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

Chui Sze Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 101-105). / Abstracts in English and Chinese. / ABSTRACT --- p.1 / ACKNOWLEDGEMENT --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Background of the Present Study --- p.2 / Chapter 1.3 --- A Response: The Present Study --- p.3 / Chapter 1.4 --- Significance of the Study --- p.3 / Chapter 1.5 --- Research Questions --- p.4 / Chapter 1.6 --- Organization of Thesis --- p.5 / Chapter 1.7 --- Summary --- p.6 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.2 --- Vocabulary and Vocabulary Knowledge --- p.7 / Chapter 2.2.1 --- "The notion of ""word""" --- p.8 / Chapter 2.2.2 --- "What does ""knowing a word"" mean?" --- p.9 / Chapter 2.2.2.1 --- Richards' eight assumptions --- p.9 / Chapter 2.2.2.2 --- Carter's seven characteristics --- p.10 / Chapter 2.2.2.3 --- Nation's model --- p.12 / Chapter 2.3 --- L2 Vocabulary Acquisition --- p.14 / Chapter 2.3.1 --- Development of L2 mental lexicon --- p.14 / Chapter 2.3.1.1 --- L1 versus L2 --- p.15 / Chapter 2.3.1.2 --- Receptive vocabulary versus productive vocabulary --- p.15 / Chapter 2.3.2 --- How vocabulary should be learnt: Explicit versus implicit --- p.17 / Chapter 2.4 --- Vocabulary Testing --- p.20 / Chapter 2.4.1 --- What makes a good vocabulary test --- p.20 / Chapter 2.4.2 --- Breadth versus depth: Some implications for test design --- p.22 / Chapter 2.4.2.1 --- Meara's Eurocentres Vocabulary Size Test --- p.22 / Chapter 2.4.2.2 --- Nation's Vocabulary Levels Test --- p.23 / Chapter 2.4.2.3 --- Wesche and Paribakht's Vocabulary Knowledge Scale --- p.25 / Chapter 2.4.2.4 --- Read's Word Associates Test --- p.26 / Chapter 2.5 --- Educational Context in Hong Kong --- p.28 / Chapter 2.5.1 --- Medium of instruction --- p.29 / Chapter 2.5.2 --- English vocabulary teaching in secondary schools --- p.31 / Chapter 2.5.3 --- Vocabulary studies on Hong Kong tertiary students --- p.33 / Chapter 2.6 --- Summary --- p.35 / Chapter CHAPTER 3 --- RESEARCH DESIGN / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Participants --- p.38 / Chapter 3.2.1 --- Selection of participants --- p.38 / Chapter 3.2.2 --- Profile of participants --- p.40 / Chapter 3.3 --- Instrumentation --- p.43 / Chapter 3.3.1 --- Vocabulary breadth measure --- p.43 / Chapter 3.3.2 --- Vocabulary depth measure --- p.45 / Chapter 3.3.3 --- Personal information sheet --- p.48 / Chapter 3.4 --- Procedures --- p.48 / Chapter 3.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Summary --- p.52 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Introduction --- p.53 / Chapter 4.2 --- Vocabulary Breadth --- p.53 / Chapter 4.2.1 --- Overall performance of Hong Kong university students --- p.54 / Chapter 4.2.2 --- Comparing performance of students with different educational backgrounds --- p.55 / Chapter 4.2.2.1 --- Hong Kong students and mainland China students --- p.55 / Chapter 4.2.2.2 --- Form 6 students and Form 7 students --- p.57 / Chapter 4.2.2.3 --- Students in the three faculties --- p.59 / Chapter 4.2.2.4 --- Students studying through different medium of instruction in secondary schools --- p.62 / Chapter 4.3 --- Vocabulary Depth --- p.66 / Chapter 4.3.1 --- Performance in different aspects of vocabulary knowledge --- p.67 / Chapter 4.3.2 --- Relationship between different aspects of vocabulary knowledge and sentence production --- p.68 / Chapter 4.4 --- Summary --- p.69 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Introduction --- p.71 / Chapter 5.2 --- Vocabulary Size of University Students in Hong Kong --- p.71 / Chapter 5.2.1 --- General vocabulary --- p.71 / Chapter 5.2.2 --- Academic vocabulary --- p.73 / Chapter 5.3 --- Comparison Between the Present Results and Past Studies Conducted in Hong Kong --- p.76 / Chapter 5.3.1 --- Littlewood and Liu (1996) --- p.76 / Chapter 5.3.2 --- Fan (2001) --- p.77 / Chapter 5.4 --- Differences in Vocabulary Breadth --- p.79 / Chapter 5.4.1 --- Hong Kong students and mainland China students --- p.79 / Chapter 5.4.2 --- Form 6 students and Form 7 students --- p.80 / Chapter 5.4.3 --- The faculty factor --- p.81 / Chapter 5.4.4 --- The medium of instruction factor --- p.83 / Chapter 5.5 --- Insights from Students' Quality of Knowledge of Academic Words --- p.84 / Chapter 5.5.1 --- Negligence of morphology and collocation in English vocabulary teaching --- p.84 / Chapter 5.5.2 --- Importance of morphology and collocation for sentence production --- p.86 / Chapter 5.5.3 --- Enhancing effectiveness by incorporating explicit vocabulary teaching into implicit vocabulary learning --- p.87 / Chapter 5.6 --- Summary --- p.92 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Introduction --- p.93 / Chapter 6.2 --- Implications of the Present Study --- p.93 / Chapter 6.2.1 --- Recommendation to the university --- p.93 / Chapter 6.2.1.1 --- Compulsory academic vocabulary courses to first-year university students --- p.93 / Chapter 6.2.1.2 --- Policy on students from mainland China --- p.94 / Chapter 6.2.1.3 --- Policy on Form 6 EAS students --- p.94 / Chapter 6.2.2 --- Recommendation to secondary school English language teachers --- p.95 / Chapter 6.2.3 --- Recommendation to the government --- p.96 / Chapter 6.2.4 --- Recommendation to Hong Kong university students --- p.97 / Chapter 6.3 --- Limitations of the Present Study --- p.97 / Chapter 6.4 --- Suggestions for Further Research --- p.99 / Chapter 6.5 --- Summary --- p.100 / REFERENCES --- p.101

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.

Wong Ka Yee, Janice. / Thesis submitted in: December 2002. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 95-106). / Abstracts in English and Chinese. / Chapter Chapter One --- Introduction and Analytical Framework --- p.1 / Chapter I. --- Introduction --- p.1 / Chapter II. --- Background: Online Newspapers in Hong Kong --- p.3 / Chapter III. --- urpose of the Study --- p.5 / Chapter Chapter Two --- Literature Review --- p.8 / Chapter I. --- Media Characteristics --- p.8 / Chapter II. --- Different Viewpoints on the relationship betweenrint and online newspaper --- p.14 / Chapter III. --- Online newspaper usage from a communicationerspective: Theoretical approach --- p.23 / Chapter Chapter Three --- Research Framework --- p.32 / Chapter I. --- Research Questions --- p.32 / Chapter Chapter Four --- Methodology --- p.38 / Chapter I. --- Sample --- p.38 / Chapter II. --- Samplingrocedure --- p.39 / Chapter III. --- Data Collection --- p.40 / Chapter IV. --- Questionnaire --- p.40 / Chapter V. --- Measurements --- p.41 / Chapter VI. --- Analyticalrocedure --- p.44 / Chapter Chapter Five: --- Statistical Findings --- p.46 / Chapter I. --- articipants'rofile --- p.46 / Chapter II. --- Media Usageatterns --- p.46 / Chapter III. --- Hypothesis Testing --- p.46 / Chapter IV. --- Gratification Seeking --- p.47 / Chapter V. --- rofiles --- p.57 / Chapter VI. --- Impact of Online Newspaper on Traditional Media --- p.64 / Chapter Chapter Six --- Discussion and Conclusion --- p.68 / Chapter I. --- Discussions --- p.68 / Chapter II. --- Limitations --- p.74 / Chapter III. --- Suggestions for Future Research --- p.75 / Appendix I --- p.77 / Appendix II --- p.85 / Bibliography --- p.92

Li, Ka Yi. / Thesis M.Phil. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 40-42). / Abstracts also in Chinese; some appendixes includes Chinese. / Title from PDF title page (viewed on 25, October, 2016).

Wong, Kin Hung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 190-198). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i. / ABSTRACT (CHINESE) --- p.iii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xix / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Significance of this Study --- p.3 / Chapter 1.4 --- Organization of this Thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Orientation towards Language --- p.6 / Chapter 2.2.1 --- Structuralist Notions --- p.6 / Chapter 2.2.2 --- Poststructuralist Notions --- p.7 / Chapter 2.3 --- Orientation towards Identity --- p.9 / Chapter 2.3.1 --- Structuralist Notions --- p.9 / Chapter 2.3.2 --- Poststructuralist Notions --- p.10 / Chapter 2.4 --- Language and Identity --- p.13 / Chapter 2.4.1 --- Code Switching --- p.14 / Chapter 2.5 --- "Language, Identity and Culture" --- p.15 / Chapter 2.6 --- "Attitude, Motivation and Willingness to Communicate (WTC)" --- p.17 / Chapter 2.6.1 --- Attitude --- p.17 / Chapter 2.6.2 --- Motivation --- p.19 / Chapter 2.6.1 --- Social Psychological Perspective --- p.19 / Chapter 2.6.2 --- Sociocultural Perspective --- p.20 / Chapter 2.6.3 --- Willingness to Communicate (WTC) --- p.22 / Chapter 2.7 --- Language Use and Cultural Identity in Hong Kong --- p.24 / Chapter 2.7.1 --- Political and Sociolinguistic Background of Hong Kong --- p.24 / Chapter 2.7.2 --- Surveys of Cultural Identity in Hong Kong --- p.26 / Chapter 2.7.3 --- Empirical Studies on Cultural Identity and Language Attitudes in Hong Kong --- p.30 / Chapter 2.7.3.1 --- Cultural Identity and Language Attitudes towards the Use of English --- p.30 / Chapter 2.7.3.2 --- Cultural Identity and Language Attitudes towards the Use of Cantonese --- p.32 / Chapter 2.7.3.3 --- Cultural Identity and Language Attitudes towards the Use of Cantonese-English Code mixing --- p.33 / Chapter 2.7.3.4 --- Cultural Identity and Language Attitudes towards the Use of Putonghua --- p.34 / Chapter 2.7.3.5 --- Specific Studies with English Majors in Hong Kong --- p.36 / Chapter 2.8 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.38 / Chapter 3.2 --- Research Design --- p.38 / Chapter 3.3 --- Participants --- p.38 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.38 / Chapter 3.3.2 --- Demographic and Language Background --- p.40 / Chapter 3.4 --- Instrumentation --- p.48 / Chapter 3.4.1 --- Questionnaire Survey --- p.48 / Chapter 3.4.2 --- Semi-structured Interview --- p.49 / Chapter 3.4.3 --- Autobiographical Account --- p.50 / Chapter 3.4.4 --- Triangulation --- p.50 / Chapter 3.5 --- Data Collection and Processing --- p.50 / Chapter 3.5.1 --- Semi-structured Interview --- p.51 / Chapter 3.5.2 --- Questionnaire Survey --- p.51 / Chapter 3.5.3 --- Autobiographical Account --- p.52 / Chapter 3.6 --- Data Analysis --- p.52 / Chapter 3.7 --- Validity and Reliability --- p.52 / Chapter 3.8 --- Ethics --- p.53 / Chapter 3.9 --- Limitation --- p.53 / Chapter 3.10 --- Summary --- p.54 / Chapter CHAPTER 4 --- BENNY'S STORY / Chapter 4.1 --- Introduction --- p.56 / Chapter 4.2 --- Benny's Story --- p.56 / Chapter 4.2.1 --- Language and Cultural Socialization --- p.56 / Chapter 4.2.1.1 --- Influence of Family --- p.56 / Chapter 4.2.1.2 --- Influence of Formal Education --- p.58 / Chapter 4.2.1.3 --- Influence of Local Community --- p.59 / Chapter 4.2.1.4 --- Influence of Travel --- p.60 / Chapter 4.2.2 --- Language Learning and Use --- p.62 / Chapter 4.2.2.1 --- Language Proficiency --- p.62 / Chapter 4.2.2.2 --- Language Attitudes --- p.62 / Chapter 4.2.2.2.1 --- Towards Cantonese --- p.62 / Chapter 4.2.2.2.2 --- Towards English --- p.62 / Chapter 4.2.2.2.3 --- Towards Hong Kong Accented English --- p.63 / Chapter 4.2.2.2.4 --- Towards Putonghua --- p.64 / Chapter 4.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.64 / Chapter 4.2.2.2.6 --- Towards Other Language Varieties --- p.65 / Chapter 4.2.2.3 --- Motivation and Investment in Language Learning --- p.66 / Chapter 4.2.2.3.1 --- English --- p.66 / Chapter 4.2.2.3.2 --- Putonghua --- p.67 / Chapter 4.2.2.3.3 --- Other Languages --- p.68 / Chapter 4.2.2.4 --- Language Use in Different Contexts --- p.68 / Chapter 4.2.2.4.1 --- Speaking to a Native Speaker of English --- p.68 / Chapter 4.2.2.4.2 --- Speaking to a Cantonese Speaker --- p.69 / Chapter 4.2.2.4.3 --- Speaking to a Chinese who could not Speak Cantonese --- p.69 / Chapter 4.2.2.4.4 --- Speaking to Mainland Chinese Exchange Students in Hong Kong --- p.70 / Chapter 4.2.2.4.5 --- Speaking to Chinese in Mainland China.… --- p.70 / Chapter 4.2.2.4.6 --- Speaking to East Asians in Travel --- p.70 / Chapter 4.2.3 --- Identity --- p.71 / Chapter 4.2.3.1 --- Self-Construal --- p.71 / Chapter 4.2.3.1.1 --- Chinese and English Names --- p.72 / Chapter 4.2.3.2 --- Identity Triggers --- p.72 / Chapter 4.2.3.2.1 --- Handover of Hong Kong --- p.73 / Chapter 4.2.3.2.2 --- Chinese People and Chinese News --- p.73 / Chapter 4.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.74 / Chapter 4.2.3.3.1 --- In China --- p.74 / Chapter 4.2.3.3.2 --- In Other Places --- p.75 / Chapter 4.2.3.4 --- Identity and Language Use --- p.76 / Chapter 4.2.3.5 --- Summary --- p.79 / Chapter CHAPTER 5 --- DORIS' STORY / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Doris' Story --- p.80 / Chapter 5.2.1 --- Language and Cultural Socialization --- p.80 / Chapter 5.2.1.1 --- Influence of Family --- p.80 / Chapter 5.2.1.2 --- Influence of Formal Education --- p.81 / Chapter 5.2.1.3 --- Influence of Local Community --- p.82 / Chapter 5.2.1.4 --- Influence of Travel --- p.83 / Chapter 5.2.2 --- Language Learning and Use --- p.84 / Chapter 5.2.2.1 --- Language Proficiency --- p.84 / Chapter 5.2.2.2 --- Language Attitudes --- p.84 / Chapter 5.2.2.2.1 --- Towards Cantonese --- p.84 / Chapter 5.2.2.2.2 --- Towards English --- p.84 / Chapter 5.2.2.2.3 --- Towards Hong Kong Accented English --- p.85 / Chapter 5.2.2.2.4 --- Towards Putonghua --- p.86 / Chapter 5.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.86 / Chapter 5.2.2.3 --- Motivation and Investment in Language Learning --- p.88 / Chapter 5.2.2.3.1 --- English --- p.88 / Chapter 5.2.2.3.2 --- Putonghua --- p.89 / Chapter 5.2.2.4 --- Language Use in Different Contexts --- p.89 / Chapter 5.2.2.4.1 --- Speaking to a native speaker of English --- p.89 / Chapter 5.2.2.4.2 --- Speaking to a Cantonese speaker --- p.90 / Chapter 5.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.91 / Chapter 5.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.91 / Chapter 5.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.91 / Chapter 5.2.2.4.6 --- Speaking to East Asians in Travel --- p.91 / Chapter 5.2.3 --- Identity --- p.92 / Chapter 5.2.3.1 --- Self-Construal --- p.92 / Chapter 5.2.3.1.1 --- Chinese and English Names --- p.94 / Chapter 5.2.3.2 --- Identity Triggers --- p.94 / Chapter 5.2.3.2.1 --- Travel Experience --- p.94 / Chapter 5.2.3.2.2 --- Chinese People and Chinese News --- p.95 / Chapter 5.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.97 / Chapter 5.2.3.3.1 --- In China --- p.97 / Chapter 5.2.3.3.2 --- In Other Places --- p.97 / Chapter 5.2.3.4 --- Identity and Language Use --- p.98 / Chapter 5.2.3.5 --- Summary --- p.99 / Chapter CHAPTER 6 --- MAGGIE'S STORY / Chapter 6.1 --- Introduction --- p.100 / Chapter 6.2 --- Maggie's Story --- p.100 / Chapter 6.2.1 --- Language and Cultural Socialization --- p.100 / Chapter 6.2.1.1 --- Influence of Family --- p.100 / Chapter 6.2.1.2 --- Influence of Formal Education --- p.101 / Chapter 6.2.1.3 --- Influence of Local Community --- p.102 / Chapter 6.2.1.4 --- Influence of Travel --- p.103 / Chapter 6.2.2 --- Language Learning and Use --- p.103 / Chapter 6.2.2.1 --- Language Proficiency --- p.103 / Chapter 6.2.2.2 --- Language Attitudes --- p.104 / Chapter 6.2.2.2.1 --- Towards Cantonese --- p.104 / Chapter 6.2.2.2.2 --- Towards English --- p.104 / Chapter 6.2.2.2.3 --- Towards Hong Kong Accented English --- p.106 / Chapter 6.2.2.2.4 --- Towards Putonghua --- p.106 / Chapter 6.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.106 / Chapter 6.2.2.3 --- Motivation and Investment in Language Learning --- p.107 / Chapter 6.2.2.3.1 --- English --- p.107 / Chapter 6.2.2.3.2 --- Putonghua --- p.108 / Chapter 6.2.2.4 --- Language Use in Different Contexts --- p.108 / Chapter 6.2.2.4.1 --- Speaking to a native speaker of English… --- p.109 / Chapter 6.2.2.4.2 --- Speaking to a Cantonese speaker --- p.109 / Chapter 6.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.109 / Chapter 6.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.109 / Chapter 6.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.110 / Chapter 6.2.2.4.6 --- Speaking to East Asians in Travel --- p.110 / Chapter 6.2.3 --- Identity --- p.110 / Chapter 6.2.3.1 --- Self-Construal --- p.110 / Chapter 6.2.3.1.1 --- Chinese and English Names --- p.111 / Chapter 6.2.3.2 --- Identity Triggers --- p.112 / Chapter 6.2.3.2.1 --- Travel Experiences --- p.112 / Chapter 6.2.3.2.2 --- Handover of Hong Kong --- p.114 / Chapter 6.2.3.2.4 --- Chinese People and Chinese News --- p.114 / Chapter 6.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.115 / Chapter 6.2.3.3.1 --- In China --- p.115 / Chapter 6.2.3.3.2 --- In Other Places --- p.115 / Chapter 6.2.3.4 --- Identity and Language Use --- p.116 / Chapter 6.2.3.5 --- Summary --- p.117 / Chapter CHAPTER 7 --- VICKY'S STORY / Chapter 7.1 --- Introduction --- p.119 / Chapter 7.2 --- Vicky's Story --- p.119 / Chapter 7.2.1 --- Language and Cultural Socialization --- p.119 / Chapter 7.2.1.1 --- Influence of Family --- p.119 / Chapter 7.2.1.2 --- Influence of Formal Education --- p.120 / Chapter 7.2.1.3 --- Influence of Local Community --- p.123 / Chapter 7.2.1.4 --- Influence of Travel --- p.124 / Chapter 7.2.2 --- Language Learning and Use --- p.125 / Chapter 7.2.2.1 --- Language Proficiency --- p.125 / Chapter 7.2.2.2 --- Language Attitudes --- p.126 / Chapter 7.2.2.2.1 --- Towards Cantonese --- p.126 / Chapter 7.2.2.2.2 --- Towards English --- p.126 / Chapter 7.2.2.2.3 --- Towards Hong Kong Accented English --- p.127 / Chapter 7.2.2.2.4 --- Towards Putonghua --- p.128 / Chapter 7.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.129 / Chapter 7.2.2.2.6 --- Towards Other Language Varieties --- p.129 / Chapter 7.2.2.3 --- Motivation and Investment in Language Learning --- p.129 / Chapter 7.2.2.3.1 --- English --- p.129 / Chapter 7.2.2.3.2 --- Putonghua --- p.130 / Chapter 7.2.2.3.3 --- Other Languages --- p.131 / Chapter 7.2.2.4 --- Language Use in Different Contexts --- p.131 / Chapter 7.2.2.4.1 --- Speaking to a native speaker of English… --- p.131 / Chapter 7.2.2.4.2 --- Speaking to a Cantonese speaker --- p.132 / Chapter 7.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.132 / Chapter 7.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.132 / Chapter 7.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.132 / Chapter 7.2.2.4.6 --- Speaking to East Asians in Travel --- p.133 / Chapter 7.2.3 --- Identity --- p.133 / Chapter 7.2.3.1 --- Self-Construal --- p.133 / Chapter 7.2.3.1.1 --- Chinese and English Names --- p.134 / Chapter 7.2.3.2 --- Identity Triggers --- p.135 / Chapter 7.2.3.2.1 --- Travel Experience --- p.135 / Chapter 7.2.3.2.2 --- Overseas Residential Experience --- p.136 / Chapter 7.2.3.2.3 --- Handover of Hong Kong --- p.137 / Chapter 7.2.3.2.4 --- Chinese People and Chinese News --- p.137 / Chapter 7.2.3.3 --- Perceptions of Cultural Identity in Different Context --- p.138 / Chapter 7.2.3.3.1 --- In China --- p.138 / Chapter 7.2.3.3.2 --- In Other Places --- p.138 / Chapter 7.2.3.4 --- Identity and Language Use --- p.139 / Chapter 7.2.3.5 --- Summary --- p.141 / Chapter CHAPTER 8 --- WENDY'S STORY / Chapter 8.1 --- Introduction --- p.142 / Chapter 8.2 --- Wendy's Story --- p.142 / Chapter 8.2.1 --- Language and Cultural Socialization --- p.142 / Chapter 8.2.1.1 --- Influence of Family --- p.142 / Chapter 8.2.1.2 --- Influence of Formal Education --- p.143 / Chapter 8.2.1.3 --- Influence of Local Community --- p.144 / Chapter 8.2.1.4 --- Influence of Travel --- p.145 / Chapter 8.2.2 --- Language Learning and Use --- p.146 / Chapter 8.2.2.1 --- Language Proficiency --- p.146 / Chapter 8.2.2.2 --- Language Attitudes --- p.146 / Chapter 8.2.2.2.1 --- Towards Cantonese --- p.146 / Chapter 8.2.2.2.2 --- Towards English --- p.147 / Chapter 8.2.2.2.3 --- Towards Hong Kong Accented English --- p.148 / Chapter 8.2.2.2.4 --- Towards Putonghua --- p.148 / Chapter 8.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.149 / Chapter 8.2.2.2.6 --- Towards Other Language Varieties --- p.149 / Chapter 8.2.2.3 --- Motivation and Investment in Language Learning --- p.150 / Chapter 8.2.2.3.1 --- English --- p.150 / Chapter 8.2.2.3.2 --- Putonghua --- p.150 / Chapter 8.2.2.3.3 --- Other Languages --- p.150 / Chapter 8.2.2.4 --- Language Use in Different Context --- p.151 / Chapter 8.2.2.4.1 --- Speaking to a native speaker of English --- p.151 / Chapter 8.2.2.4.2 --- Speaking to a Cantonese speaker --- p.151 / Chapter 8.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.151 / Chapter 8.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.152 / Chapter 8.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.152 / Chapter 8.2.2.4.6 --- Speaking to East Asians in Travel --- p.152 / Chapter 8.2.3 --- Identity --- p.152 / Chapter 8.2.3.1 --- Self-Construal --- p.152 / Chapter 8.2.3.1.1 --- Chinese and English Names --- p.153 / Chapter 8.2.3.2 --- Identity Triggers --- p.154 / Chapter 8.2.3.2.1 --- Travel Experience --- p.154 / Chapter 8.2.3.2.2 --- Overseas Residential Experience --- p.155 / Chapter 8.2.3.2.3 --- Chinese People and Chinese News --- p.155 / Chapter 8.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.155 / Chapter 8.2.3.3.1 --- In China --- p.155 / Chapter 8.2.3.3.2 --- In Other Places --- p.156 / Chapter 8.2.3.4 --- Identity and Language Use --- p.156 / Chapter 8.2.3.5 --- Summary --- p.157 / Chapter CHAPTER 9 --- DISCUSSION AND CONCLUSIONS / Chapter 9.1 --- Introduction --- p.158 / Chapter 9.2 --- Guiding Question One --- p.158 / Chapter 9.2.1 --- Attitudes towards Cantonese --- p.158 / Chapter 9.2.2 --- Attitudes towards English --- p.160 / Chapter 9.2.3 --- Attitudes towards Putonghua --- p.164 / Chapter 9.2.4 --- Attitudes towards Code-mixing of Cantonese and English --- p.166 / Chapter 9.3 --- Guiding Question Two --- p.168 / Chapter 9.3. --- Motivation towards Cantonese --- p.168 / Chapter 9.3.2 --- Motivation towards English --- p.169 / Chapter 9.3.3 --- Motivation towards Putonghua --- p.171 / Chapter 9.3.4 --- Motivation towards Code-mixing of Cantonese and English --- p.173 / Chapter 9.4 --- Guiding Question Three --- p.174 / Chapter 9.4.1 --- Use of English --- p.174 / Chapter 9.4.2 --- Use of Putonghua --- p.177 / Chapter 9.4.3 --- Use of Code-mixing of Cantonese and English --- p.179 / Chapter 9.5 --- Guiding Question Four --- p.180 / Chapter 9.5.1 --- Cultural Identity --- p.180 / Chapter 9.5.2 --- Self-construal --- p.182 / Chapter 9.6 --- Summary of Findings --- p.183 / Chapter 9.7 --- Implications --- p.186 / Chapter 9.7.1 --- For EFL Learners --- p.186 / Chapter 9.7.2 --- For English Teachers --- p.187 / Chapter 9.8 --- Limitations of the Present Study --- p.188 / Chapter 9.9 --- Suggestions for Further Study --- p.189 / REFERENCES --- p.190 / APPENDIX A Questionnaire 1 (Personal Information and Language Attitudes) --- p.199 / APPENDIX B Questionnaire 2 (Strength of Cultural Identity) --- p.202 / APPENDIX C Interview Protocols (Interview 1: Language Choice) --- p.203 / APPENDIX D Interview Protocols (Interview 2: Cultural Identity) --- p.205 / APPENDIX E Interview Protocols (Interview 3: Language Background and Cultural Identity) --- p.206 / APPENDIX F Guiding Question for Autobiographical Account of Second Language Learning --- p.207 / APPENDIX G Consent Form --- p.208

Leung, Fung Lin Elean. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 128-157). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

Chung Leung Luk. / Running title: Ethnic perceptions. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 33-39).