published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

雷庭蓀 = Effect of medium of instruction on academic achievement of students / Loi Ting Shiin. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 75-85). / Lei Tingsun = Effect of medium of instruction on academic achievement of students / Loi Ting Shiin. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 撮要 --- p.1 / Chapter 第一章 --- 緒言 --- p.1 / Chapter 甲 --- 香港的教學語言問題 --- p.1 / Chapter 乙 --- 研究動機與目的 --- p.4 / Chapter 丙 --- 研究局限 --- p.5 / Chapter 丁 --- 研究意義 --- p.5 / Chapter 第二章 --- 文獻引述 --- p.7 / Chapter 甲 --- 一般與中、英語文問題有關研究 --- p.7 / Chapter 乙 --- 教學語言與成績表現有關研究 --- p.15 / Chapter 丙 --- 總結 --- p.20 / Chapter 第三章 --- 研究方法 --- p.22 / Chapter 甲 --- 研究假設 --- p.22 / Chapter 乙 --- 重要名詞闡釋　 --- p.23 / Chapter 丙 --- 研究對象及分班情況 --- p.24 / Chapter 丁 --- 測量工具 --- p.28 / Chapter 戊 --- 外加變數控制 --- p.33 / Chapter 己 --- 實驗過程 --- p.34 / Chapter 第四章 --- 研究資料分析 --- p.42 / Chapter 甲 --- 矩陣智力測驗結果　 --- p.42 / Chapter 乙 --- 第一階段之實驗結果 --- p.42 / Chapter 丙 --- 第二階段之實驗結果 --- p.58 / Chapter 丁 --- 教學語言與智力對學業成績的影響 --- p.60 / Chapter 第五章 --- 總結及建議 --- p.64 / Chapter 甲 --- 總結 --- p.64 / Chapter 乙 --- 討論 --- p.65 / Chapter 丙 --- 建議 --- p.72 / 參考書目 --- p.75

Educators in the English-medium community colleges in Hong Kong are being challenged to prepare students with diverse language backgrounds to learn through English as a second language. While some researchers advocate the adoption of an ‘English-only policy’ to maximise students’ exposure to their target language, others argue that bilingual learners’ accessibility to both their first language [L1] and second language [L2] as semiotic resources for learning may facilitate their mediation of cognitively-demanding academic tasks, and subsequently their academic discourse development. Adopting a social practice view of learning, this study explores how learners use their bilingual resources to mediate their academic discourse development in a marketing course at the sub-degree level in Hong Kong. A case study was conducted to trace how students use Chinese as their L1 and English as their L2 to make sense of the social practice of marketing in an integrated language and content learning environment. The focus of the study was students’ language use at different stages of a marketing project which required them to work collaboratively to research and analyse the marketing environment of a product, to write up a marketing plan of the product, and to deliver an oral presentation. The main data sources were the spoken and written discourse data collected from a 14-week semester from a project group’s out-of-classroom discussions, written report and oral presentation, which were analysed using Mohan’s (2007) model of social practice analysis – one that considers texts as the instantiation of both the language system and the system of meanings. Interview data on the functions of students’ language choices in the project were also used to triangulate the discourse data. The analysis of the student discourses shows the prominent role of learners’ L1 in mediating their meaning-making, and subsequently their L2 academic discourse development, in the theory-practice dialectic of learning in the marketing project. The findings indicate that the student-participants used both their L1 and L2 to help them perform the project tasks within the larger context of the marketing course. At the project preparation stage, the student-participants were able to use appropriate lexical-grammatical features of their L1 and/or L2 to (i) reconstruct their findings about the marketing practices of the selected company, (ii) reflect on such practices using their disciplinary knowledge, and (iii) scaffold their peers’ second language academic discourse development. Through their constant reflection on their academic practices in both L1 and L2, the student-participants were ultimately able to deploy effective L2 linguistic resources which correspond to the semantic structures of marketing to represent their disciplinary knowledge in both L2 oral and written academic discourses. This study has made contributions to the field of bilingualism and academic discourse socialisation. It helps to generate a deeper understanding of learners’ language use patterns in a marketing project – how bilingual learners use their linguistic resources to make sense of the disciplinary ways of knowing and thinking. The results illustrate the interdependent relationship of content, language and higher level thinking skills in marketing. With a better understanding of the language and cognitive demands of the marketing project, this study helps to draw implications for the pedagogical practices of disciplinary subjects at the sub-degree level and calls for the collaboration of both content and language teachers to derive more effective strategies for fostering students’ academic discourse development by drawing on the linguistic resources of bilingual learners. / published_or_final_version / Education / Doctoral / Doctor of Education

For second language learners in Hong Kong EMI secondary schools, there is lack of an effective pedagogy for teachers to help students acquire functional academic English language proficiency in content subject classrooms. From previous studies, genre-based pedagogy was welcomed by both teachers and students in Australia. Also, genre-based pedagogy was implemented in some CLIL programmes in Europe, though the effectiveness of genre-based pedagogy in developing students’ academic literacy was not clear. The present study aims to evaluate whether genre-based pedagogy can be applied to help students improve academic literacy in Science in EMI secondary schools effectively. In the study, eight teachers, twenty Form one students and ten Form two students from a band one EMI girl school were recruited as participants. Student participants were asked to have English remedial classes after school and teacher participants were asked to observe those classes. Afterwards, some of them were selected to fill in the questionnaires and have interviews. Results showed that genre-based pedagogy was effective in developing students’ academic literacy in Hong Kong EMI secondary schools. Besides, the findings revealed that all the students and the majority of teachers agreed to apply genre-based pedagogy into other subjects at whole school level. The findings suggested that EMI schools teachers should apply genre-based pedagogy in every subject. Meanwhile, teachers are recommended to have more professional training on genre-based pedagogy. / published_or_final_version / Education / Master / Master of Education

by Chu Wing-Yu Kitty. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 140-149). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.xi / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- The Research Problem --- p.7 / Chapter 2. --- LITERATURE REVIEW --- p.10 / Chapter 2.1 --- Bilingualism and the Threshold Level (s) in L2 --- p.11 / Chapter 2.2 --- The Significance of Lexical Knowledge --- p.30 / Chapter 2.3 --- A Synthesis --- p.47 / Chapter 2.4 --- The Theoretical Framework --- p.49 / Chapter 3 . --- METHOD --- p.53 / Chapter 3.1 --- Important Variables and their Definitions --- p.53 / Chapter 3.2 --- Hypotheses --- p.55 / Chapter 3.3 --- Subjects --- p.56 / Chapter 3.4 --- Instrumentation --- p.57 / Chapter 3.5 --- Procedure --- p.63 / Chapter 4. --- RESULTS --- p.66 / Chapter 4.1 --- Bilingual Proficiency --- p.66 / Chapter 4.2 --- The Cognitive Tasks --- p.74 / Chapter 4.3 --- The Effect of Bilingual Proficiency on the Achievement in Cognitive Tasks … --- p.92 / Chapter 4.4 --- The Estimation of the Threshold Level(s) in L2 --- p.98 / Chapter 5. --- DISCUSSION --- p.112 / Chapter 5.1 --- Bilingual Proficiency --- p.112 / Chapter 5.2 --- The Nature of the Cognitive Tasks --- p.113 / Chapter 5.3 --- The Effect of Bilingual Proficiency on the Achievement in Cognitive Tasks --- p.116 / Chapter 5.4 --- The Estimation of the Threshold Level(s) in L2 --- p.122 / Chapter 5.5 --- Questions Related to the Estimation of the Threshold Level (s) in L2 --- p.128 / Chapter 6. --- SUMMARY AND SUGGESTIONS --- p.135 / Chapter 6.1 --- Summary --- p.135 / Chapter 6.2 --- Suggestions --- p.137 / BIBLIOGRAPHY --- p.140 / APPENDIX --- p.153 / Chapter A. --- Some General Instructions for the Teachers Responsible for the Administration of the Cognitive Tasks / Chapter B. --- The Whole Instrument of the Cognitive Tasks / Chapter C. --- A Table about the Distribution of the Items for the Cognitive Tasks / Chapter D. --- The Reliability Coefficients for the Cognitive Tasks / Chapter E. --- The Frequencies about the Chinese Cognitive Tasks Scores of the Secondary-Two Students / Chapter F. --- The Frequencies about the English Cognitive Tasks Scores of the Secondary-Two Students / Chapter G. --- The Frequencies about the Chinese Cognitive Tasks Scores of the Secondary-Four Students / Chapter H. --- The Frequencies about the English Cognitive Tasks Scores of the Secondary-Four Students / Chapter I. --- A List of the Abbreviations Used in the Data Analysis and Its Corresponding Labels or Meanings

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Education / Master / Master of Education

The main objective of this study was to investigate patterns of language use in a bilingual dual-taught classroom, and the impact of bilingual dual teaching on language development and language choice in young children (ages 7-8). The study was conducted in an immersion English/Putonghua classroom at an international primary school that adopts the International Baccalaureate Primary Years Program. English and Putonghua are the mediums of instruction although most students in the school come from Cantonese speaking Hong Kong-native families. The school is unique in this way because most students are learning two second languages simultaneously, in a classroom where there are two language (English and Putonghua) teachers, and both languages can be used at the same time. The study takes a qualitative approach with methods of data collection including a filmed observation of a bilingual lesson, a discourse analysis of the lesson transcription, and semi-structured post-lesson interviews with four members of the class. Results from the study found that English emerged as the dominating language. Transcript analysis also revealed that code-mixing and code-switching emerged as consistent patterns with purposeful functions. Furthermore, it was found that students tended to respond to speakers in the language that was used to initiate the talk, and that even during bilingual lessons, students tended to speak in English when nominated by their English teacher, and in Putonghua when nominated by their Chinese teacher. All students agreed that their language proficiency in English had improved due to more practice at school and regular use in the home. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education