published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

This paper presents an analysis of grammatical errors and the frequency with which they occur in compositions written in English by Afghan students.This analysis will account for the causes of errors such as interference of native language, lack of knowledge, carelessness, overgeneralization, and interference in English.The data used for this study were a set of 24 compositions obtained from the American Center English Courses in Kabul, Afghanistan. Compositions were written in class and topics were chosen by the instructor.The errors were classified into five major groups of concept, form, structure, vocabulary, and punctuation. The errors in concept, form, and structure were divided into sub-groups and analyzed on the basis of possible causes for errors. Since this is a limited piece of research, causes of vocabulary and punctuation errors were not analyzed.The conclusion of the analysis shows that the high percentage of 36.6 of errors is due to lack of knowledge, 36.8% is due to interference of the native language, 5.4% is due to overgeneralization, 9.1% is due to carelessness, and 10% is due to interference in English.

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The purpose of this study was to investigate foreign language anxiety and beliefs about language learning of university students learning English as a foreign language (EFL) in mainland China. In addition, the relationship between foreign language anxiety and students7 beliefs about language learning was studied. A total of 175 first and second year university students participated in the study. A set of questionnaires consisting of the Beliefs About Language Learning Inventory (Honvitz, 1987), Foreign Language Classroom Anxiety Scale (Honvitz, 1983) and a background questionnaire were translated into Chinese and administered to the subjects. Several similarities and differences were observed between the Chinese subjects7 responses to the BALLI and those of American foreign language students (Honvitz, 1988), Taiwanese EFL students (Yang, 1992), Korean EFL students (Truitt, 1995), American students of French (Kern, 1995), American students of Japanese (Oh, 1996), and Turkish-speaking students of English (Kunt, 1997). The Chinese subjects in this study reported higher levels of foreign language anxiety than the subjects in previous studies. Two BALLI factors were found to be significantly correlated with foreign language anxiety: "the difficulty about language learning" (r = .544 p< .01) and "beliefs about foreign language aptitude" (r = -.255 p< .01), suggesting that Chinese EFL students who believe English is not a very difficult language and perceive themselves as having higher language aptitude in language learning tend to have lower levels of language anxiety. This study contributes to the understanding of EFL students7 beliefs about language learning, and the frustrations and difficulties they experience in foreign language classrooms.

A research report submitted in partial fulfilment of the requirements of the Degree of Master of Arts in English Education for the Faculty of Arts, University of the Witwatersrand, Johannesburg. December 1997 / This research explore whether a theoretical justification can be made for using video in teaching English as an additional language, as it looks at ways in which video can best be used in this context. [Abbreviated Abstract. Open document to view full version] / GR 2016

by Paulita S. Y. Man. / Bibliography: leaves 297-306 / Thesis (M.Phil.) -- Chinese University of Hong Kong, 1983

Chan Hoi Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 202-209). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINSES) --- p.iii / ACKNOWLEGEMENTS --- p.iv / LIST OF FIGURE AND TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Motivation in Second Language Learning Context --- p.6 / Chapter 2.2.1 --- Social-psychological Approach to Motivation --- p.6 / Chapter 2.2.2 --- Motivation in the Social-educational Model --- p.9 / Chapter 2.2.2.1 --- The Motivation Constructs --- p.9 / Chapter 2.2.2.2 --- Integrative and Instrumental Dimensions --- p.11 / Chapter 2.2.2.3 --- Instrumental Motivation and Language Achievement --- p.13 / Chapter 2.2.2.4 --- The Roles of Parents in Attitudes and Motivation --- p.14 / Chapter 2.2.3 --- An Expansion of Motivation Constructs in Socio-educational Model --- p.16 / Chapter 2.2.4 --- Causal Link between Motivation and L2 Achievement --- p.18 / Chapter 2.3 --- Motivation in Foreign Language Learning Context --- p.19 / Chapter 2.3.1 --- The Role of Instrumental Motivation --- p.19 / Chapter 2.3.2 --- The Need for Achievement and Attributions about Past Failures --- p.20 / Chapter 2.3.3 --- Linguistic Self-confidence --- p.21 / Chapter 2.3.4 --- A Theoretical Framework of Motivation --- p.22 / Chapter 2.4 --- Motivation as in Self-determination Theory --- p.25 / Chapter 2.4.1 --- Intrinsic and Extrinsic Motivation --- p.25 / Chapter 2.4.2 --- A Continuum --- p.25 / Chapter 2.4.3 --- Intrinsic/Extrinsic Motivation and Language Outcome --- p.27 / Chapter 2.5 --- Motivation and Autonomy --- p.28 / Chapter 2.5.1 --- Motivation: An Outcome of Autonomy --- p.28 / Chapter 2.5.2 --- Motivation: A Source of Autonomy --- p.29 / Chapter 2.6 --- A Dynamic Approach of Motivation --- p.30 / Chapter 2.6.1 --- A Qualitative Exploration of Motivation --- p.31 / Chapter 2.7 --- Motivation and Language Learning Behaviour/Use --- p.34 / Chapter 2.7.1 --- Investigation on Successful Language Learners --- p.34 / Chapter 2.7.2 --- Language Learning Strategies of Successful Language Learners --- p.34 / Chapter 2.7.3 --- Motivation and Language Learning Strategies --- p.35 / Chapter 2.7.4 --- Motivation and Language Classroom Behaviour --- p.37 / Chapter 2.8 --- Motivation to Learn English in the Local Context --- p.39 / Chapter 2.8.1 --- English Learning in Hong Kong --- p.39 / Chapter 2.8.2 --- Motivation Constructs in Hong Kong: An Overview --- p.41 / Chapter 2.8.2.1 --- A Strong Instrumental Orientation --- p.41 / Chapter 2.8.2.2 --- A Small Proportion of Integrative Motivation --- p.44 / Chapter 2.8.2.3 --- A Dynamic Local Qualitative Study --- p.45 / Chapter 2.8.2.3.1 --- Motivation and English achievement --- p.46 / Chapter 2.8.2.3.2 --- The development of motivation --- p.47 / Chapter 2.9 --- Rationale for Present Study --- p.50 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER 3 --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.2.1 --- Qualitative Research Paradigm --- p.54 / Chapter 3.2.2 --- Limitations of Quantitative Paradigm --- p.55 / Chapter 3.2.3 --- Longitudinal Qualitative Design --- p.56 / Chapter 3.2.4 --- The Case Study Design --- p.56 / Chapter 3.2.4.1 --- A Multiple Case Design --- p.58 / Chapter 3.3 --- Participants --- p.58 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.60 / Chapter 3.3.1.1 --- Demographic and Language Background --- p.60 / Chapter 3.3.1.2 --- Examination Results --- p.60 / Chapter 3.3.1.3 --- Level of Motivation --- p.61 / Chapter 3.3.1.3.1 --- Survey --- p.61 / Chapter 3.3.1.3.2 --- Language Learning Narrative --- p.62 / Chapter 3.3.2 --- Profile of the Participants --- p.62 / Chapter 3.4 --- Data Collection Instruments --- p.65 / Chapter 3.4.1 --- Survey --- p.66 / Chapter 3.4.1.1 --- Construction of the Survey --- p.67 / Chapter 3.4.1.2 --- Design of the Survey --- p.69 / Chapter 3.4.2 --- Language Learning Narrative --- p.71 / Chapter 3.4.3 --- Semi-structured Interviews --- p.72 / Chapter 3.4.3.1 --- Design of Interview Protocols --- p.73 / Chapter 3.4.4 --- Pilot Testing --- p.75 / Chapter 3.5 --- Data Collection --- p.76 / Chapter 3.5.1 --- Survey --- p.76 / Chapter 3.5.2 --- Language Learning Narrative --- p.78 / Chapter 3.5.3 --- Semi-structured Interviews --- p.78 / Chapter 3.6 --- Data Analysis --- p.79 / Chapter 3.6.1 --- Survey --- p.80 / Chapter 3.6.2 --- Language Learning Narrative --- p.80 / Chapter 3.6.3 --- Semi-structured Interviews --- p.81 / Chapter 3.6.4 --- Triangulation of Data --- p.82 / Chapter 3.7 --- The Researcher's Role --- p.83 / Chapter 3.8 --- Ethics --- p.84 / Chapter 3.9 --- Validity and Reliability --- p.85 / Chapter 3.9.1 --- Internal Validity --- p.85 / Chapter 3.9.2 --- External Validity --- p.85 / Chapter 3.9.3 --- Reliability --- p.85 / Chapter 3.10 --- Summary --- p.86 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS --- p.88 / Chapter 4.1 --- Introduction --- p.88 / Chapter 4.2 --- Primary Level --- p.88 / Chapter 4.2.1 --- Perceived Level of Motivation and Reasons for Learning English --- p.89 / Chapter 4.2.2 --- Contextual Factors --- p.95 / Chapter 4.2.2.1 --- Influence of Teachers --- p.95 / Chapter 4.2.2.2 --- Achievement --- p.100 / Chapter 4.2.2.2.1 --- Praise from Teachers and Parents --- p.100 / Chapter 4.2.2.2.2 --- Academic Performance --- p.101 / Chapter 4.2.2.2.3 --- A Reciprocal Relationship --- p.102 / Chapter 4.2.2.3 --- Examination Pressure --- p.103 / Chapter 4.2.2.4 --- Extra-curricular Activities --- p.105 / Chapter 4.2.2.5 --- Parental Influence --- p.107 / Chapter 4.2.2.5.1 --- Source of Pressure --- p.107 / Chapter 4.2.2.5.2 --- Physical Punishment --- p.109 / Chapter 4.2.2.5.3 --- Being a Teacher --- p.111 / Chapter 4.2.2.5.4 --- A Fellow Learner and Role Model of English --- p.113 / Chapter 4.2.3 --- Summary --- p.114 / Chapter 4.3 --- Secondary Level --- p.116 / Chapter 4.3.1 --- Perceived Level of Motivation --- p.116 / Chapter 4.3.2 --- Reasons for Learning English --- p.119 / Chapter 4.3.2.1 --- Instrumental Orientation --- p.120 / Chapter 4.3.2.2 --- Interest in English --- p.121 / Chapter 4.3.2.3 --- Socio-cultural Orientation --- p.125 / Chapter 4.3.2.4 --- Travel Orientation --- p.126 / Chapter 4.3.2.5 --- Knowledge Orientation --- p.128 / Chapter 4.3.3 --- Contextual Factors --- p.129 / Chapter 4.3.3.1 --- Influence of Teachers --- p.129 / Chapter 4.3.3.2 --- Achievement --- p.134 / Chapter 4.3.3.3 --- Examination Pressure --- p.138 / Chapter 4.3.3.4 --- Awareness of Weaknesses --- p.139 / Chapter 4.3.3.5 --- Extra-curricular Activities --- p.141 / Chapter 4.3.3.6 --- Parental Influence --- p.143 / Chapter 4.3.3.6.1 --- Positive Influence --- p.144 / Chapter 4.3.3.6.2 --- Negative Influence --- p.145 / Chapter 4.3.3.7 --- Influence of Sibling --- p.146 / Chapter 4.3.3.8 --- Tutorial work --- p.147 / Chapter 4.3.3.9 --- Exposure to English when Traveling --- p.148 / Chapter 4.3.4 --- Summary --- p.149 / Chapter 4.4 --- Tertiary Level --- p.150 / Chapter 4.4.1 --- Perceived Level of Motivation --- p.150 / Chapter 4.4.2 --- Reasons for Learning English --- p.158 / Chapter 4.4.2.1 --- Instrument Orientation --- p.159 / Chapter 4.4.2.2 --- Interest in English --- p.160 / Chapter 4.4.2.3 --- Socio-cultural and Travel Orientation --- p.161 / Chapter 4.4.2.4 --- Knowledge Orientation --- p.163 / Chapter 4.4.3 --- Contextual Factors --- p.163 / Chapter 4.4.3.1 --- Coursework --- p.163 / Chapter 4.4.3.2 --- Influence of Classmates --- p.165 / Chapter 4.4.3.3 --- Achievement --- p.166 / Chapter 4.4.3.4 --- Extra-curricular Activities --- p.168 / Chapter 4.4.3.5 --- Tutorial Work --- p.171 / Chapter 4.4.3.6 --- Expectation of Others in the Community --- p.171 / Chapter 4.4.3.7 --- Parental Influence --- p.172 / Chapter 4.4.3.8 --- Influence of Sibling --- p.173 / Chapter 4.4.4 --- Summary --- p.173 / Chapter CHAPTER 5 --- CONCLUSIONS --- p.175 / Chapter 5.1 --- Introduction --- p.175 / Chapter 5.2 --- Guiding Question One --- p.175 / Chapter 5.2.1 --- Motivation at Primary Level --- p.175 / Chapter 5.2.2 --- Motivation at Secondary Level --- p.178 / Chapter 5.2.3 --- Motivation at Tertiary Level --- p.182 / Chapter 5.3 --- Guiding Question Two --- p.185 / Chapter 5.3.1 --- Perceived Level of Motivation --- p.185 / Chapter 5.3.2 --- Reasons for Learning English --- p.185 / Chapter 5.3.3 --- Contextual Factors --- p.187 / Chapter 5.4 --- Guiding Question Three --- p.190 / Chapter 5.4.1 --- Primary Level --- p.190 / Chapter 5.4.1.1 --- English Teachers --- p.190 / Chapter 5.4.1.2 --- Parents --- p.191 / Chapter 5.4.2 --- Secondary Level --- p.192 / Chapter 5.4.2.1 --- English Teachers (In General) --- p.192 / Chapter 5.4.2.2 --- Native English-speaking Teachers (NETs) --- p.193 / Chapter 5.4.2.3 --- Parents --- p.194 / Chapter 5.4.2.4 --- Students --- p.194 / Chapter 5.4.3 --- Tertiary Level --- p.195 / Chapter 5.4.3.1 --- Institutions --- p.195 / Chapter 5.4.3.2 --- Parents --- p.196 / Chapter 5.4.3.3 --- Students --- p.196 / Chapter 5.5 --- Contributions of the Present Study --- p.197 / Chapter 5.6 --- Limitations of the Present Study --- p.198 / Chapter 5.7 --- Suggestions for Future Studies --- p.199 / Chapter 5.8 --- Summary --- p.200 / REFERENCES --- p.202 / APPENDICES / Appendix A Questionnaire --- p.210 / Appendix B Interview Protocols (Primary Level) --- p.214 / Appendix C Interview Protocols (Secondary Level) --- p.217 / Appendix D Interview Protocols (Tertiary Level) --- p.221 / Appendix E Cover Letter --- p.235 / Appendix F Consent Form --- p.236

Mok, Joyce Mee Luen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 129-133). / Abstracts in English and Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background to this study --- p.1 / Chapter 1.2 --- Purpose of this study --- p.6 / Chapter 1.3 --- Organisation of this thesis --- p.7 / Chapter Chapter 2 --- Literature Review / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Cognitive Approaches to Task Performance / Chapter 2.2.1 --- The Information-Processing Theory --- p.11 / Chapter 2.2.2 --- Levelt's Model of Speech Production --- p.14 / Chapter 2.2.3 --- Cognitive Models of Task-Based Performance --- p.16 / Chapter 2.3 --- The Two Types of Task Planning - Pre-Task Planning and On-line Planning --- p.21 / Chapter 2.4 --- Manipulating Task Characteristics under Different Planning Conditions --- p.24 / Chapter 2.5 --- The Two Types of Narrative Prompts -- Picture Sequences and Video Snippets --- p.31 / Chapter 2.6 --- Learners' Perception of Task Performance --- p.35 / Chapter 2.7 --- Research Questions of This Study --- p.38 / Chapter Chapter 3 --- Method / Chapter 3.1 --- Introduction --- p.40 / Chapter 3.2 --- Participants --- p.40 / Chapter 3.3 --- Task Type --- p.43 / Chapter 3.4 --- Pilot Studies / Chapter 3.4.1 --- Pilot Study on Picture Prompts --- p.44 / Chapter 3.4.2 --- Pilot Study on Video Prompts --- p.46 / Chapter 3.5 --- Task Design --- p.47 / Chapter 3.6 --- Data Collection Procedures --- p.52 / Chapter 3.7 --- Pre-task / Post-task Questionnaires --- p.53 / Chapter 3.8 --- Quantitative Measures / Chapter 3.8.1 --- Fluency Measures --- p.55 / Chapter 3.8.2 --- Complexity Measures --- p.56 / Chapter 3.8.3 --- Accuracy Measures --- p.57 / Chapter 3.8.4 --- Data Analysis --- p.57 / Chapter 3.9 --- Qualitative Measures --- p.58 / Chapter Chapter 4 --- Results / Chapter 4.1 --- Introduction --- p.59 / Chapter 4.2 --- Descriptive Statistics / Chapter 4.2.1 --- Overall Means and Standard Deviations --- p.60 / Chapter 4.2.2 --- Means and Standard Deviations under Four Conditions --- p.63 / Chapter 4.3 --- Correlational Statistics / Chapter 4.3.1 --- Intercorrelations of Dependent Variables --- p.66 / Chapter 4.3.2 --- "Two-way ANOVAs for Fluency, Complexity and Accuracy" --- p.69 / Chapter 4.4 --- Summary of Data Elicited in Language Production --- p.72 / Chapter 4.5 --- Learners' Perception of Task Performance / Chapter 4.5.1 --- Learners' Perception of Task Difficulty and Task Enjoyment --- p.73 / Chapter 4.5.1.1 --- Descriptive Statistics: Learners' Perception of Task Difficulty and Task Enjoyment --- p.74 / Chapter 4.5.1.2 --- Correlational Statistics: Learners' Perception of Task Enjoyment --- p.75 / Chapter 4.5.2 --- Learners' Planning Strategies and Difficulties Encountered While Speaking --- p.77 / Chapter 4.5.3 --- The Benefits of Different Prompt Types --- p.84 / Chapter 4.6 --- Summary of Learners' Perception of Tasks --- p.86 / Chapter Chapter 5 --- Discussion / Chapter 5.1 --- Introduction --- p.88 / Chapter 5.2 --- Research Question One / Chapter 5.2.1 --- Summary of Results on Fluency --- p.88 / Chapter 5.2.2 --- Explanations for Results on Fluency --- p.91 / Chapter 5.3 --- Research Question Two / Chapter 5.3.1 --- Summary of Results on Complexity --- p.94 / Chapter 5.3.2 --- Explanations for Results on Complexity --- p.95 / Chapter 5.4 --- Research Question Three / Chapter 5.4.1 --- Summary of Results on Accuracy --- p.100 / Chapter 5.4.2 --- Explanations for Results on Accuracy --- p.104 / Chapter 5.5 --- Summary on the Language Production of Learners --- p.107 / Chapter 5.6 --- Research Question Four / Chapter 5.6.1 --- Summary of Results on Learners' Perception of Task Performance --- p.108 / Chapter 5.6.1.1 --- Learners' Perception of the Usefulness and Adequacy of Planning Time --- p.109 / Chapter 5.6.1.2 --- Learners' Perception of How to Spend Their Planning Time --- p.109 / Chapter 5.6.1.3 --- Learners' Perception of What Would Help Improve Their Task Performance --- p.109 / Chapter 5.6.1.4 --- Learners' Perception of the Benefits of Different Prompt Types --- p.111 / Chapter 5.7 --- Summary of Questionnaire Data --- p.113 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Introduction --- p.114 / Chapter 6.2 --- Integrating the Present Study with Previous Studies --- p.115 / Chapter 6.2.1 --- Previous Findings on Fluency --- p.116 / Chapter 6.2.2 --- Present Findings on Fluency --- p.117 / Chapter 6.2.3 --- Previous Findings on Complexity --- p.118 / Chapter 6.2.4 --- Present Findings on Complexity --- p.118 / Chapter 6.2.5 --- Previous Findings on Accuracy --- p.119 / Chapter 6.2.6 --- Present Findings on Accuracy --- p.119 / Chapter 6.3 --- The Trade-Off Effect / Chapter 6.3.1 --- Previous Findings on the Trade-Off Effect --- p.121 / Chapter 6.3.2 --- Present Findings on the Trade-Off Effect --- p.122 / Chapter 6.4 --- Limitations of the Present Study / Chapter 6.4.1 --- The Use of Different Prompt Types --- p.123 / Chapter 6.4.2 --- Interpretation of Learners' Perception of Tasks --- p.124 / Chapter 6.4.3 --- Pedagogical Studies vs. Language Testing Studies --- p.125 / Chapter 6.5 --- Implications for Language Pedagogy --- p.127 / References --- p.129 / Appendices / Appendix A Picture Sequence Extracted from Huizenga (2000) --- p.134 / Appendix B Instructions to the Participants (English Version) --- p.135 / Appendix C Language Background Questionnaire --- p.136 / Appendix D Task Difficulty Questionnaire --- p.139 / Appendix E Consent Form --- p.142