by Leo Li Kai-chung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 55-56. / Chapter Chapter One --- Introduction --- p.2 / Chapter Chapter Two --- Analytical Framework / Chapter (1) --- Conceptual Review --- p.5 / Chapter (2) --- Theoretical Relevance Individual Differences in Language Learning --- p.8 / Chapter (3) --- The Studies of Lambert and Gardner Integrative vs. Instrumental Orientation of Second Language Learning --- p.12 / Chapter (4) --- Anomalies Arising Out of Language Learning Attitude Studies Challenge To Lambert's & Gardner's Orientation Theories --- p.17 / Chapter (5) --- Politzer's Learning Behaviour Studies Alternative Explanation To Language Learning Proficiency --- p.23 / Chapter Chapter Three --- Hypothesis & Data Collection Method --- p.28 / Chapter Chapter Four --- Findings & Discussion / Chapter (A) --- Findings --- p.37 / Table 1: Personal Data & Background of English Learning Experience of Subjects --- p.39 / Table 2: Orientation by Proficiency --- p.43 / Table 3: Orientation & Proficiency by Low Language Learning Behaviour --- p.44 / Table 4: Orientation & Proficiency by High Language Learning Behaviour --- p.44 / Chapter (B) --- Discussion --- p.45 / Bibliography --- p.55 / Appendix --- p.57 / Questionnaires

by Wang Chuming. / Publication date from spine. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 258-267). / Acknowlegements / Chapter Chapter 1. --- Semantic Structure Theory and Language Learning / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- An overview of Learnability in Language Acquisition --- p.3 / Chapter 1.2.1 --- UG and Learnability --- p.3 / Chapter 1.2.2 --- Overgeneralization --- p.7 / Chapter 1.2.3 --- Learnability in L1 Transfer --- p.8 / Chapter 1.2.4 --- L2 Studies on Learnability --- p.9 / Chapter 1.3 --- Semantic Structure Theory --- p.12 / Chapter 1.4 --- Representation of Semantic Structure --- p.15 / Chapter 1.5 --- Pinker's Theory of Language Learning --- p.17 / Chapter 1.5.1 --- Four Principles --- p.18 / Chapter 1.5.2 --- An Example --- p.22 / Chapter 1.5.3 --- Learnability and Pinker's Theory --- p.23 / Chapter 1.6 --- A Critique of Pinker's Theory of Language Learning --- p.26 / Chapter 1.7 --- The Syntactic Bootstrapping Model --- p.27 / Chapter 1.8 --- Criticisms of the Syntactic Bootstrapping Model --- p.30 / Chapter 1.9 --- A Reconciliation --- p.31 / Chapter 1.10 --- Implications for L2 Learning --- p.33 / Chapter 1.11 --- Adjectival Participles as the Target of Research --- p.35 / Chapter 1.12 --- Summary --- p.38 / Chapter Chapter 2. --- Analysis of Adjectival Participles / Chapter 2.1 --- Introduction --- p.40 / Chapter 2.2 --- Syntactic Properties --- p.41 / Chapter 2.2.1 --- Inadequacy of the Syntax-based Generalization --- p.43 / Chapter 2.3 --- Syntactic Positions and Their Meanings --- p.44 / Chapter 2.3.1 --- Redefining Characterization --- p.47 / Chapter 2.3.2 --- Attributive Filter and teh Generic Context --- p.51 / Chapter 2.4 --- Change of State and Its Relevance to the Formation of Prenominal AedPs --- p.54 / Chapter 2.4.1 --- AedPs and the Middle --- p.59 / Chapter 2.4.2 --- Unaccusative Verbs --- p.61 / Chapter 2.5 --- AedPs Formed from Non-state-change Verbs --- p.63 / Chapter 2.5.1 --- The Function of the Adverbial Premodifier --- p.63 / Chapter 2.5.2 --- Effects of the Identifying Context --- p.64 / Chapter 2.5.3 --- Verbs with Implied State-change Meaning --- p.65 / Chapter 2.5.4 --- Stative Verbs --- p.67 / Chapter 2.5.5 --- Biases in Favour of AedPs with Negative Meanings --- p.68 / Chapter 2.6 --- Direct External Cause --- p.69 / Chapter 2.7 --- AingPs Formed from Intransitives --- p.70 / Chapter 2.7.1 --- The Attributive Filter and the Formation of AingPs --- p.70 / Chapter 2.7.2 --- Direct Internal Cause --- p.71 / Chapter 2.7.3 --- The Predicate Position and the Formation of AingPs --- p.72 / Chapter 2.7.4 --- Manner Verbs --- p.75 / Chapter 2.8 --- AingPs Formed from Transitives --- p.77 / Chapter 2.8.1 --- Psych Verbs --- p.77 / Chapter 2.8.2 --- Generic Experiencer --- p.79 / Chapter 2.8.3 --- The Generic Causee --- p.81 / Chapter 2.9 --- Summary --- p.85 / Chapter Chapter 3. --- Learning Adjectival Participles / Chapter 3.1 --- Introduction --- p.88 / Chapter 3.2 --- A Brief Overview of Linguistic Findings --- p.88 / Chapter 3.3 --- A Comparative Study of Chinese PVMs --- p.90 / Chapter 3.3.1 --- Properties of PVMs --- p.92 / Chapter 3.3.2 --- The O-category --- p.94 / Chapter 3.3.3 --- The S-category --- p.104 / Chapter 3.3.4 --- Crosslinguistic Differences and the Learning of Adjectival Participles --- p.106 / Chapter 3.3.5 --- A Model for Leaning Adjectival Participles --- p.108 / Chapter 3.3.6 --- The Role of Formal Differences --- p.110 / Chapter 3.3.7 --- The Rationale for Testing the Attributive Filter and Conflation Classes --- p.112 / Chapter 3.4 --- Summary --- p.114 / Chapter Chapter 4. --- Learners' Knowledge of Adjectival Participles / Chapter 4.1 --- Introduction --- p.115 / Chapter 4.2 --- Study1 --- p.117 / Chapter 4.2.1 --- The Linguistic Materials --- p.118 / Chapter 4.2.2 --- Participants --- p.119 / Chapter 4.2.3 --- Procedure --- p.121 / Chapter 4.2.4 --- Results and Discussion --- p.121 / Chapter 4.2.5 --- A Brief Summary of Study1 --- p.134 / Chapter 4.3 --- Study2 --- p.135 / Chapter 4.3.1 --- Subjects --- p.135 / Chapter 4.3.2 --- Materials --- p.137 / Chapter 4.3.3 --- Procedure --- p.142 / Chapter 4.3.4 --- Results and Discussion --- p.143 / Chapter 4.3.5 --- A Brief Summary of Study2 --- p.166 / Chapter 4.4 --- Study3 --- p.168 / Chapter 4.4.1 --- Subjects --- p.168 / Chapter 4.4.2 --- Materials and Procedure --- p.168 / Chapter 4.4.3 --- Results and Discussion --- p.172 / Chapter 4.4.4 --- A Brief Summary of Study3 --- p.178 / Chapter 4.5 --- Study4 --- p.178 / Chapter 4.5.1 --- Subjects --- p.180 / Chapter 4.5.2 --- Materials --- p.180 / Chapter 4.5.3 --- Procedure --- p.183 / Chapter 4.5.4 --- Results and Discussion --- p.182 / Chapter 4.5.5 --- A Brief Summary of Study4 --- p.193 / Chapter Chapter 5. --- General Discussion and Conclusions / Chapter 5.1 --- Introduction --- p.195 / Chapter 5.2 --- Learnability Revisited --- p.195 / Chapter 5.2.1 --- Acquisition of the Attributive Filter --- p.196 / Chapter 5.2.2 --- Development of Conflation Classes --- p.199 / Chapter 5.2.3 --- Negative Evidence --- p.203 / Chapter 5.2.4 --- Overgeneralization --- p.206 / Chapter 5.2.5 --- Language Transfer --- p.207 / Chapter 5.3 --- Conclusions --- p.211 / Chapter 5.3.1 --- Findings on L2 Learning --- p.212 / Chapter 5.3.2 --- Linguistic Findings --- p.213 / Chapter 5.3.3 --- Future Research --- p.214 / Notes --- p.217 / Appendix A --- p.240 / Appendix B --- p.243 / Appendix C --- p.249 / Appendix D --- p.252 / Appendix E --- p.254 / Appendix F --- p.256 / References --- p.258

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.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

It is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language teaching, Nuevo, 2006). However, previous studies revealed that Chinese teachers have had difficulties in engaging students in communicative-based classes (Chen, 2003; Chowdhury & Ha, 2008; Chung & Huang, 2009). Therefore, although communicative-based classes aim to have students engage with using the target language within the class setting, students in China seem resistant — they are not active in communicating with each other or even the teacher (Chen, 2003). The purpose of this Dissertation study was to examine whether teachers’ use of scaffolding strategies and autonomy supports might help engage students as well as improve their communicative competence in communicative-based classes. Specifically, the purpose of this study was to examine the relationships among teachers’ use of scaffolding strategies and autonomy supports, the satisfaction of students’ psychological needs (autonomy, competence, and relatedness) and students’ self-determined motivation, self-regulation, class participation, and their English learning outcomes by assessing a path-analytic model. Before conducting the path-analytic model, I validated the survey items used to measure teachers’ use of scaffolding strategies, teachers’ autonomy supports, students’ psychological needs, students’ self-determined motivation, and students’ self-regulation through an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Participants involved in the EFA were similar to participants who were involved in this dissertation research (CFA and path analysis): freshmen and sophomores who were taking communicative-based classes (Communicative English for Chinese Learners) at Guangdong University of Foreign Studies. The EFA-surveys were translated into Chinese and back-translated into English, then distributed face-to-face during the month of June 2017, the end of the second semester in the 2016-2017 school year. Items were adjusted based on results of the EFA, and were subsequently used in a CFA and path-analytic analysis. Surveys were again distributed at the end of the first semester in the 2017-2018 school year for CFA and path analysis. CFA results confirmed the factor structures proposed by EFA. Path analyes showed that the initial hypothesized model did not fit the data well, and thus, the model was modified and a final model was selected and discussed. The final model revealed that only teachers’ use of scaffolding strategies predicted students’ satisfaction of their psycholgocial needs to promote intrinsic motivation, while students’ satisfaction of psychological needs mediated the relationship between teachers’ use of scaffolding strategies and students’ self-determined motivation, as assumed by the self-determination theory. In addition, students’ self-determination (including their satisfaction of psychological needs and motivational regulation) was positively related to their self-regulaion, class participation, course score, and expectation of the amount of knowledge they had learned, both directly and indirectly. Finally, students’ self-regulation negatively predicted students’ course score — which is contradictory with previous studies — while class participation was positively associated with both students’ scores (as assumed by previous studies) and expectation of the amount of knowledge they had learned. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / June 15, 2018. / Communicative language teaching, English as a foreign language in China, Self-determination theory, Self-regulation, Students' autonomy, Students' English learning outcomes / Includes bibliographical references. / Jeannine E. Turner, Professor Directing Dissertation; Gretchen Sunderman, University Representative; Alysia Roehrig, Committee Member; Yanyun Yang, Committee Member.

Community colleges play an important role in providing first and second generation immigrants access to higher education and the opportunity to earn a postsecondary credential. However, immigrant students may face obstacles in pursuit of a postsecondary degree, particularly second language challenges that can inhibit their success in college-level coursework. This dissertation seeks to provide some of the first evidence on the impact of developmental English and English as a Second Language (ESL) courses on the educational outcomes of language minority students at community college. Using a large, administrative dataset from the City University of New York (CUNY) on applicants and enrollees in the fall 2001 to fall 2007 cohorts, tracked for at least three years to summer 2010, I highlight the diverse demographic and academic outcomes of language minority students at the community colleges, and then conduct two quasi-experimental studies that use a regression discontinuity design and a difference-in-differences approach to identify the effects of developmental education and ESL coursework on this student population. These studies provide evidence that certain features of pre-college English coursework can have potentially positive or negative effects on specific outcomes. In particular, assignment to and enrollment in pre-college reading and writing coursework compared to just writing coursework is tied to positive effects on persistence and perhaps learning, while the longer sequence length in ESL compared to developmental English decelerates language minority students' progression through college and degree attainment.

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by Li Fuyin. / "December 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 247-276). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Based on the findings, a Model of Advanced L2/FL Reading Strategies was proposed to account for strategy use of both good and weak readers, as well as the impact of text difficulty level and text type on their strategy use. The model developed appears to accommodate the complex and rich strategy use of the good and weak EFL readers in this study, and has potential for application to L2/FL readers who share more or less similar features. Finally, this dissertation discusses the theoretical and methodological significance of the study, and possible pedagogical implications to enhance students' strategy use. / The major findings indicated that good and weak readers knew and used the same strategies, and employed bottom-up strategies similarly. The key difference was the greater use of top-down strategies by good readers, which suggests that good readers are more concerned with achieving the overall meaning of the text. One surprising finding was that weak readers used metacognitive strategies more frequently. This finding can be explained in terms of the nature of monitoring activities. / The present study employed think-aloud methods to investigate the patterns of reading strategy use of good and weak advanced EFL readers and also the impact of different text types and text difficulty levels on strategy use. Eight good readers and eight weak readers read twelve texts using think-aloud techniques. The texts selected included two text types, causation and description; and two levels of text difficulty. The collected think-aloud protocols were analyzed to identify the strategies used by the participants, and to develop the Coding Scheme. The Coding Scheme developed includes forty identified strategies, classified into three categories---bottom-up, top-down, and metacognitive---according to their processing operations, which were further broken down into eleven subcategories based on their processing load and functional purposes. / The study also found that text type did not have an impact on the overall strategy use of good and weak readers, and only a slight impact on their choice of certain strategies. On the other hand, text difficulty had a strong impact on good readers' strategy use, but only a slight impact on weak readers'. This showed that good readers can flexibly adapt their wide repertoire of strategies to more difficult reading tasks but weak readers tended to read less flexibly. / Pang Soi Meng. / "August 2006." / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0512. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 343-380). / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

by Zhou Lan. / Some appendixes in Chinese. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-130). / Acknow1edgements / Abstract / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- The Scope of the Study --- p.3 / Chapter 1.3 --- The Significance of the Study --- p.6 / Chapter 1.4 --- Definition of Terms --- p.7 / Chapter Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- Cummin's Interdependence Hypothesis --- p.10 / Chapter 2.1.1 --- The SUP and CUP Models of Bilingual Proficiency --- p.10 / Chapter 2.1.2 --- Evaluating Cummin's Interdependence Hypothesis --- p.15 / Chapter 2.1.3 --- Understanding Cummin's Interdepend- ence Hypothesis --- p.17 / Chapter 2.1.4 --- Alderson's View on Reading in a Foreign Language --- p.18 / Chapter 2.1.4.1 --- Alderson's hypotheses --- p.19 / Chapter 2.1.4.2 --- The Threshold Level(s) in L2 Reading Comprehension --- p.22 / Chapter 2.2 --- The Bialystok-Ryan Metacognitive Model (1985) --- p.24 / Chapter 2.2.1 --- Introduction --- p.24 / Chapter 2.2.2 --- The Dimension of Analyzed Linguistic Knowledge --- p.26 / Chapter 2.2.3 --- The Dimension of Cognitive Control --- p.29 / Chapter 2.2.4 --- "Analyzed Linguistic Knowledge, Cognitive Control and L2 Reading Comprehension" --- p.32 / Chapter 2.3 --- Working Memory and Reading Comprehension --- p.36 / Chapter 2.3.1 --- Working Memory and Reading in L2 --- p.39 / Chapter 2.4 --- Intelligence and Reading Comprehension --- p.41 / Chapter 2.4.1 --- The Concept of Intelligence --- p.41 / Chapter 2.4.2 --- The Relationship between Intelli- gence and Reading Comprehension --- p.44 / Chapter 2.5 --- Ryan & Ryan's Study (1993) and the Hypotheses of the Present Study --- p.45 / Chapter 2.5.1 --- Theoretical Constructs Employedin G & R's Study --- p.45 / Chapter 2.5.2 --- G & R's Study --- p.47 / Chapter 2.5.3 --- Areas Examined in G & R's Study --- p.47 / Chapter 2.5.4 --- The Focuses of the Present Study --- p.48 / Chapter 2.5.5 --- The Hypotheses --- p.53 / Chapter Chapter 3 --- Design of the Study --- p.54 / Chapter 3.1 --- Design Characteristics --- p.54 / Chapter 3.2 --- The Pilot Study --- p.58 / Chapter 3.2.1 --- The Pilot Subjects and Tests --- p.60 / Chapter 3.3 --- The Main Study --- p.63 / Chapter 3.3.1 --- The Subjects --- p.64 / Chapter 3.3.2 --- The Procedure --- p.64 / Chapter 3.3.3 --- Data Analysis --- p.67 / Chapter 3.4 --- Limitations --- p.69 / Chapter Chapter 4 --- Results --- p.71 / Chapter 4.1 --- Introduction --- p.71 / Chapter 4.2 --- Correlation Tables --- p.73 / Chapter 4.3 --- Analysis of Variance --- p.74 / Chapter 4.4 --- Correlation Tables --- p.75 / Chapter Chapter 5 --- Discussion and Implications --- p.91 / Chapter 5.1 --- The First Research Question and Hypothesis --- p.92 / Chapter 5.1.1 --- The Definition of the Threshold Level(s) in Reading in L2 (English) and the Relativity of the Level(s) --- p.95 / Chapter 5.2 --- The Second Research Question and Hypothesis --- p.97 / Chapter 5.2.1 --- Intelligence and L1 (Chinese) and L2 (English) Reading Comprehension --- p.98 / Chapter 5.2.2 --- L1 (Chinese) Working Memory and L1 Reading Comprehension --- p.103 / Chapter 5.2.3 --- "L1 (Chinese) Analyzed Linguistic Knowledge, L1 Cognitive Control and LI Reading Comprehension" --- p.105 / Chapter 5.3 --- The Third Research Question and Hypothesis --- p.107 / Chapter 5.3.1 --- L2 (English) Working Memory and L2 Reading Comprehension --- p.107 / Chapter 5.3.2 --- "L2 (English) Analyzed Linguistic Knowledge, L2 Cognitive Control and L2Reading Comprehension" --- p.108 / Chapter 5.4 --- The Fourth Research Question and Hypothesis --- p.111 / Chapter 5.4.1 --- Summary of the Four Research Questions and Hypotheses --- p.112 / Chapter 5.5 --- The Fifth Research Question --- p.114 / Chapter 5.6 --- The Sixth Research Question --- p.116 / Chapter 5.7 --- Summary and Suggestions --- p.119 / Chapter 5.7.1 --- Summary --- p.119 / Chapter 5.7.2 --- Suggestions for Future Research --- p.120 / REFERENCES --- p.122 / Appendices / Chapter A. --- English reading comprehension test --- p.131 / Chapter B. --- English working memory test --- p.151 / Chapter C. --- English cognitive control test --- p.146 / Chapter D. --- English analyzed linguistic knowledge test --- p.148 / Chapter E. --- Chinese reading comprehension test --- p.150 / Chapter F. --- Chinese working memory test --- p.151 / Chapter G. --- Chinese cognitive control test --- p.154 / Chapter H. --- Chinese analyzed linguistic test --- p.155 / Chapter I. --- Intelligence test --- p.156 / Chapter J. --- English proficiency test --- p.157