This study is designed to analyze in depth, the behaviors that accompany the writing process in six third and fourth grade Native American children. The children's writing, collected over a two year period, was observed by a team of researchers who carefully recorded revisions, rereading, subvocalization, resource use, stop-and-thinks, interruptions, and related talk while writing was taking place in the regular classroom setting. Four groups of questions were posed as a result of the observations focusing around the kinds of resources young writers use, the way they revised, the role of oral language during composing, and the relationship among the various observed behaviors. Young writers use both human resources and a wide variety of inanimate resources such as dictionaries, bulletin boards, and other classroom print to assist themselves and each other in spelling words, and making various other decisions about their writing. The subjects have differing strategies for revising their texts, but have spelling and neatness as their highest priorities. Children use more resources more extensively when they are encouraged to, when the materials are accessible, and collaboration among classmates is promoted. Approximately 90% of all oral language that takes place as children write is related directly to their writing. Oral language is a part of and seems to be important to all phases of writing, including strategies for consideration of what to write, collaboration with others and finding an audience. The use of oral language demonstrates that all aspects of the composing process including pre-writing, text generation, and revision or reconsideration of text are dynamically interacting as writers compose. There are important co-occurrence of types of behaviors including stop-and-thinks with interruptions, revisions with subvocalization, and revisions with resource use.

The problem with which this research is concerned is a comparison of two methodologies in the teaching of high school senior English with regard to their relative effectiveness in developing certain composition skills believed to be important in college academic success. The two methodologies compared in this study are (1) a traditional approach and (2) an experimental approach consistent with certain recommendations of the National Council of Teachers of English.

呂淑貞 = A study of lexical errors of secondary school students in Hogn Kong / Lui Suk Ching. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 278-284). / Lü Shuzhen = A study of lexical errors of secondary school students in Hong Kong / Lui Suk Ching. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 論文摘要 / Chapter 第一章 --- 引言 --- p.1 / Chapter (I) --- 香港寫作教學的現狀 --- p.4 / Chapter (II) --- 研究動機與目的 --- p.6 / Chapter (III) --- 研究意義 / Chapter 第二章 --- 文獻回顧 / Chapter 甲 --- 詞是什麼 / Chapter (I) --- 詞的定義 --- p.8 / Chapter (II) --- 詞和詞組 --- p.11 / Chapter (III) --- 詞和詞素 --- p.14 / Chapter (IV) --- 詞的詞匯意義和語法意義 --- p.16 / Chapter (V) --- 漢語的造詞法體系 --- p.25 / Chapter 乙 --- 現代漢語詞匯現範化的標準和內容 --- p.27 / Chapter (I) --- 方言詞的規範 --- p.28 / Chapter (II) --- 外來詞的規範 --- p.29 / Chapter 丙 --- 語誤分析 --- p.31 / Chapter (I) --- 語誤分析與語誤分類 --- p.31 / Chapter (II) --- 語誤分析的理論依据 --- p.31 / Chapter (III) --- 錯誤的來源 --- p.33 / Chapter (IV) --- 語誤分析的應用 --- p.34 / Chapter 丁 --- 謬詞分準則的釐訂 --- p.35 / Chapter (I) --- 謬詞的主要類型舉隅 --- p.35 / Chapter (II) --- 謬詞分類依據 --- p.37 / Chapter (III) --- 謬詞分類模式 --- p.38 / Chapter 第三章 --- 研究設計 --- p.41 / Chapter (I) --- 研究問題 --- p.41 / Chapter (II) --- 研究方法 --- p.42 / Chapter (III) --- 研究對象與取樣 --- p.43 / Chapter (IV) --- 研究工具 --- p.46 / Chapter (V) --- 實驗程序 --- p.47 / Chapter (VI) --- 資料分析及整理 --- p.49 / Chapter (VII) --- 研究局限 --- p.51 / Chapter 第四章 --- 研究結果及計論 / Chapter (I) --- 香港一般中學生作文中謬詞類型的分佈情況 --- p.52 / Chapter (II) --- 不同年級、不同語文程度及中、英文中學學生作文中謬詞類型分佈情況的差異 --- p.58 / Chapter (III) --- 各類型謬詞錯誤的原因 --- p.65 / Chapter 第五章 --- 建議 --- p.78 / Chapter 第六章 --- 結論 --- p.81 / 表（二）至表（五十五） --- p.84 / 註釋 / Chapter 附錄(一) --- 謬詞的主要類型舉隅 --- p.116 / Chapter (二) --- 謬詞的主要類型舉隅 --- p.117 / Chapter (三) --- 謬詞的主要類型舉隅 --- p.121 / Chapter (四) --- 各類型謬詞實錄 --- p.123 / 中文參考書目 --- p.278 / 英文參考書目 --- p.283

姜貝玲. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 142-146). / Jiang Beiling. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 導言 --- p.1 / 研究緣起與目的 --- p.1 / 理論根據 --- p.4 / 假設 --- p.25 / 術語說明 --- p.26 / Chapter 第二章 --- 研究方法 --- p.30 / 研究設計 --- p.30 / 研究對象 --- p.34 / 研究工具 --- p.36 / 實驗程序 --- p.44 / 資料分析 --- p.47 / Chapter 第三章 --- 結果與討論 --- p.51 / 結果 --- p.51 / 討論 --- p.98 / Chapter 第四章 --- 摘要、結論與建議 --- p.128 / 摘要 --- p.128 / 結論 --- p.133 / 建議 --- p.138 / 參考文獻 --- p.142 / 附錄 --- p.153 / Chapter 一 --- 按提示在語段中填詞測驗卷 --- p.153 / Chapter 二 --- 按提示選詞在語段中填空測驗卷 --- p.157 / Chapter 三 --- 按提示在句子中填詞測驗卷 --- p.162 / Chapter 四 --- 按提示選詞在句子中填空測驗卷 --- p.166 / Chapter 五 --- 遣詞能力測驗評分參考 --- p.171

Since the first course in rhetoric began at Harvard in the 1890's, college and university English departments have been concerned about the writing proficiency of freshmen. This concern was magnified by the adoption of open-admissions policies in the sixties, and as a result many English departments began developing remedial English courses to deal with the unprepared student.This study proposes to investigate this development from a variety of perspectives. Its main purpose is to present a model textbook for remedial composition, explain how it was used, and analyze the results of its use in the classroom. The first three chapters provide a justification for such a textbook. The first chapter contains a discussion on the changing attitudes toward education in general and freshman composition in particular that have resulted from the drop in SAT scores and the adoption of open-admissions policies.The second chapter is an analysis of information about remedial programs at American universities based on a questionnaire which asked the following questions: 1) How do you identify the remedial student? 2) What is the relation of your remedial program to your regular program? 3) Who teaches your remedial courses? Is there an orientation program for the staff? .4) What is the focus of your curriculum? sentence? the paragraph? the essay? 5) What texts using? 6) Do you have any self-study documents that see?The third chapter is a history of the development of the remedial English course at Ball State University over the past five years. It includes an evaluation of the texts that have been used, the different types of standardized tests that have been given, and the progress of a selection of 102 students.The fourth chapter is the model textbook, Beginning Writing, that was used in two special sections of English 102 in the Fall Quarter of 1976. Each chapter of Beginning Writing, follows the same format. First there is an illustrative quotation, usually from a literary work, followed by a carefully written introduction to the various forms of writing assigned in the remedial English program. Next are three illustrative essays: one by a professional writer, one by a strong student writer, and one by a weak student writer. Each selection is followed by questions related to its organization and development, assignments for a journal, and a list of theme topics. Finally, there is a cartoon that emphasizes a major point discussed with the chapter.The fifth chapter contains a journal of the quarter and case studies of twelve students from the two sections which used Beginning, Writing. This analysis identifies the strong features of the textbook and those sections that will require revision.

Integrated language skills have been examined in Paper Five of HKCEE Chinese Language since 2007, in the hope of developing students’ integrated language skills regarding reading, writing and listening. This study discerns the criteria which highlight skills examinees should master in Paper Five and uses this summative assessment as an entry point to explore the performance of students of diverse abilities in Chinese integrated skills and processes of completing Paper Five. Qualitative research design is introduced in this study. Document analysis, text analysis by using Systemic-Functional Linguistics (SFL), think aloud protocol and interview were included. First of all, documentations of integrated language skills examined in Hong Kong and overseas are studied to explore the performances examinee are required. In addition, semi-structured interviews were conducted to gather opinions from curriculum stakeholders including experienced teachers heavily involved in public examination and curriculum development. To analyze the features of products, 60 examinee’ scripts of 2007 Public examination marked from level 1 to level 5* were collected and fall into three categories, namely high (level 5 and 5*), medium (level 3 and 4) and low (level 1 and 2). To further explore the process of composing written task with diversified level, six F.5 students of different levels of language competency (i.e. high, medium and low) were invited to think aloud while completing Paper Five individually under video-taping. Afterwards, they participated in one-to-one, semi-structured interviews about their experiences of the method. These interviews were recorded, transcribed and analyzed qualitatively. The written works of the students of different levels of performance (i.e. high, medium, low) were analyzed for triangulation. The study revealed that high level scripts could echo the context of situation as well as the context of culture of the task by choosing appropriate expressions, genre and information. Some of them even show their unique thoughts on making suggestions. However, lower level scripts fails to make coherence among the content, format and the context of the writing task. According to the findings of think aloud protocol and interviews, students with high level products could make awareness on field, tenor and mode of writing task during assessing, planning and writing while others manage to handle some of them. To conclude, language is the vehicle of thoughts and feeling. Students are expected to master integrated language skills including reading, listening and writing in order to satisfy learning, living and future working needs. However, students are different. By analyzing the features of the products and the processes of completing Paper five, it gives information to teachers and the curriculum leaders on the features of students’ products and the way they could assist students to improve their performance. 為了配合課程改革，自 2007 年開始香港中學會考中國語文科公開考試在 讀、寫、聽、說四卷之外，加入綜合語文能力考核的試卷五，稱為「綜合能力考 核卷」(下簡稱卷五)。本研究先從理念的層面先探究綜合語文能力涵義，然後從 總結性評估及完成卷五的過程兩個層面搜集實證，以了解學生在完成卷五的過 程。 本研究屬於質性研究。首先，本研究通過文獻回顧了本地及外地第一語言教 學課程文件、評估文件，分析卷五所評核的綜合語文能力。除此以外，本研究更 訪問參與課程及卷五考評工作多年的的持分者，包括卷五助理試卷主席、課程議 會成員、資深語文工作者，以印證課程及評估指引中對綜合語文能力的評估要 求。此外，為了解不同能力學生在卷五的表現特點，本研究向考試及評核局申請 索取不同能力水平考生的答卷，共60 卷，借助系統語言功能學的理論分析，闡 釋不同能力學生在卷五寫作成果所反映的表現特徵。為進一步探索學生完成卷五 的過程，本研究邀請六位中五學生(兩位來自學生能力較高的第一組別學校；兩 位來自學生能力較低的第三組別學校)，在鏡頭面前以大聲想完成卷五測試卷。 最後，借助系統語言功能語言學文本分析、訪談等研究方法，深入了解不同綜合 語文能力的考生在卷五的表現特點。通過大聲想觀察不同能力學生完成卷五過程 的表現特徵。 本研究發現表現較佳的作品往往能緊扣寫作任務的情景語境、以至文化語境 的要求，而表較稍遜的作品每每執一廢百。從大聲想及訪問發現，表現較佳的學 生往往能運用策略廓清寫作任務的情景語境、寫作要求，並依此制定寫作計劃； 選取資料、拓展文意、提出見解等都是依據語境。至於表現稍遜的當然在辨識寫 作任務、制定計劃及執行計劃時往往顧此失彼。 總結而言，語言是思維及情感的載體。學生須要駕馭讀、寫、聽等綜合語文 能力，以應付日後學習及工作需要。然而，學生的表現千差萬別。本研究通過多 種研究方法，剖析不同表現的卷五作品特點以及不同作品表現學生的完卷過程， 旨在剖析學生表現特徵，為教育工作者提供豐富的參考資料，協助學生尋求提升 綜合語文能力的方向。 / published_or_final_version / Education / Doctoral / Doctor of Education

The purpose of this study is to investigate the feasibility and effectiveness of Wiki-based collaborative writing in Teaching Chinese as a Second Language. Ten secondary students have participated in this study. The procedure was three stages as the participants given by background questionnaire and also at the end of each of the projects given by post-project questionnaire and some participants selected for interview. The questionnaires are helpful to understand how Wiki-based collaborative writing worked through participants. The study has focused on analyzing on the influence of using Wiki-based collaborative writing on interest, confidence, stimulation, likeness, collaboration, achievement and improvement of the students’ Chinese writing. It is expected to find results of the study that the participants have been motivated by using Wiki-based collaborative writing and of that what advantages and challenges the participants have encountered. / published_or_final_version / Education / Master / Master of Education

An investigation of the impact of the implementation of the curriculum innovation, the process writing approach (PWA), in the teaching and learning of writing may have on the beliefs of teachers and students in the area of writing was conducted. Using a collective case approach of three junior form English teachers, their beliefs about the effective teaching of writing, the usefulness and implementation of the PWA and its effects on their beliefs and practices post-implementation were investigated. Students of low, average and high linguistic ability and their beliefs about the effective teaching of writing were explored and the impact, if any, on students’ approach to writing post-implementation were investigated. A multi-dimensional methodology, which drew on both quantitative and qualitative data collection techniques, was employed. Findings showed that those teachers’ beliefs about the effective teaching of writing included aspects of genre and process approaches. These in turn affected their perceptions towards the top-down implementation and its usefulness in the classroom, raising issues such as teacher understanding, increased marking workload and feasibility prior to this year’s implementation. Other factors that affected the successfulness of the innovation reported post-implementation by teachers included the PWA’s time-consuming nature and students’ abilities, raising awareness of the importance of providing teacher autonomy in adapting the PWA to meet students’ needs across ability levels. In addition, though students held their own beliefs about the effective teaching of writing that included aspects of the genre approach as well as the importance of receiving teacher feedback, findings reported that the implementation of the new writing approach was positively well received by them regardless of their linguistic ability, as it not only increased their self-confidence in their writing skills but also their interest in learning from and sharing of writing. However, such were achieved at the expense of the reported increased pressure at the pre-writing stage as well as the difficulties faced in the peer editing and feedback stages. Causes of these findings were explored with a discussion on related pedagogical and research implications for similar contexts like this, with particular reference to the context of Hong Kong. / published_or_final_version / Education / Master / Master of Education

寫作教學向來都是中國語文教師最重視的一環，在整個語文教育中佔有重要的地位。自小學中年級開始，學生便踏入寫作訓練階段，很多時候老師在教授寫作時都會不自覺地陷入引導的角色，加上重形式、重文句、重語法的訓練而忽略了寫作內容的創新。其實寫作是充滿創造性的，無論在選材和形式上都千變萬化。在寫作訓練中，學生的觀察力、思考力、聯想力、想像力、記憶力等，都能得到有效的鍛煉。 本研究計劃是利用「引導幻想」寫作教學，提升學生在寫作方面的創造力為目的。研究對象為小四學生，研究主要以前後測寫作、問卷和訪談來蒐集資料。通過評估學生的寫作，探討利用「引導幻想」寫作教學的方法對提升學生創造力思維的成效，以及學生寫作態度的改變。 經過教學實踐，結果發現實驗組學生在寫作的流蜴性、變通性和獨創性都比之前進步。學生都表示喜歡進行「引導幻想」的寫作活動，認為對構思寫作內容有幫助，而且比平日寫作更容易下筆、寫作內容更有趣、花的時間更少。學習態度也較主動、積極。另一方面，學生在寫作上有更深入的參與，喜歡與同儕交流分享寫作內容，從而得到較新的刺激和較多的樂趣。課堂的學習氣氛也更輕鬆愉快，更多的互動、更多的笑聲、更多創作的機會。 其實學生在寫作上並非缺乏創意，可能是教學模式的限制，以致學生未能發揮創意，教師如能從教學中加以適當的引導必能提升學生的創造力。 Teaching in writing is always a critical part for all Chinese language teachers, and it takes an important role on language education. Starting from the middle primary level, students are guided in writing skill, most of the time, teachers are always play the role as a guidance, in addition to the focus for the training on format; sentences; and grammar, which they are always overlook the creativity and innovative on the content of writing. Actually, writing is full of creativity; regardless of selection and format, the writing itself is of wide variety. During the training in writing, students can exercise their ability in observation; thinking; imagination; memory etc., all of these can be effectively train up. This dissertation consists of using “guided fantasy” to enhancing the creativity of Primary 4 student in writing. The research is achieve by practical writing, questionnaire and interview in order to collect the useful information. Through assessment of student writing articles, explore the use of “guided fantasy” method on teaching in writing, which its aim to enhance the student creativity in writing as well as change of their writing manner. The results show that their writing skill are significant improve and advance especially in fluency, flexibility and originality. Students all express that they are preferring use of “guided fantasy” in writing process, they believe that it help to improve the idea in writing content, moreover writes easily the ordinary day to start writing. On the other hand, the student has a more thorough participation in writing, and they likes to share the content of writing with the classmates, from which can obtain more new challenge and more fun in writing. The study atmosphere in classroom is tends to more relax and happily, more interactive, more funny voice and more creative opportunity. / published_or_final_version / Education / Master / Master of Education

This study aimed to explore Hong Kong primary school students’ development of story writing in Chinese, by examining the fluency, structure and organization ability, and communication ability. It was a basic research that adopted qualitative and quantitative research methodologies. In total, 2823 pieces of Chinese story writing were collected from three Hong Kong primary schools; 1200 samples were randomly selected for analysis in details. In analysing the selected samples, the total numbers of words and sentences were first identified. Then, the type of structural organization with reference to story schema, and their communication elements were studied. Finally, the data were used for additional statistical analysis. The study showed that primary school students’ ability in writing Chinese stories was developmental and with variety of ability within each class level. The fluency, structure and organization ability, and communication ability were gradually improved when students got older. This study has four major findings. First, the total numbers of words and sentences were increased at each grade level. Difference in the total numbers of words and sentences within the same class level was significantly found in Primary Four and difference became larger in Primary Five and Six. Second, the story schema which students constructed in their story writing was more and more complex as they grew up. Third, the older subject students could write much more rich contents in the beginning and ending of story. Fourth, the older subject students were more skilled at using the communication elements in the beginning of story, and expressing major theme through the story writing. The study’s results enrich the understanding of the theories of the language development of children and their story writing. It also provides valuable information for the researchers in the related areas, and the teachers who teach Chinese and design Chinese writing curriculum. However, this study is only an exploratory attempt to study Hong Kong primary school students’ development of story writing in Chinese; further verification of its findings and test are needed. 本研究旨在探討三所香港小學生的中文故事寫作能力發展。研究是一項基礎研究，採用質性和量性的研究方法，分析研究對象中文故事寫作的流暢性、結構組織能力和傳意能力。本研究從三所小學搜集了2823篇中文故事寫作研究樣本，再以隨機抽樣的方式抽取1200篇作為分析之用。最後，對所得的數據會進行統計分析，以了解研究對象的中文故事寫作能力發展。 研究結果顯示，研究對象的中文故事寫作能力具發展性和差異性，會隨?年級的增長，在流暢性、結構組織能力和傳意能力方面的表現會有所提升。流暢性方面，研究對象寫作的「總字數」和「總句數」均隨?年級逐年的上升而穩步增加，而各級研究對象的表現均有明顯的差異，並在小四年級開始擴大。結構組織能力方面，研究對象在中文故事寫作中應用的故事結構圖式，隨?年級的增長而趨於複雜。按研究對象的故事結構組織能力，大致上可以把他們分成三段發展階段。第一組為小一和小二，第二組為小三和小四，第三組為小五和小六。研究對象的開端鋪敘能力和故事結構組織能力一樣，大致可以分為三段發展階段。結尾鋪敘能力方面，亦是隨?年級的增長而鋪敘更多的故事內容。不過，敘述觀點卻沒有呈現發展的趨勢。傳意能力方面，研究對象雖然會隨?年級的增長，更能在故事的開端部份加入傳意元素，但能夠在中文故事寫作的開端部份加入傳意元素的研究對象不多，而且較多集中在高年級。至於透過故事寫作傳達主題思想方面，小三至小六年級中，明顯有較多研究對象能夠在中文故事寫作中傳遞主題思想。 本研究探討了三所小學生的中文故事寫作能力發展，研究的結果豐富了兒童語言發展和故事寫作理論，亦為進行相關研究的學者，以及規劃中國語文寫作課程或教學的教師，提供了有價值的資料。不過，本研究是一項初步的探索性研究，所取得的發現有待進一步證實和發展。 / published_or_final_version / Education / Doctoral / Doctor of Philosophy