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

"Sept 2004." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 308-321). / 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.

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

This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methods / English Studies / D. Litt. et Phil. (English)

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

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

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education