do, Reading Comprehension and Dialogue Reading" --- p.195 / Chapter 7.1.7 --- Translation as Pre-Communicative Work --- p.197 / Chapter 7.2 --- The Teaching and Learning of English in the Three Cities --- p.198 / Chapter 7.2.1 --- A Brief Review of the Findings --- p.199 / Chapter 7.2.2 --- The Role of English --- p.201 / Chapter 7.2.3 --- The Use of English in the Classroom --- p.203 / Chapter 7.2.4 --- Methodology in English Language Teaching (ELT) Practised in the Three Cities --- p.204 / Chapter 7.2.4a --- The ELT Methodology Practised in Guangzhou Classrooms --- p.205 / Chapter 7.2.4b --- The ELT Methodology Practised in Hong Kong Classrooms --- p.207 / Chapter 7.2.4c --- The ELT Methodology Practised in Kaohsiung Classrooms --- p.208 / Chapter 7.2.5 --- Public Examination Pressure --- p.210 / Chapter 7.2.6 --- Teachers --- p.212 / Chapter 7.3 --- Conclusion and Recommendations --- p.213 / Chapter 7.3.1 --- Major Findings --- p.213 / Chapter 7.3.2 --- Implications and Recommendations --- p.214 / Chapter 7.3.3 --- Limitations of the Present Research and Difficulties Encountered --- p.217 / Chapter 7.3.4 --- The Need for Future Research --- p.218 / Bibliography (English Text) --- p.219 / Bibliography (Chinese Text) --- p.228 / Appendices --- p.230 / Glossary --- p.265

University of Macau / Faculty of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Linguistics / Master / Master of Philosophy

The phonological comparisons between English and CJK vowels and consonants were provided for Chinese, Japanese, and Korean (CJK) singers with an effective means to sing English songs with proper diction. The phonological approach – describing the specific position of articulators – is a useful pedagogical tool for CJK singers. However, if voice teachers, whether they have taught CJK students or not, could share their strategies, it might help future CJK students and their voice teachers as well. Through the survey, which was conducted between April 2013 to May 2013 with members of the Great Lakes Region of the National Association of Teachers of Singing (NATS), the following research question was conducted: “What are the perceptions of voice teachers regarding English pronunciation difficulties among native Chinese, Japanese, and Korean students?” This is a convenience sample, but there is no significant difference from the other NATS regions among teachers. I do not believe that I would have received different results from other regions of voice teachers. In order to find solutions, not only should teachers be able to perceive the difficulties, but they also should be able to suggest training methods based on phonological analysis. I compared these two sources of strategies among speech pathologists and voice teachers. The survey results showed that the voice teachers in the Great Lake Region of NATS have considerable perceptions regarding the difficulties of the CJK students. Their teaching strategies focus on demonstrating the correct placement and shape of the articulators in various ways. With these strategies, if they add more specific exercises, which are found in the appendices of this dissertation, it would save time and enable CJK singers to have better enunciation. / School of Music

No description available.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2008. / Bibliography: p. 404-418. / Introduction -- Literature review -- Methodology -- Results -- Discussion -- Conclusion. / This study sets out to examine the pragmatic competence of Cantonese adult learners of English possessing different levels of proficiency when performing the speech act of requesting for a formal purpose in writing. Pragmatic judgment - one of the two aspects of pragmatic competence - was examined by studying the most proficient group (i.e., native Cantonese-speaking EFL teachers at university), whereas pragmatic performance - the other aspect of pragmatic competence - was examined by studying the two weaker groups (i.e., university students at two language proficient levels). Both pragmatic judgment and pragmatic performance were examined by investigating the same four dependent variables (i.e., politeness, directness, formality and amount of information). Teacher data, collected through a Pragmatic Judgment Questionnaire completed and returned by sixteen EFL teachers (eight native Cantonese speakers and eight native English speakers) and by means of individual interviews, were analyzed quantitatively for responses to twelve questions and qualitatively for responses to an additional two questions. Student data, consisting of both experimental and authentic letters and e-mails, were analyzed quantitatively. -- Main research findings suggest: *It is possible for very proficient NNSs of English, (i.e., the EFL teachers in this study), to achieve native-like pragmatic judgments in most aspects, except for their views on several pragmatic considerations (i.e., "unnaturally polite" expressions, usefulness of "negative" words, supportive moves not to be used and writing plans preferred). *As the English proficiency of L2 learners improves from Grade E to Grade A/B (as determined by the Hong Kong A-level Examinations in the subject "Use of English"), their pragmatic performance shows improvement. -- For pedagogical reasons, a qualitative analysis was conducted for Questions 1 and 2 in order to generate examples of "unnaturally polite"/ "polite" / "impolite" expressions and to provide examples of inappropriate supportive moves in relation to three writing topics. / Mode of access: World Wide Web. / xvii, 576 p

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009. / Bibliography: p. 246-275. / Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions. / Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels. / Mode of access: World Wide Web. / 275, [140] p. ill