Jiang, Changsheng. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 279-313). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract, appendix A and C also in Chinese.

by Mo Ping-kui. / Includes bibliographical references / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

手稿本. / Thesis (M.A.)--香港中文大學. / Shou gao ben. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第壹章 --- 問題說明 --- p.1 / Chapter （一） --- 研究問題 --- p.1 / Chapter （二） --- 有關文獻 --- p.7 / Chapter （三） --- 假設 --- p.16 / Chapter （四） --- 執行定義 --- p.17 / Chapter 第貳章 --- 研究方法 --- p.19 / Chapter （一） --- 設計 --- p.19 / Chapter （二） --- 樣本 --- p.21 / Chapter （三） --- 工具 --- p.29 / Chapter （四） --- 實驗程序 --- p.32 / Chapter （五） --- 資料分析 --- p.35 / Chapter 第叁章 --- 結果與討論 --- p.40 / Chapter （一） --- 結果與討論 --- p.40 / Chapter （二） --- 討論 --- p.48 / Chapter 第肆章 --- 摘要及建議 --- p.63 / Chapter （一） --- 摘要 --- p.63 / Chapter （二） --- 建議 --- p.65 / 參攷文獻 --- p.70 / Chapter （一） --- 中文 --- p.70 / Chapter （二） --- 英文 --- p.73 / 附錄 --- p.76 / Chapter （一） --- 測驗卷試題內容分類 --- p.76 / Chapter （二） --- 中一、中三測驗卷試題信度表 --- p.78 / Chapter （三） --- 中一、中三測驗卷 --- p.79

Chan Ho-leung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 113-120). / Abstracts in English and Chinese. / ABSTRACT --- p.i / English version --- p.ii / Chinese version --- p.iii / ACKNOWLEDGEMENTS --- p.iv / LIST OF ACRONYMS --- p.v / LIST OF TABLES AND FIGURES --- p.x / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.1.1 --- Syllabus --- p.2 / Chapter 1.1.2 --- Syllabus and Curriculum --- p.3 / Chapter 1.2 --- Infrastructure of English Language Curriculum in Hong Kong --- p.4 / Chapter 1.3 --- Research Focus --- p.5 / Chapter 1.4 --- Research Questions --- p.5 / Chapter 1.5 --- Significance --- p.6 / Chapter 1.6 --- Thesis Outline --- p.8 / Chapter CHAPTER TWO: --- REVIEW OF LITERATURE --- p.10 / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Historical Development of English Language Education in Hong Kong --- p.11 / Chapter 2.3 --- Oral-Structural Approach in the 1960s and 1970s --- p.14 / Chapter 2.3.1 --- Primary English Syllabus in 1967 --- p.15 / Chapter 2.3.2 --- Primary English Syllabus in 1976 --- p.16 / Chapter 2.3.3 --- Relationships between the Two Syllabuses --- p.17 / Chapter 2.4 --- Communicative Language Teaching from the 1980s to the Early 1990s --- p.19 / Chapter 2.5 --- Target Oriented Curriculum (TOC) Initiatives --- p.22 / Chapter 2.5.1 --- First Phase: TTRA and Genesis of the TOC --- p.23 / Chapter 2.5.2 --- Second Phase: The TOC in Shape --- p.25 / Chapter 2.5.3 --- Third Phase: The TOC beyond 1997 --- p.26 / Chapter 2.6 --- Summary of Chapter Two --- p.29 / Chapter CHAPTER THREE: --- RESEARCH METHODOLOGY --- p.31 / Chapter 3.1 --- Introduction --- p.31 / Chapter 3.2 --- Focus of the Study --- p.33 / Chapter 3.3 --- Nature of the Research --- p.34 / Chapter 3.4 --- Procedures of Data Collection --- p.36 / Chapter 3.4.1 --- Syllabuses --- p.36 / Chapter 3.4.2 --- Interviews --- p.36 / Chapter 3.4.3 --- Triangulation of Data --- p.37 / Chapter 3.5 --- Analytical Framework --- p.38 / Chapter 3.6 --- Methods of Data Analysis --- p.40 / Chapter 3.7 --- Data Reliability --- p.41 / Chapter 3.8 --- Limitation --- p.41 / Chapter 3.9 --- Summary of Chapter Three --- p.41 / Chapter CHAPTER FOUR: --- ORAL-STRUCTURAL APPROACH --- p.43 / Chapter 4.1 --- Introduction...................................................................... --- p.43 / Chapter 4.2 --- Rationale for Introducing the Oral-Structural Approach --- p.43 / Chapter 4.3 --- Theoretical Basis of the Oral-Structural Approach --- p.45 / Chapter 4.3.1 --- Genesis of the Oral-Structural Approach --- p.45 / Chapter 4.3.2 --- Theory of Language --- p.46 / Chapter 4.3.3 --- Theory of Language Learning --- p.47 / Chapter 4.4 --- Oral-Structural Approach Manifested in Hong Kong --- p.47 / Chapter 4.5 --- Analysis of Pedagogical Features --- p.51 / Chapter 4.5.1 --- Goal Setting --- p.51 / Chapter 4.5.2 --- Curriculum Selection --- p.52 / Chapter 4.5.3 --- Curriculum Structuring --- p.53 / Chapter 4.5.4 --- Instructional Planning --- p.54 / Chapter 4.5.5 --- Technical Evaluation --- p.55 / Chapter 4.6 --- Discussion of the Hong Kong Adaptation of the OSA --- p.56 / Chapter 4.7 --- Syllabus and the Oral-Structural Approach --- p.57 / Chapter 4.8 --- Limitations of the OSA --- p.58 / Chapter 4.9 --- Summary of Chapter Four --- p.59 / Chapter CHAPTER FIVE: --- COMMUNICATIVE LANGUAGE TEACHING --- p.61 / Chapter 5.1 --- Introduction --- p.61 / Chapter 5.2 --- Rationale for Introducing CLT in the 1981 Syllabus --- p.61 / Chapter 5.3 --- Theoretical Basis of Communicative Language Teaching --- p.64 / Chapter 5.3.1 --- Genesis of Communicative Language Teaching --- p.64 / Chapter 5.3.2 --- Theory of Language --- p.66 / Chapter 5.3.3 --- Theory of Language Learning --- p.67 / Chapter 5.4 --- Communicative Language Teaching Manifested in the 1981 Syllabus --- p.68 / Chapter 5.5 --- Analysis of Pedagogical Features --- p.71 / Chapter 5.5.1 --- Goal Setting --- p.71 / Chapter 5.5.2 --- Curriculum Selection --- p.73 / Chapter 5.5.3 --- Curriculum Structuring --- p.74 / Chapter 5.5.4 --- Instructional Planning --- p.75 / Chapter 5.5.5 --- Technical Evaluation --- p.77 / Chapter 5.6 --- Discussion of the Hong Kong Adaptation of CLT --- p.78 / Chapter 5.6.1 --- Merits --- p.78 / Chapter 5.6.2 --- Demerits --- p.80 / Chapter 5.7 --- Syllabus and Communicative Language Teaching --- p.81 / Chapter 5 .8 --- Summary of Chapter Five --- p.82 / Chapter CHAPTER SIX: --- TASK-BASED LANGUAGE TEACHING --- p.83 / Chapter 6.1 --- Introduction --- p.83 / Chapter 6.2 --- Rationale for introducing the TOC in the 1997 syllabus --- p.84 / Chapter 6.3 --- Theoretical Basis of TBLT --- p.86 / Chapter 6.3.1 --- Genesis of TBLT --- p.86 / Chapter 6.3.2 --- Theory of Language --- p.87 / Chapter 6.3.3 --- Theory of Language Learning --- p.88 / Chapter 6.4 --- TBLT Manifested in the 1997 syllabus --- p.89 / Chapter 6.5 --- Analysis of Pedagogical Features --- p.90 / Chapter 6.5.1 --- Goal Setting --- p.91 / Chapter 6.5.2 --- Curriculum Selection --- p.93 / Chapter 6.5.3 --- Curriculum Structuring --- p.94 / Chapter 6.5.4 --- Instructional Planning --- p.94 / Chapter 6.5.5 --- Technical Evaluation --- p.97 / Chapter 6.6 --- Syllabus and the TOC --- p.98 / Chapter 6.7 --- Summary of Chapter Six --- p.101 / Chapter CHAPTER SEVEN: --- CONCLUSION --- p.103 / Chapter 7.1 --- Introduction --- p.103 / Chapter 7.2 --- Research Question 1 --- p.104 / Chapter 7.3 --- Research Question 2 --- p.106 / Chapter 7.4 --- Research Question 3 --- p.107 / Chapter 7.5 --- Limitations of the Study --- p.109 / Chapter 7.6 --- Implications and Recommendations --- p.110 / REFERENCES --- p.113 / APPENDICES --- p.121 / Appendix I Newspaper Clipping --- p.121 / Appendix II Semi-Structured Interview Questions --- p.123 / Appendix III Profile of Interviewees --- p.124 / Appendix IV Sample Transcript of Interview A --- p.125 / Appendix V Sample Transcript of Interview B --- p.135 / Appendix VI Sample Transcript of Interview F --- p.144 / Appendix VII Interview Data Recorded in CDs

Du, Juanjuan. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 275-280). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.

Tjan Yuet Fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-117). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS / ABSTRACT / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT STUDY --- p.1 / Chapter 1.1.1 --- The need for enlarging EFL learners' vocabulary size in Hong Kong --- p.1 / Chapter 1.1.2 --- Task-based learning in English classrooms in Hong Kong --- p.2 / Chapter 1.2 --- SIGNIFICANCE OF THE PRESENT STUDY --- p.3 / Chapter 1.3 --- RESEARCH OBJECTIVES --- p.4 / Chapter 1.4 --- ORGANIZATION OF THESIS --- p.4 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- ROLE OF VOCABULARY KNOWLEDGE IN L2 ACQUISITION --- p.6 / Chapter 2.2 --- ROLE OF INCIDENTAL VOCABULARY LEARNING IN L2 ACQUISIITON --- p.8 / Chapter 2.3 --- INCIDENTAL VOCABULARY ACQUISITION IN L2 LEARNER-LEARNER ORAL INTERACTION TASKS --- p.9 / Chapter 2.3.1 --- Incidental vocabulary acquisition in L2 oral context --- p.9 / Chapter 2.3.1.1 --- Significance of oral context --- p.10 / Chapter 2.3.1.2 --- Current studies on L2 incidental vocabulary acquisition in oral context --- p.11 / Chapter 2.3.2 --- Learner-learner oral interaction tasks --- p.12 / Chapter 2.3.2.1 --- Significance of learner-learner interaction from the perspective of acquisition --- p.12 / Chapter 2.3.2.2 --- Significance of learner-learner interaction tasks from the perspective of pedagogy --- p.13 / Chapter 2.4 --- FACTORS CONDUCIVE TO L2 INCIDENTAL VOCABULARY ACQUISITION --- p.14 / Chapter 2.4.1 --- Noticing --- p.14 / Chapter 2.4.2 --- Depth of processing --- p.15 / Chapter 2.4.3 --- Role of input comprehension in L2 incidental vocabulary acquisition --- p.16 / Chapter 2.4.3.1 --- Theoretical claims for the significance of input comprehension --- p.16 / Chapter 2.4.3.2 --- Theoretical claims against the significance of input comprehension --- p.17 / Chapter 2.4.3.3 --- Empirical evidence for the significance of input comprehension --- p.18 / Chapter 2.4.3.4 --- Empirical evidence against the significance of input comprehension --- p.18 / Chapter 2.4.4 --- Role of negotiation in L2 incidental vocabulary acquisition --- p.19 / Chapter 2.4.4.1 --- Negotiation --- p.19 / Chapter 2.4.4.2 --- Comprehending negotiated input and L2 incidental vocabulary acquisition --- p.20 / Chapter 2.4.4.2.1 --- Theoretical claims for the significance of negotiated input --- p.20 / Chapter 2.4.4.2.2 --- Theoretical claims against the significance of negotiated input --- p.21 / Chapter 2.4.4.2.3 --- Empirical evidence for the significance of negotiated input --- p.22 / Chapter 2.4.4.2.4 --- Empirical evidence against the significance of negotiated input --- p.22 / Chapter 2.4.4.3 --- Producing negotiated output and L2 incidental vocabulary acquisition --- p.24 / Chapter 2.4.4.3.1 --- Theoretical claims for the significance of negotiated output --- p.24 / Chapter 2.4.4.3.2 --- Theoretical claims against the significance of negotiated output --- p.26 / Chapter 2.4.4.3.3 --- Empirical evidence on the significance of negotiated output --- p.26 / Chapter 2.5 --- LACK OF RESEARCH ON THIS AREA IN THE HONG KONG CONTEXT --- p.28 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.28 / Chapter 2.7 --- SUMMARY OF THE CHAPTER --- p.30 / Chapter CHAPTER THREE: --- RESEARCH DESIGN --- p.31 / Chapter 3.1 --- SELECTION OF SUBJECTS --- p.31 / Chapter 3.2 --- INSTRUMENTATON --- p.32 / Chapter 3.2.1 --- Test items --- p.33 / Chapter 3.2.2 --- Pretest --- p.34 / Chapter 3.2.3 --- Task sheets --- p.35 / Chapter 3.2.4 --- Posttests --- p.36 / Chapter 3.2.5 --- Questionnaire --- p.37 / Chapter 3.3 --- TREATMENTS --- p.37 / Chapter 3.3.1 --- Treatments on Group I and II --- p.38 / Chapter 3.3.2 --- Treatment on Group III --- p.40 / Chapter 3.4 --- EXPERIMENTAL PROCEDURES --- p.44 / Chapter 3.5 --- METHODS OF DATA ANALYSIS --- p.44 / Chapter 3.5.1 --- Relationship between comprehension and negotiation --- p.45 / Chapter 3.5.2 --- Relationship between comprehension and L2 incidental vocabulary acquisition --- p.45 / Chapter 3.5.3 --- Relationship between negotiation and L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.4 --- Relative effects of producing negotiated output and receiving negotiated input on L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.5 --- Relationship between the nature of negotiation and L2 incidental vocabulary acquisition --- p.47 / Chapter 3.5.5.1 --- Length of negotiated word form --- p.47 / Chapter 3.5.5.2 --- Word frequency --- p.47 / Chapter 3.5.5.3 --- Number of clarification requests and confirmation checks --- p.48 / Chapter 3.5.5.4 --- Length of explanation --- p.48 / Chapter 3.5.6. --- Data from the questionnaire --- p.49 / Chapter 3.6 --- SUMMARY OF THE CHAPTER --- p.49 / Chapter CHAPTER FOUR: --- RESEARCH FINDINGS --- p.51 / Chapter 4.1 --- "SUBJECTS' INPUT COMPREHENSION, IMMEDIATE WORD GAINS AND WORD RETENTION: A GENERAL PICTURE" --- p.52 / Chapter 4.2 --- RELATIONSHIP BETWEEN INPUT COMPREHENSION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.56 / Chapter 4.2.1 --- Correlations between Gp I's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.2 --- Correlations between Gp II's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.3 --- Correlations between Gp II's comprehension scores of directions and their two posttest results --- p.57 / Chapter 4.2.4 --- Correlations between Gp III's comprehension scores of test item meanings and their two posttest results --- p.58 / Chapter 4.2.5 --- Correlations between Gp III's comprehension scores of directions and their two posttest results --- p.58 / Chapter 4.2.6 --- Conclusion --- p.59 / Chapter 4.3 --- EFFECT OF INPUT WITH MEANING NEGOTIATION ON L2 INCIDENTAL VOCABULARY ACQUSITION --- p.60 / Chapter 4.3.1 --- Comparing Gp II and Gp III's comprehension scores of test item meanings --- p.60 / Chapter 4.3.2 --- Comparing Gp II and Gp III's comprehension scores of directions --- p.61 / Chapter 4.3.3 --- Comparing Gp II and Gp III's 1st and 2nd posttest results --- p.61 / Chapter 4.3.4 --- Conclusion --- p.62 / Chapter 4.4 --- RELATIVE EFFECTIVENESS OF RECEIVING NEGOTIATED INPUT AND PRODUCING NEGOTIATED OUTPUT IN L2 INCIDENTAL VOCABULARY ACQUISTION --- p.63 / Chapter 4.4.1 --- Comparing Gp I and Gp III's 1st and 2nd posttest results --- p.63 / Chapter 4.4.2 --- Comparing Gp I and Gp II's 1st and 2nd posttest results --- p.64 / Chapter 4.4.3 --- Conclusion --- p.65 / Chapter 4.5 --- RESEARCH HYPOTHESES TESTED --- p.65 / Chapter 4.5.1 --- Testing the first hypothesis --- p.65 / Chapter 4.5.2 --- Testing the second hypothesis --- p.65 / Chapter 4.5.3 --- Testing the third hypothesis --- p.66 / Chapter 4.6 --- RELATIONSHIP BETWEEN THE PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.66 / Chapter 4.6.1 --- Length of negotiated word form --- p.66 / Chapter 4.6.2 --- Word frequency --- p.67 / Chapter 4.6.2.1 --- Word frequency produced by Gp I and Gp II --- p.67 / Chapter 4.6.2.2 --- Word frequency heard by Gp I and Gp II --- p.68 / Chapter 4.6.3 --- Number of clarification requests and confirmation checks --- p.68 / Chapter 4.6.4 --- Length of explanation --- p.69 / Chapter 4.6.5 --- Conclusion --- p.70 / Chapter 4.7 --- SUBJECTS' FAMILIARITY WITH ORAL INTERACTION TASKS AND LEARNING STYLES WHEN ENCOUNTERING NEW L2 WORDS --- p.70 / Chapter 4.8 --- SUBJECTS' COMMENTS ON THE TASKS --- p.72 / Chapter 4.9 --- SUMMARY OF THE CHAPTER --- p.73 / Chapter CHAPTER FIVE: --- DISCUSSION OF RESEARCH FINDINGS --- p.74 / Chapter 5.1 --- ROLE OF INPUT COMPREHENSION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.74 / Chapter 5.1.1 --- Subjects' comprehension of test adjective meanings and incidental vocabulary acquisition --- p.75 / Chapter 5.1.2 --- The different cognitive processing involved in comprehension and word acquisition --- p.76 / Chapter 5.2 --- ROLE OF MEANING NEGOTIATION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.77 / Chapter 5.2.1 --- Effect of negotiated input on L2 incidental vocabulary acquisition --- p.78 / Chapter 5.2.1.1 --- Subjects 'meaning negotiation and comprehension --- p.78 / Chapter 5.2.1.2 --- Noticing raised by meaning negotiation --- p.79 / Chapter 5.2.2 --- Role of Negotiated output in L2 incidental vocabulary acquisition --- p.82 / Chapter 5.2.2.1 --- Noticing raised by negotiated output --- p.82 / Chapter 5.2.2.2 --- Failure to strengthen the form-meaning link --- p.83 / Chapter 5.3 --- PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITON --- p.86 / Chapter 5.3.1 --- Length of negotiated word form --- p.86 / Chapter 5.3.2 --- Word frequency --- p.87 / Chapter 5.3.2.1 --- Word frequency heard by subjects --- p.87 / Chapter 5.3.2.2 --- Word frequency produced by subjects --- p.88 / Chapter 5.3.3 --- Number of clarification requests and confirmation checks --- p.89 / Chapter 5.3.4 --- Length of explanation --- p.89 / Chapter 5.4 --- SUMMARY OF THE CHAPTER --- p.91 / Chapter CHAPTER SIX: --- CONCLUSION --- p.93 / Chapter 6.1 --- PEDAGOGICAL IMPLICATIONS --- p.93 / Chapter 6.1.1 --- Incidental learning of L2 adjectives in oral interaction tasks --- p.95 / Chapter 6.1.2 --- Implementation of oral interaction tasks in Hong Kong EFL classrooms --- p.95 / Chapter 6.1.3 --- Meaning negotiation as a task demand --- p.95 / Chapter 6.1.4 --- Choice of unfamiliar adjectives used in the tasks --- p.97 / Chapter 6.2 --- LIMITATIONS OF THE PRESENT RESEARCH --- p.97 / Chapter 6.2.1 --- Small subject size --- p.98 / Chapter 6.2.2 --- Experimental setting instead of the real classroom setting --- p.99 / Chapter 6.2.3 --- A single 45-minute task instead of a longitudinal program --- p.99 / Chapter 6.2.4 --- Encounter of the test adjectives and their meanings between the 1st and 2nd posttests --- p.100 / Chapter 6.2.5 --- Investigating receptive word knowledge only in the posttests --- p.100 / Chapter 6.3 --- SUGGESTIONS FOR FURTHER RESEARCH --- p.101 / Chapter 6.4 --- SUMMARY OF THE CHAPTER --- p.102 / REFERENCES --- p.104

教育是為學生而設的。不過，在課程設計上，學生往往並沒有發言權。首屆香港中學文憑試剛剛完成，教育界人士和研究員應把握機會，尋找改善校本評核部分規劃與實施的方法。傾聽學生的意見，重視他們的觀點將有助完善有關的課程設計。 / 透過訪問24位學生和兩名英國語文科教師，本研究關注學生的聲音，即他們如何表達、理解和詮釋他們自身和在英國語文科校本評核的學習歷程。本研究反映和肯定了學生的多元觀點，其研究重點為： / (1) 學生在校本評核中的學習經驗 / (2) 學生如何表達他們在校本評核中的角色 / (3) 學生如何參與改善教室裡的學習 / 在實際層面上，學生的觀點在微調課程和建議改革的方向和方法上，有其獨有的貢獻。在理論層面上，本研究探索學生在課程上的參與度，並嘗試完善Fielding (2001) 提出的學生參與度架構。當仔細研究該架構時，不難發現學生在第二層(學生作為積極的回應者)與第三層(學生作為共同研究員)之間存有缺縫。當中，學生應該還可擔當很多不同的角色。從研究結果所得，學生可以成為改革的積極原動力，更可以成為課程的實踐者。當學校文化和教師專業能給予適當的養份，學生的聲音便能呈現。否則，學生或選擇不發聲，或學生的聲音在課程實施上不能產生任何作用。 / Education is for students. Nonetheless, even the curriculum is designed for students, they have the least say in it. With reference to the relatively new initiative in Hong Kong: the Hong Kong Diploma of Education (HKDSE), it is time for researchers and educationalists to consider ways to improve the planning and implementation of the School-Based Assessment (SBA). Listening to students and valuing their perspectives can enable a more thorough planning of the curriculum. / Through interviewing twenty four students and two English teachers, this research aims at addressing the student voice, which means students expressing their views, interpretations and understanding with the expectation that someone will listen. During the process, students’ multiple perspectives on learning and their interpretations of the SBA in the English Language curriculum are reflected and would be acknowledged. The three foci of this research are: / (1)What do students experience in the SBA? / (2)How do students present their roles in the SBA? / (3)How are students involved in the improvement of what happens in classrooms? / At a practical level, students’ perspectives contribute to fine-tuning the curriculum, and suggest directions or ways to initiate changes more successfully. At a theoretical level, the study aims to further explore students’ involvement in the curriculum, and fill the gaps of the framework of four levels of student participation pioneered by Fielding (2001). If taking a closer look at his framework, there should be some other roles students can take, particularly in the gap between Level 2 (students as “active respondents“) and Level 3 (students as “co-researchers“). The data collected revealed that students can be active agents of change and practitioners in the SBA curriculum implementation, given that the school culture, teachers’ professional knowledge favour the emergence of student voice. Otherwise, the opinions of students would remain unvoiced or merely be heard, and no further action could be taken. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chiu, Suk Mei Eva. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 345-357). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix includes Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- School-based Assessment as the context of the study --- p.1 / Chapter 1.3 --- The importance of listening to student voice --- p.3 / Chapter 1.4 --- Student voice in the SBA --- p.4 / Chapter 1.5 --- Research questions --- p.5 / Chapter 1.6 --- Significance of the research --- p.5 / Chapter CHAPTER TWO --- LITERATURE REVIEW: STUDENT VOICE --- p.8 / Chapter 2.1 --- Background of student voice --- p.8 / Chapter 2.2 --- What is student voice? --- p.11 / Chapter 2.3 --- Why should we listen to student voice? --- p.14 / Chapter 2.4 --- Are students eligible to have their voice? --- p.17 / Chapter 2.5 --- Levels of student involvement --- p.21 / Chapter 2.5.1 --- Level 1 Students as data source --- p.23 / Chapter 2.5.2 --- Level 2 Students as active respondents --- p.24 / Chapter 2.5.2.1 --- Consultation --- p.25 / Chapter 2.5.2.2 --- Recognition --- p.26 / Chapter 2.5.3 --- Level 3 Students as co-researchers --- p.28 / Chapter 2.5.4 --- Level 4 Students as researchers --- p.29 / Chapter 2.5.5 --- Summary --- p.30 / Chapter 2.6 --- Core values --- p.31 / Chapter 2.6.1 --- Core value 1: Communication as dialogue --- p.31 / Chapter 2.6.2 --- Core value 2: Requirement for participation and democratic inclusivity --- p.32 / Chapter 2.6.3 --- Core value 3:Recognition that power relations are unequal and problematic --- p.32 / Chapter 2.6.4 --- Core value 4: Possibility for change and transformation --- p.33 / Chapter 2.7 --- Empirical studies of student voice --- p.34 / Chapter 2.8 --- Orientations of student voice --- p.50 / Chapter 2.9 --- Frameworks of student participation --- p.51 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER THREE --- LITERATURE REVIEW: SCHOOL-BASED ASSESSMENT IN ENGLISH LANGUAGE CURRICULUM --- p.54 / Chapter 3.1 --- School-based assessment as formative assessment --- p.54 / Chapter 3.2 --- School-based assessment as summative assessment --- p.60 / Chapter 3.3 --- School-based Assessment in the HKDSE --- p.62 / Chapter 3.4 --- Rationale of introducing SBA in English Language curriculum --- p.65 / Chapter 3.5 --- Hong Kong Context --- p.68 / Chapter 3.6 --- Students and teachers’ roles in the SBA --- p.73 / Chapter 3.7 --- Student voice in the SBA --- p.84 / Chapter 3.8 --- Summary --- p.86 / Chapter CHAPTER FOUR --- RESEARCH DESIGN --- p.88 / Chapter 4.1 --- Conceptual Framework --- p.90 / Chapter 4.2 --- Operational Definition of Key Terms --- p.92 / Chapter 4.3 --- Approach --- p.92 / Chapter 4.4 --- Research Methods --- p.95 / Chapter 4.4.1 --- Qualitative research --- p.95 / Chapter 4.4.2 --- Case study --- p.96 / Chapter 4.4.3 --- Pilot study --- p.97 / Chapter 4.4.4 --- Selection of cases --- p.98 / Chapter 4.4.5 --- Data collection method --- p.98 / Chapter 4.4.5.1 --- Interviews --- p.99 / Chapter 4.4.5.2 --- Documents analysis --- p.102 / Chapter 4.4.6 --- Sampling --- p.103 / Chapter 4.4.7 --- Summary --- p.108 / Chapter 4.5 --- Credibility --- p.108 / Chapter 4.6 --- Research steps --- p.109 / Chapter 4.7 --- Limitation of the study --- p.111 / Chapter CHAPTER FIVE --- FINDINGS --- p.113 / Chapter 5.1 --- Learning experience inside classroom --- p.113 / Chapter 5.1.1 --- School A --- p.113 / Chapter 5.1.2 --- School B --- p.121 / Chapter 5.1.3 --- Summary --- p.129 / Chapter 5.2 --- Learning experience outside classroom --- p.130 / Chapter 5.2.1 --- School A --- p.130 / Chapter 5.2.1.1 --- Self-learning --- p.131 / Chapter 5.2.1.2 --- Family support --- p.134 / Chapter 5.2.1.3 --- Peer learning --- p.135 / Chapter 5.2.2 --- School B --- p.136 / Chapter 5.2.2.1 --- Self-learning --- p.136 / Chapter 5.2.2.2 --- Peer learning --- p.140 / Chapter 5.2.2.3 --- Teacher support --- p.145 / Chapter 5.2.3 --- Summary --- p.147 / Chapter 5.3 --- Students’ changes during the SBA --- p.149 / Chapter 5.3.1 --- School A --- p.149 / Chapter 5.3.2 --- School B --- p.154 / Chapter 5.3.3 --- Summary --- p.164 / Chapter 5.4 --- Students’ interpretation of the SBA --- p.165 / Chapter 5.4.1 --- School A --- p.166 / Chapter 5.4.2 --- School B --- p.173 / Chapter 5.4.3 --- Summary --- p.180 / Chapter 5.5 --- Students and teachers’ roles in the SBA --- p.180 / Chapter 5.5.1 --- School A --- p.181 / Chapter 5.5.1.1 --- Participants and guests --- p.182 / Chapter 5.5.1.2 --- Performers --- p.182 / Chapter 5.5.1.3 --- Game players --- p.184 / Chapter 5.5.1.4 --- Competitors --- p.185 / Chapter 5.5.1.5 --- Followers --- p.186 / Chapter 5.5.1.6 --- Team members --- p.187 / Chapter 5.5.1.7 --- Soldiers --- p.188 / Chapter 5.5.1.8 --- Detectives --- p.188 / Chapter 5.5.2 --- School B --- p.191 / Chapter 5.5.2.1 --- Nobody --- p.191 / Chapter 5.5.2.2 --- Actors, screenplay writers and directors --- p.192 / Chapter 5.5.2.3 --- Carnivores and herbivores --- p.193 / Chapter 5.5.2.4 --- Game Players --- p.194 / Chapter 5.5.2.5 --- Team members --- p.196 / Chapter 5.5.2.6 --- Mountain climbers --- p.199 / Chapter 5.5.2.7 --- Summary --- p.200 / Chapter 5.6 --- Student voice towards the improvement of the SBA at the school level --- p.203 / Chapter 5.6.1 --- School A --- p.203 / Chapter 5.6.1.1 --- Curriculum --- p.210 / Chapter 5.6.1.2 --- Implementation --- p.210 / Chapter 5.6.1.3 --- Technical issues in conducting the SBA --- p.210 / Chapter 5.6.2 --- School B --- p.209 / Chapter 5.6.2.1 --- Curriculum --- p.210 / Chapter 5.6.2.2 --- Duration --- p.213 / Chapter 5.6.2.3 --- Implementation --- p.214 / Chapter 5.6.2.4 --- Additional support --- p.216 / Chapter 5.6.2.5 --- Self-learning skills --- p.217 / Chapter 5.6.3 --- Summary --- p.219 / Chapter 5.7 --- Student voice towards the improvement of the SBA at the systemic level --- p.221 / Chapter 5.7.1 --- School A --- p.222 / Chapter 5.7.2 --- School B --- p.225 / Chapter 5.7.2.1 --- Positive towards the SBA --- p.225 / Chapter 5.7.2.2 --- Having more opportunities to do the SBA --- p.226 / Chapter 5.7.2.3 --- Reducing the frequency --- p.226 / Chapter 5.7.2.4 --- Reducing the weighting --- p.227 / Chapter 5.7.2.5 --- Cancelling the SBA --- p.227 / Chapter 5.7.2.6 --- Valuing individual creativity --- p.228 / Chapter 5.7.2.7 --- Flexibility in choosing the tasks --- p.228 / Chapter 5.7.3 --- Summary --- p.229 / Chapter CHAPTER SIX --- DISCUSSION --- p.231 / Chapter 6.1 --- Students’ learning experience inside and outside classroom --- p.231 / Chapter 6.1.1 --- To conform or to confront --- p.232 / Chapter 6.1.2 --- To instruct or to construct --- p.234 / Chapter 6.1.3 --- Functional or personal orientations of schools --- p.238 / Chapter 6.1.3.1 --- Student voice in learning goals --- p.239 / Chapter 6.1.3.2 --- Student voice in learning materials and resources --- p.240 / Chapter 6.1.3.3 --- Student voice in learning activities --- p.241 / Chapter 6.1.3.4 --- To provoke or to unprovoke --- p.242 / Chapter 6.1.4 --- Learning beyond classroom --- p.243 / Chapter 6.1.5 --- Interweaving curricular commonplaces --- p.249 / Chapter 6.2 --- Students’ presentation of their roles --- p.254 / Chapter 6.2.1 --- Teachers’ presentation of their roles --- p.260 / Chapter 6.2.2 --- Relationship between the SBA and roles of students and teachers --- p.264 / Chapter 6.2.2.1 --- Case 1: The SBA is meaningful and pleasant --- p.264 / Chapter 6.2.2.2 --- Case 2: The SBA is meaningless and unpleasant --- p.266 / Chapter 6.2.2.3 --- Case 3: The SBA is meaningful but unpleasant --- p.268 / Chapter 6.2.2.4 --- Case 4: The SBA is significant but unpleasant --- p.271 / Chapter 6.2.2.5 --- Case 5: The SBA is fair and foul --- p.272 / Chapter 6.2.2.6 --- Case 6: Fair is foul, foul is fair --- p.273 / Chapter 6.2.3 --- Degree of student involvement --- p.276 / Chapter 6.3 --- Student voice in the improvement of the SBA --- p.283 / Chapter 6.3.1 --- Unvoiced --- p.284 / Chapter 6.3.2 --- Being heard --- p.287 / Chapter 6.3.3 --- Being listened to --- p.291 / Chapter 6.3.4 --- Collaboration among students and teachers --- p.299 / Chapter 6.3.5 --- Secretary for Education, can you hear me? --- p.307 / Chapter 6.3.6 --- Summary --- p.312 / Chapter CHAPTER SEVEN --- CONCLUSION --- p.316 / Chapter 7.1 --- A refined conceptual framework --- p.318 / Chapter 7.2 --- A refined framework of student participation --- p.324 / Chapter 7.3 --- Issues arisen from the study --- p.326 / Chapter 7.4 --- Final remarks --- p.329

All in all, the thesis tries to fill the research gap in the study of English pronunciation in a Hong Kong context. It exhausts the pronunciation of all types of English consonant clusters by native Cantonese learners of English, provides experimental studies to investigate the most effective approach to the acquisition of English consonant clusters, and applies Optimality Theory to elucidate the pronunciation phenomena found among Cantonese learners of English. / Apart from the inquiry into language pedagogy, this thesis also analyses and expounds the language phenomena of consonant cluster production through the application of Optimality Theory. From the data of the pre-test and post-tests, the pronunciation modification phenomena of subjects were summarised and analysed. It is found that subjects produced pronunciation forms that resembled that of native English speakers, but at the same time they produced forms that deviated from that of native English speakers. The most frequent pronunciation modifications are substitution and deletion. / Optimality Theory argues that phonological differences between languages are the results of the differences in the ranking of universal constraints; therefore, the preference towards certain modification phenomena and the production of certain pronunciation forms by Cantonese speakers can be viewed as the differences in the ranking of constraints between English and Cantonese. In the interlanguage phonology of Cantonese speakers, words like pray /pre I/ and find /faInd/ could become [pe I] and [faIn] phonetically. This can be explained by assuming that the English words are input to a phonology in which *COMPLEX (complex onset or coda is not permissible) is highly ranked, and that in order to observe this constraint, Cantonese learners of English might apply deletion to delete a consonant in syllables with consonant clusters. / Yam Pui Suen, Josephine. / "June 2005." / Advisers: G. Gong; J. Hung. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 202-214). / 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. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Cheung Po-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Page / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Rationale for the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter Chapter 2 --- Inferencing and Its Relationship to Learning Strategy and Reading / Chapter 2.1 --- Overview of Learning Strategies --- p.6 / Chapter 2.1.1 --- Definitions of a Strategy --- p.6 / Chapter 2.1.2 --- Classification of Learning Strategies --- p.7 / Chapter 2.1.3 --- Use of Strategies by 'Good' and 'Poor' Language Learners --- p.10 / Chapter 2.1.4 --- Importance of Learning Strategy Training for L2 Learner --- p.11 / Chapter 2.2 --- General Theories Related to Reading --- p.14 / Chapter 2.2.1 --- Definitions of Reading --- p.14 / Chapter 2.2.2 --- Conventional Models in Reading --- p.14 / Chapter 2.2.2.1 --- Bottom-up Processing --- p.14 / Chapter 2.2.2.2 --- Top-down Processing --- p.16 / Chapter 2.2.2.3 --- Interactive Processing --- p.16 / Chapter 2.2.2.4 --- Schema Theory --- p.19 / Chapter 2.2.2.5 --- Relationship between Connection of Ideas in a Text and The Theories --- p.20 / Chapter 2.3 --- Inferencing --- p.21 / Chapter 2.3.1 --- Definitions of Inferencing --- p.21 / Chapter 2.3.2 --- Inferencing Strategies of 'Skilled' and 'Less Skilled' Language Learners --- p.27 / Chapter 2.3.2.1 --- Challenges for Second Language (L2) Students --- p.27 / Chapter 2.3.3 --- Approaches to Investigate Inferencing --- p.28 / Chapter 2.3.3.1 --- Experimental Approach --- p.28 / Chapter 2.3.3.2 --- Case Study Approach --- p.31 / Chapter 2.3.4 --- Further Investigation of Inferencing Strategy Training Program --- p.32 / Chapter 2.3.4.1 --- Areas Recommended for Future Research --- p.32 / Chapter 2.4 --- Summary --- p.33 / Chapter Chapter 3 --- Methodology / Chapter 3.1 --- Design Characteristics --- p.34 / Chapter 3.2 --- Construction of Instruments --- p.35 / Chapter 3.2.1 --- Training Passages --- p.35 / Chapter 3.2.2 --- Reading Ability Test --- p.39 / Chapter 3.2.3 --- Pre and Posttest --- p.39 / Chapter 3.2.4 --- Background Questionnaire --- p.40 / Chapter 3.2.5 --- Reading Behavior Questionnaire --- p.40 / Chapter 3.2.6 --- Response Questionnaire --- p.41 / Chapter 3.2.7 --- Observation Form --- p.41 / Chapter 3.2.8 --- Guessing Game --- p.42 / Chapter 3.2.9 --- Self-monitoring Checklist --- p.43 / Chapter 3.3 --- Pilot-testing of Materials --- p.43 / Chapter 3.3.1 --- Subjects --- p.44 / Chapter 3.3.2 --- Procedures --- p.44 / Chapter 3.3.3 --- Modifications --- p.46 / Chapter 3.4 --- Study --- p.48 / Chapter 3.4.1 --- Subjects --- p.48 / Chapter 3.4.2 --- Observer --- p.49 / Chapter 3.4.3 --- Experimental Procedures --- p.49 / Chapter 3.4.3.1 --- Overview of Procedure --- p.50 / Chapter 3.4.3.1.1 --- Administering of Pretest --- p.51 / Chapter 3.4.3.1.2 --- Treatment of Two Groups --- p.52 / Chapter 3.4.3.1.3 --- Lecture --- p.52 / Chapter 3.4.3.1.3.1 --- Pre-reading Activity --- p.53 / Chapter 3.4.3.1.3.2 --- Guessing Game --- p.53 / Chapter 3.4.3.1.3.3 --- Summary of Exercise --- p.54 / Chapter 3.4.3.1.3.4 --- Discussion of Answers --- p.54 / Chapter 3.4.3.1.3.5 --- Response Questionnaire --- p.55 / Chapter 3.4.3.1.4 --- Administering of Posttest --- p.55 / Chapter 3.4.3.1.5 --- Interviews --- p.56 / Chapter 3.4.3.1.6 --- Diary --- p.56 / Chapter 3.5 --- Data Analysis --- p.56 / Chapter Chapter 4 --- Research Findings / Chapter 4.1 --- General Picture --- p.58 / Chapter 4.2 --- Hypotheses Tested --- p.59 / Chapter 4.2.1 --- Hypothesis1 --- p.60 / Chapter 4.2.2 --- Hypothesis2 --- p.61 / Chapter 4.3 --- Subjects' Responses --- p.64 / Chapter 4.3.1 --- Background Questionnaire --- p.64 / Chapter 4.3.2 --- Response Questionnaire --- p.71 / Chapter 4.3.3 --- Reading Behavior Questionnaire --- p.77 / Chapter 4.3.4 --- Interviews --- p.78 / Chapter 4.3.4.1 --- Attitudes Towards The Cloze Exercises --- p.80 / Chapter 4.3.4.2 --- Usefulness of The Training --- p.86 / Chapter 4.3.4.3 --- Applicability of The Inferencing Skills --- p.87 / Chapter 4.3.4.4 --- Time --- p.91 / Chapter 4.3.4.5 --- Attention Level --- p.95 / Chapter 4.3.4.6 --- Instructor's Performance --- p.99 / Chapter 4.3.4.7 --- Subjects' Suggestions for Improving The Course --- p.103 / Chapter 4.3.4.7.1 --- Use of Words in the Passages --- p.103 / Chapter 4.3.4.7.2 --- Medium of Instruction --- p.103 / Chapter 4.3.4.7.3 --- Classroom Atmosphere --- p.104 / Chapter 4.3.4.7.4 --- Others --- p.105 / Chapter 4.4 --- Observer's Responses --- p.106 / Chapter 4.4.1 --- Observation Forms --- p.106 / Chapter 4.4.1.1 --- Structure of The Training Lesson --- p.106 / Chapter 4.4.1.2 --- Instructor's Performance --- p.107 / Chapter 4.4.1.3 --- Classroom Atmosphere --- p.108 / Chapter 4.4.1.4 --- Overall Comments --- p.110 / Chapter 4.4.2 --- Interviews --- p.111 / Chapter 4.4.2.1 --- Pre-training --- p.111 / Chapter 4.4.2.1.1 --- Difficult Area for Students in Learning English --- p.111 / Chapter 4.4.2.1.2 --- Strategies for Reading --- p.112 / Chapter 4.4.2.1.3 --- Difficulties --- p.113 / Chapter 4.4.2.2 --- Post-training --- p.113 / Chapter 4.4.2.2.1 --- Observer's Perception on Subject's Interest --- p.113 / Chapter 4.4.2.2.2 --- Introduction of More Strategies --- p.114 / Chapter 4.4.2.2.3 --- Subjects' Improvement --- p.116 / Chapter 4.4.2.2.4 --- Overall Comments on The Training --- p.116 / Chapter 4.5 --- Instructor's Diary --- p.117 / Chapter 4.6 --- Summary --- p.124 / Chapter Chapter 5 --- Discussion on Research Findings / Chapter 5.1 --- Hypothesis1 --- p.125 / Chapter 5.2 --- Hypothesis2 --- p.128 / Chapter 5.3 --- Problems Revealed from The Study --- p.130 / Chapter 5.3.1 --- Levei of Difficulty of Words Used in The Passages --- p.130 / Chapter 5.3.2 --- Subjects' Reaction to The Structure of The Lesson --- p.132 / Chapter 5.3.3 --- Lack of Motivation of the Subjects --- p.134 / Chapter 5.3.4 --- Lack of Teaching Experience of The Instructor (Researcher) --- p.135 / Chapter 5.3.5 --- Misleading Responses to The Response Questionnaires (RQs) --- p.136 / Chapter 5.4 --- Summary --- p.137 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Major Findings --- p.138 / Chapter 6.2 --- Limitations of The Study --- p.140 / Chapter 6.3 --- Pedagogical Implications --- p.142 / Chapter 6.4 --- Recommendations for Future Research --- p.144 / Chapter 6.5 --- Summary --- p.145 / Appendices --- p.146 / References --- p.278

Lui, Nga Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 164-170). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Two Writing Approaches Practiced in Hong Kong Classrooms --- p.1 / Chapter 1.1.1 --- A Glimpse of the Situation of Hong Kong Secondary School Classrooms --- p.1 / Chapter 1.1.2 --- A Glimpse of the Situation of Hong Kong University Classrooms --- p.6 / Chapter 1.2 --- Different Roles of Teacher Feedback in the Two Writing Approaches --- p.8 / Chapter 1.2.1 --- The Content of Teacher Feedback --- p.8 / Chapter 1.2.2 --- The Timing of Teacher Feedback --- p.9 / Chapter 1.2.3 --- The Purpose of Teacher Feedback --- p.10 / Chapter 1.3 --- The Importance of Students' Views of Teacher Feedback in Process Writing --- p.11 / Chapter 1.4 --- Overview of the Thesis --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Chapter 2.1 --- From Product to Process: A Brief Account of the Change in Teaching Approach Towards Writing --- p.14 / Chapter 2.1.1 --- Product Writing --- p.14 / Chapter 2.1.2 --- Process Writing: The Overriding Concern over Writing Process --- p.15 / Chapter 2.1.3 --- Process Writing: The Method --- p.15 / Chapter 2.2 --- Teacher Feedback on Student Writing: Definition and Rationale --- p.16 / Chapter 2.3 --- From Error Feedback to All-round Teacher Feedback --- p.19 / Chapter 2.4 --- Importance of Acknowledging Students' Views: the Claims --- p.21 / Chapter 2.4.1 --- ESL Context --- p.21 / Chapter 2.4.2 --- EFL Context --- p.22 / Chapter 2.5 --- Importance of Acknowledging Students' Views: the Behaviour --- p.25 / Chapter 2.6 --- The Hong Kong Context --- p.27 / Chapter 2.7 --- Research Gaps: Triangulation in Understanding Students' Needs --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY --- p.32 / Chapter 3.1 --- Research Questions --- p.32 / Chapter 3.2 --- Research Design: The Case Study Approach --- p.33 / Chapter 3.2.1 --- Definition of Case Study --- p.33 / Chapter 3.2.2 --- Rationale of Employing Case Study --- p.34 / Chapter 3.3 --- Instrumentation and Rationale Behind --- p.36 / Chapter 3.3.1 --- Questionnaires on Student Writers --- p.37 / Chapter 3.3.2 --- Interviews --- p.37 / Chapter 3.3.2.1 --- Interviews with Student Writers --- p.38 / Chapter 3.3.2.2 --- Interviews with Writing Instructors --- p.38 / Chapter 3.3.3 --- Text Analysis on the Marked Preliminary Drafts and Final Versions of Writing --- p.39 / Chapter 3.4 --- Pilot Study --- p.39 / Chapter 3.4.1 --- Modification of Text Analysis Guide --- p.40 / Chapter 3.4.2 --- Modification of Other Instruments --- p.40 / Chapter 3.5 --- Main Study --- p.41 / Chapter 3.5.1 --- The Writing Courses --- p.41 / Chapter 3.5.1.1 --- Writing Class A --- p.43 / Chapter 3.5.1.2 --- Writing Class B --- p.44 / Chapter 3.5.1.3 --- Writing Class C --- p.44 / Chapter 3.5.2 --- Profiles of Informants --- p.45 / Chapter 3.5.2.1 --- Profiles of Teacher Informants --- p.46 / Chapter 3.5.2.2 --- Profiles of Student Informants --- p.47 / Chapter 3.5.3 --- Data Collection Process --- p.48 / Chapter 3.5.4 --- Limitations --- p.49 / Chapter 3.5.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Chapter Summary --- p.51 / Chapter CHAPTER 4 --- RESULTS AND DISCUSSIONS --- p.53 / Chapter 4.1 --- Teacher Feedback on Preliminary Drafts and Final Version --- p.53 / Chapter 4.1.1 --- Teacher Feedback on Preliminary Drafts --- p.54 / Chapter 4.1.1.1 --- Student Views of Teacher Feedback on Preliminary Drafts: Questionnaires and Interviews --- p.54 / Chapter 4.1.1.2 --- Text Analysis on Preliminary Drafts --- p.57 / Chapter 4.1.2 --- Teacher Feedback on Final Version --- p.59 / Chapter 4.1.2.1 --- Students' Views of Teacher Feedback on Final Version --- p.60 / Chapter 4.1.2.2 --- Text Analysis on Teacher Feedback on Final Version --- p.62 / Chapter 4.1.3 --- Teacher Feedback on Preliminary Drafts and Final Version: Teachers' Rationale --- p.65 / Chapter 4.1.3.1 --- Teacher A's Rationale on Teacher Feedback --- p.66 / Chapter 4.1.3.2 --- Teacher B's Rationale on Teacher Feedback --- p.67 / Chapter 4.1.3.3 --- Teacher C's Rationale on Teacher Feedback --- p.69 / Chapter 4.1.4 --- Teacher Feedback on Preliminary Drafts and Final Version: A Comparison --- p.71 / Chapter 4.2 --- "Students' Response to Teacher Feedback: Attended, Deleted, and Ignored" --- p.73 / Chapter 4.2.1 --- Feedback Attended to and Received Positively --- p.73 / Chapter 4.2.1.1 --- Feedback Attended to: Student Questionnaires --- p.73 / Chapter 4.2.1.2 --- Feedback Attended to: General Picture From Text Analysis --- p.77 / Chapter 4.2.1.3 --- Feedback Attended to and Its Easiness and Difficulties: Student Interviews and Questionnaires --- p.78 / Chapter 4.2.1.3.1 --- Teacher Feedback Students Found Easy to Deal With --- p.79 / Chapter 4.2.1.3.2 --- Teacher Feedback Students Found Difficult to Deal With --- p.82 / Chapter 4.2.1.3.3 --- Summary of Feedback Students Attended to --- p.88 / Chapter 4.2.1.4 --- Feedback Received Positively --- p.89 / Chapter 4.2.1.5 --- Feedback Received Positively: Critical (Negative) Feedback --- p.90 / Chapter 4.2.1.6 --- Feedback Received Positively: Minimal Use of Symbols in Feedback --- p.91 / Chapter 4.2.1.7 --- Feedback Attended to and Received Positively: Summary --- p.93 / Chapter 4.2.2 --- Feedback Partially Attended to or Deleted --- p.94 / Chapter 4.2.2.1 --- Teacher Feedback Partially Attended to: Students' Views From Questionnaires --- p.94 / Chapter 4.2.2.2 --- Teacher Feedback Partially Attended to: Student Interviews and Text Analysis --- p.95 / Chapter 4.2.2.2.1 --- “I Delete to Condense´ح --- p.95 / Chapter 4.2.2.2.2 --- “I Delete to Clarify´ح --- p.96 / Chapter 4.2.2.2.3 --- "“I Delete to Save Myself Trouble""" --- p.96 / Chapter 4.2.2.3 --- Teacher Feedback Partially Attended to: General Picture From Text Analysis --- p.97 / Chapter 4.2.2.4 --- Feedback Partially Attended to or Deleted: Summary --- p.99 / Chapter 4.2.3 --- Feedback Ignored and Received Negatively --- p.99 / Chapter 4.2.3.1 --- Feedback Ignored: Students' Views From Questionnaires --- p.100 / Chapter 4.2.3.2 --- Feedback Ignored: Students' Views From Interviews --- p.100 / Chapter 4.2.3.2.1 --- Feedback Difficult to Revise Accordingly --- p.101 / Chapter 4.2.3.2.2 --- Feedback Obscure in Letting Students Know What the Problem Was --- p.102 / Chapter 4.2.3.2.3 --- Feedback on Earlier Drafts --- p.103 / Chapter 4.2.3.2.4 --- Feedback on “Minor´ح Things --- p.104 / Chapter 4.2.3.2.5 --- Feedback Not Unique to the Essay --- p.104 / Chapter 4.2.3.2.6 --- Feedback Violating the Expression of Personal Voice --- p.105 / Chapter 4.2.3.3 --- Teacher Feedback Ignored: General Picture From Text Analysis --- p.106 / Chapter 4.2.3.4 --- Feedback Ignored: Two Extreme Cases as Illustrations --- p.108 / Chapter 4.2.3.4.1 --- Case of Jeff --- p.108 / Chapter 4.2.3.4.2 --- Case of Dorothy --- p.109 / Chapter 4.2.3.5 --- Feedback Ignored: Teachers' Views --- p.111 / Chapter 4.2.3.6 --- Feedback Received Negatively --- p.112 / Chapter 4.2.3.6.1 --- Positive Feedback --- p.112 / Chapter 4.2.3.6.2 --- Feedback Without Explanations --- p.113 / Chapter 4.2.3.7 --- Feedback Ignored and Received Negatively: Summary --- p.115 / Chapter 4.2.4 --- Students' Response to Teacher Feedback: Summary --- p.115 / Chapter 4.3 --- Reasons Behind Students' Preferences --- p.116 / Chapter 4.3.1 --- Personal Factors --- p.116 / Chapter 4.3.1.1 --- Proficiency in English --- p.116 / Chapter 4.3.1.2 --- Repertoire of Revision Strategies --- p.119 / Chapter 4.3.1.3 --- "Balancing Between Personal Voice and the ""Standard""" --- p.121 / Chapter 4.3.2 --- Interpersonal Factors --- p.124 / Chapter 4.3.2.1 --- Communication Between Teachers and Students --- p.124 / Chapter 4.3.2.2 --- Sources for Support or Advice --- p.126 / Chapter 4.3.3 --- Reasons Behind Students' Preferences: Summary --- p.129 / Chapter 4.4 --- Students' Views and Teachers' Views --- p.130 / Chapter 4.4.1 --- Students' Use of Teacher Feedback During Revision Process --- p.130 / Chapter 4.4.1.1 --- A Brief Overview of the Revision Process Undertaken by Students --- p.131 / Chapter 4.4.1.1.1 --- Revision Process Undertaken by English Majors (Class A) --- p.131 / Chapter 4.4.1.1.2 --- Revision Process Undertaken by Non-English Majors (Classes B and C) --- p.133 / Chapter 4.4.1.1.3 --- Common Feature of Revision Process Shared by the Two Groups of Students --- p.134 / Chapter 4.4.1.2 --- Strategies Used in the Revision Process --- p.135 / Chapter 4.4.1.2.1 --- Contemplating on Their Own --- p.135 / Chapter 4.4.1.2.2 --- Consulting Their Peers --- p.136 / Chapter 4.4.1.2.3 --- Consulting Their Teachers --- p.136 / Chapter 4.4.1.2.4 --- Consulting Other Resources --- p.136 / Chapter 4.4.2 --- Teachers' Expectations on the Use of Teacher feedback in Revision Process --- p.137 / Chapter 4.4.2.1 --- Summary of Teachers' Recommendations of the Revision Process --- p.137 / Chapter 4.4.2.1.1 --- Teacher A's Recommendations --- p.137 / Chapter 4.4.2.1.2 --- Teacher B's Recommendations --- p.139 / Chapter 4.4.2.1.3 --- Teacher C's Recommendations --- p.139 / Chapter 4.4.2.2 --- Strategies Recommended in the Revision Process --- p.140 / Chapter 4.4.3 --- Students' Views and Teachers' Views: A Comparison --- p.141 / Chapter CHAPTER 5 --- CONCLUSIONS AND IMPLICATIONS --- p.143 / Chapter 5.1 --- Conclusions --- p.143 / Chapter 5.2 --- Significance --- p.145 / Chapter 5.3 --- Pedagogical Implications --- p.147 / Chapter 5.3.1 --- Short-term Implications --- p.147 / Chapter 5.3.1.1 --- Make Teacher Feedback More Comprehensible and Specific --- p.148 / Chapter 5.3.1.2 --- Hold Teacher-student Conferences --- p.150 / Chapter 5.3.1.3 --- Introduce Peer Review --- p.151 / Chapter 5.3.1.4 --- Teach Revision Strategies --- p.151 / Chapter 5.3.2 --- Long-term Implications --- p.152 / Chapter 5.3.2.1 --- Read More! --- p.153 / Chapter 5.3.2.2 --- Think More! --- p.154 / Chapter 5.3.2.3 --- Write More! --- p.155 / Chapter 5.4 --- Limitations --- p.156 / Chapter 5.4.1 --- Insufficient Testing of the Instruments (Pilot Study) --- p.156 / Chapter 5.4.2 --- Uneven Distribution of Student Interviewees Among the Three Writing Classes (Main Study) --- p.157 / Chapter 5.4.3 --- Inconsistent Proportion of Writing Gathered From the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.4 --- Inconsistent Timing Between the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.5 --- The Scope of Teacher Feedback on Students' Writing (Main Study) --- p.159 / Chapter 5.5 --- Recommendations for Future Studies --- p.160 / Chapter 5.5.1 --- Comprehensive Testing of Instruments With Tailored Design --- p.160 / Chapter 5.5.2 --- More Even Distribution of Student Interviewees With Different Characteristics --- p.160 / Chapter 5.5.3 --- More Consistent Number of Papers Collected From Different Writing Classes --- p.161 / Chapter 5.5.4 --- More Consistent Schedule Among Writing Classes --- p.161 / Chapter 5.5.5 --- Wider Scope of Enquiry of Teacher Feedback --- p.162 / APPENDICES / Appendix A Student Questionnaire --- p.171 / Appendix B Student Interview Guide --- p.176 / Appendix C Teacher Interview Guide --- p.177 / Appendix D Text Analysis Guide --- p.178 / Appendix E Consent Letter (to students) --- p.179 / Appendix F Consent Letter (to instructors) --- p.181 / Appendix G Response Rate and Characteristics of Student Respondents of Student Questionnaires --- p.183