Chu Shun-lung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 118-126). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEGEMENTS --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Further description of the problem and objectives of the study --- p.2 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- The language situation in Hong Kong --- p.5 / Chapter 2.1.1 --- The role of English in Hong Kong --- p.5 / Chapter 2.1.2 --- The education system in Hong Kong --- p.9 / Chapter 2.1.2.1 --- The medium of instruction --- p.9 / Chapter 2.1.2.2 --- The banding system --- p.13 / Chapter 2.1.2.3 --- The examination-oriented curriculum --- p.15 / Chapter 2.1.3 --- Motivation of Hong Kong students in English learning --- p.17 / Chapter 2.2 --- The Native-speaking English Teacher (NET) Scheme --- p.19 / Chapter 2.2.1 --- Longitudinal review of the development --- p.20 / Chapter 2.2.2 --- Critical analysis of the scheme --- p.27 / Chapter 2.2.2.1 --- Local teachers' complaints --- p.27 / Chapter 2.2.2.2 --- The NETs' comments --- p.30 / Chapter 2.2.2.3 --- Views expressed by the school authorities --- p.33 / Chapter 2.2.2.4 --- An ideal model --- p.35 / Chapter CHAPTER 3 --- DATA COLLECTION --- p.36 / Chapter 3.1 --- Research in education --- p.36 / Chapter 3.1.1 --- Primary vs. Secondary research --- p.36 / Chapter 3.1.2 --- Qualitative vs. Quantitative research --- p.36 / Chapter 3.1.3 --- The Case Study research approach --- p.37 / Chapter 3.1.3.1 --- The Case Study: Qualitative perspective --- p.37 / Chapter 3.1.3.2 --- The Case Study: Qualitative-Quantitative perspective - --- p.38 / Chapter 3.1.3.3 --- Influence from other disciplines --- p.38 / Chapter 3.1.3.4 --- Intrinsic vs. Instrumental study --- p.39 / Chapter 3.1.3.5 --- Six different types --- p.39 / Chapter 3.1.3.6 --- Merits and limitations of the Case Study --- p.40 / Chapter 3.1.3.7 --- Grey area? --- p.44 / Chapter 3.1.4 --- The Case Study approach for investigating the NET scheme ´ؤ´ؤ --- p.44 / Chapter 3.2 --- Selection of subjects for the study --- p.45 / Chapter 3.2.1 --- The selection process --- p.45 / Chapter 3.2.2 --- Description of subjects --- p.46 / Chapter 3.3 --- Procedures of the study --- p.46 / Chapter CHAPTER 4 --- RESULTS --- p.51 / Chapter 4.1 --- Students' questionnaires --- p.51 / Chapter 4.2 --- NETs´ة questionnaires --- p.58 / Chapter CHAPTER 5 --- ANALYSIS OF RESULTS AND DISCUSSION ´ؤ´ؤ --- p.60 / Chapter 5.1 --- Descriptions of the four cases --- p.60 / Chapter 5.1.1 --- Teacher A - a successful demonstrator --- p.60 / Chapter 5.1.2 --- Teacher B-a depressed survivor --- p.63 / Chapter 5.1.3 --- Teacher C - a well-prepared adaptation --- p.67 / Chapter 5.1.4 --- Teacher D-a problematic adaptation --- p.70 / Chapter 5.2 --- Implications from the cases - --- p.72 / Chapter 5.2.1 --- Cultural adaptation in Hong Kong --- p.72 / Chapter 5.2.2 --- School adaptation --- p.74 / Chapter 5.2.2.1 --- Relationship with local teachers --- p.75 / Chapter 5.2.2.2 --- Allocation of duties --- p.77 / Chapter 5.2.2.3 --- Team-teaching - --- p.78 / Chapter 5.2.3 --- Classroom adaptation --- p.81 / Chapter 5.2.3.1 --- Class size --- p.81 / Chapter 5.2.3.2 --- Classroom management --- p.82 / Chapter 5.2.3.3 --- Teaching styles --- p.85 / Chapter 5.2.3.4 --- Students' perspectives --- p.88 / Chapter 5.2.4 --- Positive experience --- p.90 / Chapter 5.3 --- The induction programme - - --- p.91 / Chapter 5.3.1 --- The design of the induction programme --- p.91 / Chapter 5.2.3 --- Comments and suggestions --- p.93 / Chapter 5.4 --- Recommendations for the improvement of the NET scheme --- p.97 / Chapter 5.4.1 --- The Education Department --- p.97 / Chapter 5.4.1.1 --- The recruitment process --- p.98 / Chapter 5.4.1.2 --- Allocation of schools --- p.100 / Chapter 5.4.1.3 --- Communication with the NETs --- p.101 / Chapter 5.4.1.4 --- Urgency for reform --- p.102 / Chapter 5.4.2 --- The school authorities --- p.104 / Chapter 5.4.2.1 --- The role of the NETs in the school --- p.105 / Chapter 5.4.2.2 --- The value of team-teaching --- p.106 / Chapter 5.4.3 --- The NETs --- p.106 / Chapter 5.4.3.1 --- Cultivation of social circle --- p.107 / Chapter 5.4.3.2 --- Gaining support from local colleagues --- p.107 / Chapter 5.4.3.3 --- Participation in extra-curricular activities --- p.107 / Chapter 5.5 --- The value of the NET scheme --- p.108 / Chapter CHAPTER 6 --- CONCLUSION --- p.110 / Chapter 6.1 --- Pedagogical implications --- p.110 / Chapter 6.1.1 --- Understanding of the learners --- p.110 / Chapter 6.1.2 --- Adaptation of the teaching style --- p.111 / Chapter 6.2 --- Limitations of the present study --- p.112 / Chapter 6.3 --- Implications for further research --- p.114 / Chapter 6.4 --- Summary and conclusion --- p.115 / BIBLIOGRAPHY --- p.118 / APPENDICES --- p.127 / TABLE OF CONTENTS --- p.128 / APPENDIX A GENERAL TABLES --- p.129 / APPENDIX B GENERAL FIGURES --- p.136 / APPENDIX C FORMS --- p.138 / APPENDIX D QUESTIONNAIRE FOR STUDENTS --- p.145 / APPENDIX E QUESTIONNAIRE FOR TEACHERS --- p.149 / APPENDIX F QUESTIONNAIRE FROM 'YOUNG POST' --- p.154 / APPENDIX G STATISTICAL RESULTS --- p.157 / APPENDIX H TRANSCRIPTS OF INTERVIEWS --- p.196

Cheung Yin Ling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 115-125). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Research --- p.3 / Chapter 1.4 --- Organization of the Thesis --- p.4 / Chapter 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Changing Ideas on the Interpretation of Native and Non-native Speakers of English --- p.5 / Chapter 2.1.1 --- The Native Speaker Construct --- p.5 / Chapter 2.1.2 --- The Non-native English Speaker Construct --- p.9 / Chapter 2.1.3 --- The Researcher's Present Position --- p.10 / Chapter 2.1.4 --- Standard English and Varieties --- p.11 / Chapter 2.2 --- Current Issues on Native and Non-native Speakersin English Language Teaching --- p.13 / Chapter 2.2.1 --- ESL Students' Reaction to Accent Differences --- p.13 / Chapter 2.2.2 --- Who are More Successful? The Native Teachers or The Non-native Teachers? --- p.15 / Chapter 2.3 --- Chapter Summary --- p.22 / Chapter 3 --- DESIGN OF THE STUDY --- p.24 / Chapter 3.1 --- Introduction --- p.24 / Chapter 3.2 --- Survey Research --- p.25 / Chapter 3.3 --- The Value of Survey Research --- p.25 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Instruments Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.28 / Chapter 3.6 --- Pilot Study --- p.29 / Chapter 3.7 --- Instruments --- p.29 / Chapter 3.7.1 --- The Questionnaire --- p.29 / Chapter 3.7.2 --- The Interview --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-classroom-Observation Interview --- p.33 / Chapter 3.8 --- Subjects --- p.35 / Chapter 3.8.1 --- The Institutions Chosen for the Study --- p.35 / Chapter 3.8.2 --- The Sampling of Subjects --- p.36 / Chapter 3.9 --- Chapter Summary --- p.38 / Chapter 4 --- FINDINGS --- p.39 / Chapter 4.1 --- Introduction --- p.39 / Chapter 4.2 --- Student Perspective --- p.39 / Chapter 4.2.1 --- Questionnaire Survey --- p.39 / Chapter 4.2.2 --- Interviews --- p.50 / Chapter 4.3 --- Teacher Perspective --- p.62 / Chapter 4.3.1 --- Questionnaire Survey --- p.62 / Chapter 4.3.2 --- Interviews --- p.66 / Chapter 4.4 --- Classroom Observations --- p.74 / Chapter 4.4.1 --- Observations of Lectures --- p.74 / Chapter 4.4.2 --- Post-classroom-Observation Interviews with Students --- p.76 / Chapter 4.5 --- Chapter Summary --- p.77 / Chapter 5 --- DISCUSSION --- p.80 / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Students' Perceptions of the NESTS and the Non-NESTs in terms of Pedagogy and Knowledge of Applied Linguistics --- p.82 / Chapter 5.3 --- Strengths and Weaknesses of the NESTS and the Non-NESTs --- p.89 / Chapter 5.4 --- Motivational Strategies in the Teaching of English --- p.96 / Chapter 5.5 --- Discrimination against the Non-NESTs in Hong Kong and Suggestions to Reduce Such Discrimination --- p.100 / Chapter 5.6 --- Chapter Summary --- p.106 / Chapter 6 --- CONCLUSION --- p.107 / Chapter 6.1 --- Introduction --- p.107 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.107 / Chapter 6.3 --- Limitations of the Study --- p.110 / Chapter 6.3.1 --- Research Design --- p.110 / Chapter 6.3.2 --- Sample --- p.111 / Chapter 6.3.3 --- Generalizability of Findings --- p.111 / Chapter 6.4 --- Pedagogical Implications --- p.112 / Chapter 6.4.1 --- Students Should be Made Aware of Hong Kong Accented English --- p.112 / Chapter 6.4.2 --- The Importance of Intelligibility of English --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Chapter 7 --- BIBLIOGRAPHY --- p.115 / Appendices / Chapter Appendix A. --- Sample of Student's Questionnaire --- p.126 / Chapter Appendix B. --- Sample of Teacher's Questionnaire --- p.130 / Chapter Appendix C. --- Student Questionnaire Data --- p.132 / Chapter Appendix D. --- Teacher Questionnaire Data --- p.145 / Chapter Appendix E. --- Consent Letter --- p.150 / Chapter Appendix F. --- Questions for Student's Interview --- p.151 / Chapter Appendix G. --- Questions for Teacher's Interview --- p.152 / Chapter Appendix H. --- Full Transcripts (Student's Interview) --- p.153 / Chapter Appendix I. --- Full Transcripts (Teacher's Interview) --- p.190 / Chapter Appendix J. --- Categorization of Data (Student's Interview) --- p.228 / Chapter Appendix K. --- Categorization of Data (Teacher's Interview) --- p.248 / Chapter Appendix L. --- Classroom Observation Form --- p.294 / Chapter Appendix M. --- Questions for Post-classroom-Observation Interview --- p.296 / Chapter Appendix N. --- Summary of Data Gathered from Post-classroom-observation Interview --- p.297 / Chapter Appendix O. --- ELT 1106 Lecture Notes (Week 1 - Week 5) --- p.303

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

Lee Ka Man Kathy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 115-120). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENT --- p.iv / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- Status of English in Hong Kong --- p.1 / Chapter 1.1.2 --- Falling Standard of Students' English in Hong Kong --- p.2 / Chapter 1.1.3 --- Solutions Offered --- p.4 / Chapter 1.1.3.1 --- New Requirement for English Teachers --- p.4 / Chapter 1.1.3.2 --- The NET Scheme --- p.5 / Chapter 1.1.4 --- History of the NET Scheme --- p.6 / Chapter 1.1.5 --- Background of NETs --- p.9 / Chapter 1.1.6 --- Comments of the NET Scheme --- p.9 / Chapter 1.2 --- Purpose of the Study --- p.11 / Chapter 1.3 --- Significance of the Research --- p.11 / Chapter 1.4 --- Organization of the Thesis --- p.12 / Chapter Chapter 2 --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Clarification of Selected Key Terms --- p.13 / Chapter 2.2 --- Acculturation Models --- p.14 / Chapter 2.2.1 --- Movement of Acculturation --- p.15 / Chapter 2.3 --- Past Studies --- p.18 / Chapter 2.3.1 --- Education Convergence Survey --- p.18 / Chapter 2.3.2 --- Lo's Study --- p.18 / Chapter 2.3.3 --- Chu's Study --- p.19 / Chapter 2.3.4 --- Shum's Study --- p.19 / Chapter 2.3.5 --- SPACE Research --- p.20 / Chapter 2.3.6 --- Green's Study --- p.21 / Chapter 2.3.7 --- The Study by Storey et al. --- p.21 / Chapter 2.4 --- Research Gap --- p.23 / Chapter Chapter 3 --- METHOODOLOGY --- p.25 / Chapter 3.1 --- Introduction --- p.25 / Chapter 3.2 --- Multiple-case Study --- p.25 / Chapter 3.3 --- The Value of Case Study Approach --- p.26 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Data Gathering Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.27 / Chapter 3.6 --- Pilot Study --- p.28 / Chapter 3.7 --- Instruments --- p.30 / Chapter 3.7.1 --- Questionnaire --- p.30 / Chapter 3.7.2 --- Interviews --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-observation Interview --- p.31 / Chapter 3.8 --- Subjects --- p.32 / Chapter 3.9 --- Data Analysis --- p.33 / Chapter 3.10 --- Chapter Summary --- p.32 / Chapter Chapter 4 --- FINDINGS --- p.36 / Chapter 4 --- Challenges and Strategies --- p.36 / Chapter 4.1 --- Students --- p.36 / Chapter 4.1.1 --- Large Class Size --- p.36 / Chapter 4.1.2 --- Discipline --- p.37 / Chapter 4.1.3 --- Lack of Motivation --- p.39 / Chapter 4.1.4 --- Low Level of English --- p.40 / Chapter 4.1.5 --- Special Needs --- p.43 / Chapter 4.2 --- Administration --- p.44 / Chapter 4.2.1 --- Staff Meeting --- p.44 / Chapter 4.2.2 --- Protocol and Procedures --- p.45 / Chapter 4.2.3 --- Evaluation of Teaching --- p.46 / Chapter 4.3 --- School Culture --- p.46 / Chapter 4.3.1 --- Non-teaching Duties --- p.47 / Chapter 4.3.2 --- Workload --- p.48 / Chapter 4.3.3 --- Stress --- p.51 / Chapter 4.3.4 --- Streaming Students --- p.52 / Chapter 4.3.5 --- Changing Classroom --- p.52 / Chapter 4.3.6 --- Education Philosophy --- p.53 / Chapter 4.3.7 --- Staff Room Atmosphere --- p.56 / Chapter 4.4 --- Communication --- p.56 / Chapter 4.4.1 --- Initiating Communication --- p.57 / Chapter 4.4.2 --- Abruptness --- p.58 / Chapter 4.4.3 --- Communication Between EMB and Schools --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter 4.6 --- Chapter Summary --- p.59 / Chapter Chapter 5 --- Discussion and Analysis --- p.61 / Chapter 5.1 --- Review of Kim's Adaptation Model --- p.61 / Chapter 5.2 --- Stranger's background --- p.63 / Chapter 5.2.1 --- Preparedness for Change --- p.64 / Chapter 5.2.1.1 --- Contact with Previous NET --- p.65 / Chapter 5.2.1.2 --- Previous Knowledge about Hong Kong --- p.66 / Chapter 5.2.2 --- Expectations --- p.67 / Chapter 5.2.2.1 --- Roles --- p.67 / Chapter 5.2.2.2 --- Students' level of English --- p.69 / Chapter 5.2.3 --- Motivation --- p.70 / Chapter 5.2.3.1 --- Goals --- p.70 / Chapter 5.2.4 --- Identity Flexibility --- p.72 / Chapter 5.2.5 --- Working Experience --- p.73 / Chapter 5.2.5.1 --- Intercultural Teaching Experience --- p.74 / Chapter 5.2.5.2 --- Experience with Asian Students --- p.75 / Chapter 5.2.5.3 --- Homogeneous Grouping --- p.76 / Chapter 5.2.5.4 --- Experience in low-banded schools --- p.78 / Chapter 5.2.5.5 --- Teaching Philosophy --- p.79 / Chapter 5.2.6 --- Personality --- p.80 / Chapter 5.2.7 --- Demographic Aspects --- p.82 / Chapter 5.2.7.1 --- Age --- p.82 / Chapter 5.2.7.2 --- Education --- p.83 / Chapter 5.2.7.2.1 --- Language Ability --- p.83 / Chapter 5.2.7.2.2 --- Higher Education --- p.84 / Chapter 5.3 --- Host Environment --- p.85 / Chapter 5.3.1 --- Host Similarity --- p.85 / Chapter 5.3.2 --- Interaction Potential --- p.88 / Chapter 5.3.3 --- Host Attitudes --- p.89 / Chapter 5.3.4 --- Demand for Conformity --- p.91 / Chapter 5.4 --- Communication --- p.93 / Chapter 5.4.1 --- Mass Communication --- p.94 / Chapter 5.4.2 --- Interpersonal Communication --- p.95 / Chapter 5.4.2.1 --- Amount of Interpersonal Contacts --- p.96 / Chapter 5.4.2.2 --- Quality of Interpersonal Contacts --- p.98 / Chapter 5.5 --- Conclusion --- p.99 / Chapter 5.6 --- Chapter Summary --- p.103 / Chapter Chapter 6 --- Conclusion --- p.105 / Chapter 6.1 --- Introduction --- p.105 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.105 / Chapter 6.3 --- Implications --- p.109 / Chapter 6.4 --- Limitations of the Study --- p.111 / Chapter 6.4.1 --- Research Design --- p.112 / Chapter 6.4.2 --- Sample --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Bibliography --- p.115

For the domain of compensation structure, the three factors extracted from the alternative bases for paying teachers including differential pay, competencies pay and teach load pay are significant predictors of their retention tendency. / For the domain of working conditions for teachers, the results show that the classroom teaching conditions and the school support are two extracted factors that have predictive effects on the retention tendency of English subject teachers in Hong Kong. / Teachers and teacher salaries are the two major scarce resources in the provision of education. Teacher shortage problems are common and have been a concern in nearly all countries. High teacher attritions other than retirement have called public and government attention in enhancing retention of teachers as a way to solve teacher shortage problems. The shortage of teachers varies with subjects and levels. In Hong Kong, the shortage of quality English teachers has long been a social concern because of the importance for its citizen to attain high English proficiency levels to maintain the competitiveness as an international city. / The predictors in the personal variables domain are: Major in English, professionally trained and taking professional development programmes. (Abstract shortened by UMI.) / The purpose of this study is to investigate the predictors affecting the retention tendency of inservice English teachers in Hong Kong secondary schools from the labour economics perspective with a quantitative survey. Through a more thorough understanding of the predictors affecting their retention tendency, policies can be formulated with a view to enhancing the retention of English subject teachers. The survey was carried out in September, 2002. Questionnaires were sent to 111 publicly funded secondary schools in Hong Kong. A total of 490 completed questionnaires have been collected from an estimated sample size of 1332 English subject teachers in Hong Kong secondary schools. The response rate is 36.8%. / The results show that three domains of predictors: compensation structure, working conditions and personal variables affect the retention tendency of English teachers to continue teaching English. The variance explained by the whole model is 0.211. / Ko Kwok-wai. / "July 2003." / Adviser: Yue Ping Chung. / Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2391. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 294-313). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: The effects of compensation structure and working conditions on the retention tendency of English subject teachers in Hong Kong secondary schools (China) / 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 dissertations and theses, [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.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics