Information gained through various sources and methods have been used to reveal the perceived deficiencies of needs through both target situation analysis (TSA) and present situation analysis (PSA). The identified needs were then prioritized according to their immediacy to learners, with the underlying causes ofthe language competence discrepancies further explored and interpreted. Possible solutions were then suggested for future implementation ofthe vocational English curriculum in the senior secondary vocational education context. The research findings of the current study have indicated that learners in general have low language learning motivation and inadequate language competences; there exist language competence discrepancies regarding learners' learning needs, teachers' teaching needs, and learning resources and facilities provided at school; there are positive relationship between learners' motivation and language competences; and many factors contribute to the current language competence deficiencies, among which motivational factors figure more prominently. The results of the study can be of value to educators and researchers involved in developing and redesigning language curriculums at various levels, in particular to teachers, curriculum developers as well as to researchers in vocational education. / This study provides a detailed description and interpretation ofthe needs analysis (NA) of learners' English language competences carried out at senior secondary vocational schools in mainland China since understanding learners' language learning needs and their motivation to participate in language learning are essential in curriculum development. The study draws on both quantitative and qualitative mixed-method NA practices of using multiple sources and multiple methods in the data collection. The complete data include: (l) around 700 participants at three vocational schools in the particular city studied; (2) about 20 hours of recorded and unrecorded data of classroom observation at three vocational schools, a series of interviews with six teachers and 23 students at three vocational schools, as well as interviews with two inspectors, six graduate vocational school students, and a joint venture general manager; and (3) document analysis of the new National Vocational English Syllabus (NVES) issued by the Ministry of Education, along with textbooks currently in use at vocational senior secondary schools. / Zhao, Wen. / Advisers: David Coniam; Chi Chung Lam. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 335-366). / 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.

by Lee May Tin. / Includes qestionnaire in Chinese. / Thesis (M.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves [30-34] (2nd gp.)). / List of Tables / Chapter CHAPTER1 --- Description of the Study --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aims and Scope --- p.3 / Chapter 1.3 --- Outline of the Dissertation --- p.4 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter CHAPTER2 --- Review of Related Literature --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Language for the Purpose of Communication --- p.6 / Chapter 2.2.1 --- New Dimensions in the Theories of Language Teaching --- p.6 / Chapter 2.2.2 --- Communicative Competence --- p.9 / Chapter 2.2.3 --- Communicative Language Teaching --- p.16 / Chapter 2.3 --- Changes in the Perspectives of Syllabus Design --- p.23 / Chapter 2.3.1 --- Curriculum vs Syllabus Design --- p.23 / Chapter 2.3.2 --- Language-centred Syllabuses --- p.28 / Chapter 2.3.3 --- Learner-centred Syllabuses --- p.30 / Chapter 2.4 --- Needs Analysis in Adult Migrant Programmes --- p.37 / Chapter 2.4.1 --- Needs Analysis --- p.37 / Chapter 2.4.2 --- Adult Learners --- p.43 / Chapter CHAPTER3 --- Research Design and Procedure --- p.47 / Chapter 3.1 --- Introduction --- p.47 / Chapter 3.2 --- Survey Objectives --- p.48 / Chapter 3.3 --- The Subjects --- p.50 / Chapter 3.3.1 --- Phase I Subjects --- p.50 / Chapter 3.3.2 --- Phase II Subjects --- p.51 / Chapter 3.3.3 --- Phase III Subjects --- p.52 / Chapter 3.4 --- Design of Questionnaires & Data Collection --- p.55 / Chapter 3.4.1 --- Phase I: Preparation & Formulation of Questionnaire Draft --- p.56 / Chapter 3.4.2 --- Phase II: Design of Questionnaire I --- p.56 / Chapter 3.4.3 --- Phase III: Questionnaire II --- p.57 / Chapter CHAPTER4 --- Results of the Survey --- p.61 / Chapter 4.1 --- Results of Questionnaire I (Phase II) --- p.61 / Chapter 4.1.1 --- Importance Ratings of Communication Situations (CSs) by High Proficiency Subjects (HPSs) --- p.61 / Chapter 4.1.2 --- Suggestions of Additional CSs --- p.63 / Chapter 4.2 --- Results of Questionnaire II (Phase III) --- p.65 / Chapter 4.2.1 --- Importance Ratings of CSs by Low Proficiency Subjects (LPSs) --- p.66 / Chapter 4.2.2 --- Frequency Ratings of CSs being encountered by LPSs --- p.67 / Chapter 4.2.3 --- Self-Perception of Language Ability in Coping with the CSs by LPSs --- p.69 / Chapter 4.2.4 --- " A Master List of Ratings of CSs by Importance, Frequency & Perceived Language Ability" --- p.71 / Chapter 4.2.5 --- The Correlation between Importance and Frequency Ratings along each CS --- p.73 / Chapter 4.2.6 --- A Comparison of Importance Ratings of CSs between Male and Female LPSs --- p.74 / Chapter 4.2.7 --- A Comparison of Frequency Ratings of CSs between Male and Female LPSs --- p.79 / Chapter 4.2.8 --- A Comparison of Self-Perception of Language Ability in Handling the CSs between Male and Female LPSs --- p.84 / Chapter 4.2.9 --- Priority of Language Skill Improvements --- p.88 / Chapter 4.2.10 --- Preference in Timetable Arrangements --- p.89 / Chapter 4.2.11 --- Preference for Chinese or Native Speakers of English as Instructors --- p.90 / Chapter 4.2.12 --- Summary of Results --- p.91 / Chapter CHAPTER5 --- Discussions & Implications --- p.94 / Chapter 5.1 --- Introduction --- p.94 / Chapter 5.2 --- The Nature of the Syllabus Content --- p.94 / Chapter 5.3 --- The Selection of Subject Matter in the Syllabus --- p.95 / Chapter 5.4 --- The Sequence of Content in the Syllabus --- p.96 / Chapter 5.5 --- The Level of Language to be Introduced --- p.97 / Chapter 5.6 --- Separate Programmes for Specific Learner Groups --- p.98 / Chapter 5.7 --- Learners' Input to Designing a Programme --- p.99 / Chapter CHAPTER6 --- A Theoretical-cum-Practical Proposal for Designing a Language Programme for Adult Chinese Immiqrants --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Setting Up a Course --- p.102 / Chapter 6.2.1 --- Step 1: Needs Survey --- p.104 / Chapter 6.2.2 --- " Step 2: Analysis of Survey Returns In Terms of Importance, Frequency, Language Ability and Biographical Data" --- p.105 / Chapter 6.2.3 --- Step 3: Definition of Course Objectives --- p.107 / Chapter 6.2.4 --- Step 4: Design of Syllabus Content in Modules --- p.107 / Chapter 6.2.5 --- Step 5: Time Schedule of the Course --- p.110 / Chapter 6.2.6 --- Step 6: Decision on the First Five Modules to be Taught and Teachers' Training --- p.112 / Chapter 6.2.7 --- Step 7: Grouping of Learners --- p.113 / Chapter 6.2.8 --- Step 8: Classroom Teaching & Learning --- p.115 / Chapter 6.2.9 --- Step 9: Feedback & Evaluation --- p.115 / Chapter 6.2.10 --- Step 10: Negotiations --- p.117 / Chapter 6.2.11 --- Step 11: Final Evaluation --- p.118 / Chapter CHAPTER7 --- " Conclusion, Limitation & Future Research" --- p.121 / Chapter 7.1 --- Conclusion --- p.121 / Chapter 7.2 --- Limitations of the Survey --- p.123 / Chapter 7.3 --- Suggestions for Future Studies --- p.124 / APPENDICES --- p.125 / Chapter A --- Questionnaire I (draft) --- p.A-l / Chapter B --- Questionnaire I (revised) --- p.B-l / Chapter C --- Questionnaire II (English Version) --- p.C-l / Chapter D --- Questionnaire II (Chinese Version) --- p.D-l / Chapter E --- Design of a CS Module --- p.E-1 / Chapter F --- Suggested Questions for Feedback and Evaluation Questionnaire --- p.F-l / Chapter G --- Suggested Questions for Final Evaluation --- p.G-l / REFERENCES --- p.R-I

submitted by Chong King Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves [76-84]). / Abstract also in Chinese. / Chapter Chapter I. --- Introduction --- p.1 / Chapter {A} --- Introduction --- p.1 / Chapter {B} --- Research Questions --- p.2 / Chapter {C} --- Contribution --- p.4 / Chapter {D} --- Issues in Politics and Language --- p.7 / Chapter [1] --- Colonialism and importation of languages --- p.10 / Chapter [2] --- Nationhood and language --- p.18 / Chapter [3] --- Decolonization and language policy in education --- p.27 / Chapter [4] --- Summary --- p.35 / Chapter {E} --- Research Methodology --- p.37 / Chapter {F} --- Outline of Thesis --- p.41 / Chapter Chapter II. --- Contending Explanations and Framework of Analysis --- p.43 / Chapter {A} --- "Contending Explanations, Models, and Theories" --- p.44 / Chapter [1] --- Conspiracy explanation I: to exacerbate the gap between English and mother-tongue trained students --- p.44 / Chapter [2] --- Conspiracy explanation II: to confuse Hong Kong people's identity and add a language-divisive factor in China --- p.47 / Chapter [3] --- Pluralist explanation: local societal pressures --- p.50 / Chapter [4] --- Muddling-through model --- p.53 / Chapter [5] --- Institutionalism --- p.55 / Chapter [6] --- China's pressure --- p.57 / Chapter {B} --- Policy Window Approach --- p.59 / Chapter [1] --- Problem stream --- p.64 / Chapter [2] --- Political stream --- p.67 / Chapter [3] --- Policy stream --- p.74 / Chapter [4] --- Coupling of streams and policy windows --- p.78 / Chapter Chapter III. --- Language-in-Education Policy in Hong Kong: The Colonial Setting --- p.82 / Chapter {A} --- English Language as Prestige --- p.82 / Chapter {B} --- Colonial Language Policy in Education-a brief review from the establishment of the colony to the early 1970s --- p.84 / Chapter {C} --- Language Medium Policy from the 1970s to the early 1980s --- p.94 / Chapter Chapter IV. --- Teaching medium policy during decolonization (mid-1980s to 1997) --- p.106 / Chapter {A} --- Evolution of Teaching Medium Policy from mid-1980s to1990 --- p.106 / Chapter [1] --- Problem stream --- p.106 / Chapter [2] --- Political stream --- p.108 / Chapter [3] --- Policy stream --- p.115 / Chapter [4] --- Coupling of streams-mother-tongue education from the mid-1980s to1990 --- p.123 / Chapter {B} --- Evolution of Teaching Medium Policy in the early 1990s --- p.127 / Chapter [1] --- Problem stream --- p.127 / Chapter [3] --- Political stream --- p.130 / Chapter [3] --- Policy stream --- p.136 / Chapter [4] --- Coupling of streams: mother-tongue education in the early 1990s --- p.143 / Chapter {C} --- Medium of Instruction-Firm Guidance for Secondary Schoolsin March1997 --- p.146 / Chapter Chapter IV. --- Conclusion --- p.158 / Chapter {A} --- Summary of Findings --- p.158 / Chapter {B} --- Reflections: Policy Window Approach and Other Issues --- p.169 / Chapter {C} --- Further Research Areas --- p.173 / References / Appendix / Appendix A. Medium of instruction-Firm Guidance for Secondary Schools (1997) / "Appendix B. Tracing study on students performance (S1-S3), HKCEE results by Band of students, HKCEE results by teaching medium used" / Appendix C. Preparatory notes on mother-tongue education by education officials / Appendix D. The policy-making and administrative bodies of education (colonial period) / Appendix E. Objectives of Hong Kong Professional Teachers' Union (HKPTU) / Appendix F. Research on medium of instruction conducted by the Education Department and other bodies / Appendix G. Hong Kong Federation of Education Workers Limited on mother-tongue education / Appendix H. Democratic Alliance for Betterment of Hong Kong on mother-tongue education

Hu, Jingjing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 257-270). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

An electronic DCT questionnaire, which was specially designed, pilot-tested, and refined, served as the chief instrument. Thirty students participated in the study and formed three cultural groups: ten native English-speaking American students (NS), ten Hong Kong Chinese learners of English (HKCLE) and ten Mainland Chinese learners of English (MLCLE). They completed the e-DCTs online and participated in stimulated recall sessions afterwards in which they were prompted to recall their thought processes while on task. Six American professors evaluated and commented on a random sample of the e-mails (30% of the corpus). The e-mail data were coded with a modified version of the CCSARP (Cross Cultural Speech Acts Realisation Patterns) manual; open-coding and thematic analysis were applied to the stimulated recalls and recipient feedback, with the aid of NVivo 8. / Concerning the interlanguage aspect of the requests, the major findings were: In making status-unequal requests to their professors, students from all three cohorts tended to be indirect in general. The two learners' groups demonstrated a fairly strong pragmalinguistic control in realising specific indirect requesting strategies with a variety of forms; they relied heavily on the conventionally indirect strategy of Query Preparatory (QP). By contrast, NSs exhibited greater flexibility in their strategy choices, which ranged from very direct to indirect. The CLEs were particularly weak in employing certain syntactic devices as downgraders; to compensate, they made excessive use of lexical/phrasal modifiers and external mitigating moves to soften the requestive force. / MLCLEs were found to always be the least confident group in terms of their language use, as compared to the HKCLE group, which was the most confident. The measurements of power difference and social distance were rather approximate among the three cohorts. NSs were more apt to lessen the power distinction and stress the mutuality of 'showing respect', whereas CLEs were inclined to accentuate unequal power distributions, and emphasise the hierarchical asymmetry. Imposition degree was found to be the most dynamic of the three variables. The reasons for its use were multi-faceted, encompassing diverse affective, cognitive, and social factors. / The audience (American professors) perceived that the students were both direct and polite in making requests. The NSs were found to be the most polite and most satisfactory group in terms of their linguistic production. (Mis)matches were identified between the expectations of the e-mail writers and their receivers. Case analyses revealed disparity in student performance and variations in their developmental progress in terms of pragmalinguistic competence, sociopragmatic awareness, and intercultural communicative competence. Based on the findings, pedagogical implications are discussed. Finally, the thesis concludes with suggestions for future studies. / The present study investigated the speech act realisation of requests in student-professor e-mail communication at a university in Hong Kong. This mixed-method study employed an electronic version of DCTs (Discourse Completion Tasks), stimulated recalls, and audience judgements to investigate the verbal behaviour of both native speakers of English and non-native speakers (Hong Kong and Mainland Chinese) who were students at the university. / Pan, Ping. / Advisers: Gwendolyn Gong; Jane Jackson. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 348-363). / 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.

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

published_or_final_version / Education / Doctoral / Doctor of Philosophy

This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners&rsquo / needs. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z&rsquo / SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks.<br /> <br /> The results of the study appear to show that the teaching programme in English at Z&rsquo / SL has failed to meet the children&rsquo / s needs. The materials are not designed for young learner&rsquo / s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children&rsquo / s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language.

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

While research on peer feedback in L2 writing has proliferated over the past two decades, not much is known about how EFL writers, driven by their motives and situated within their social, cultural and historical contexts, participate in group peer feedback of L2 writing. To fill such an important void, the present study investigates six Chinese EFL university students’ participation in group peer feedback activities of L2 writing from a sociocultural and activity theory perspective. Based on sociocultural theory and activity theory in particular, the present study proposes a tentative group peer feedback activity system model and explores Chinese EFL writers’ motives for participating in group peer feedback, how their motives influence group interaction and text revisions, and how they employ mediating strategies to facilitate group interaction and realize their motives during group peer feedback activities. / The study adopts a case study approach with a multiple-case design and collects multiple sources of data including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and drafts of student texts. Six Chinese EFL university students were selected through purposive sampling to participate in the study. Data analyses indicate that EFL students’ group peer feedback activities are driven and defined by their motives and mediated by their social, cultural and historical contexts. The findings revealed four major types of student motives for group peer feedback activities in the writing classroom: (1) feedback-giving and the learning process; (2) feedback-receiving and the learning product; (3) fixing errors in writing; and (4) getting the job done, which were shaped by a myriad of individual and sociocultural factors such as students’ personal belief systems, their secondary education experiences and the exam-oriented learning culture and education system. The study also found that student motives for peer feedback have great influences on students’ stances for group peer feedback and the patterns of group interaction, as well as the text revisions. Driven by different motives, the students were involved in different peer feedback systems in which they took different stances for peer feed-back and interacted differently with their group members, even though some of them were working in the same group and of similar English proficiency level. The study also reveals four major types of mediating strategies in peer feedback activities of L2 writing: artefact-mediated, rule-mediated, community-mediated, and division of labour-mediated strategies. The six students made use of these mediating strategies at different levels to realize their motives in the peer feedback activities. / Informed by the peer feedback activity system and the major findings of the present study, a tentative model to conceptualize the effective peer feedback activity in the EFL writing classroom has been proposed, which serves as a tentative conceptual and pedagogical model for research and practice in peer feedback of L2 writing. This study contributes new knowledge to the field by relating students’ motives to other key elements in peer feedback such as mediating strategies, peer stances, group interaction and student revisions of L2 writing, yielding a deepened understanding of students’ participation in and engagement with peer feedback in EFL writing. / 儘管在二語寫作領域有大量研究關注同伴回饋，但鮮有研究者探討外語寫作學習者如何在其動機的驅使下和社會文化環境的影響下參與小組同伴回饋活動。鑒於此，本研究在社會文化理論和活動理論的基礎上，構建了外語寫作小組同伴回饋活動系統，並以該活動系統為概念框架探究六位中國外語寫作學習者的小組同伴回饋動機，分析其與小組交互和文本修改的關係。本研究還探討外語寫作學習者如何採取仲介策略輔助小組交互和實現回饋動機。 / 本研究採用多案例個案研究的範式，通過目的性抽樣原則，從中國大陸某大學選取六位英語寫作學習者作為被試，收集了多種形式的資料，包括同伴回饋錄影、半結構性訪談、刺激性回憶和寫作文本資料。資料分析顯示外語寫作學習者的小組同伴回饋活動由學生的動機驅使，並受到學生所處的社會文化環境影響。研究發現四種類型的同伴回饋動機：（1）回饋給予與學習過程型；（2）回饋接收與學習結果型；（3）修改文本錯誤型；和（4）完成任務型。這四類同伴回饋動機是在學習者個體因素（如學生的信念、中學學習經歷等）和社會文化因素（如考試取向的教育環境等）的交互影響下形成的。本研究還發現回饋動機對學習者的回饋立場、小組交互模式及其文本修改都會有一定的影響。在不同類型動機的驅使下，即使學習者來自同一小組或英語水準相當，他們也嵌套于不同的同伴回饋系統中，其回饋立場和交互模式也會有所不同。研究還揭示出學生在小組同伴回饋中採用四種仲介策略實現其回饋動機：人工製品仲介策略、規則仲介策略、社群仲介策略和任務分工仲介策略。 / Yu, Shulin. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 255-275). / Abstracts also in Chinese. / Title from PDF title page (viewed on 21, December, 2016). / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.