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

by Lee May Tin. / Includes qestionnaire in Chinese. / Thesis (M.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves [30-34] (2nd gp.)). / List of Tables / Chapter CHAPTER1 --- Description of the Study --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aims and Scope --- p.3 / Chapter 1.3 --- Outline of the Dissertation --- p.4 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter CHAPTER2 --- Review of Related Literature --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Language for the Purpose of Communication --- p.6 / Chapter 2.2.1 --- New Dimensions in the Theories of Language Teaching --- p.6 / Chapter 2.2.2 --- Communicative Competence --- p.9 / Chapter 2.2.3 --- Communicative Language Teaching --- p.16 / Chapter 2.3 --- Changes in the Perspectives of Syllabus Design --- p.23 / Chapter 2.3.1 --- Curriculum vs Syllabus Design --- p.23 / Chapter 2.3.2 --- Language-centred Syllabuses --- p.28 / Chapter 2.3.3 --- Learner-centred Syllabuses --- p.30 / Chapter 2.4 --- Needs Analysis in Adult Migrant Programmes --- p.37 / Chapter 2.4.1 --- Needs Analysis --- p.37 / Chapter 2.4.2 --- Adult Learners --- p.43 / Chapter CHAPTER3 --- Research Design and Procedure --- p.47 / Chapter 3.1 --- Introduction --- p.47 / Chapter 3.2 --- Survey Objectives --- p.48 / Chapter 3.3 --- The Subjects --- p.50 / Chapter 3.3.1 --- Phase I Subjects --- p.50 / Chapter 3.3.2 --- Phase II Subjects --- p.51 / Chapter 3.3.3 --- Phase III Subjects --- p.52 / Chapter 3.4 --- Design of Questionnaires & Data Collection --- p.55 / Chapter 3.4.1 --- Phase I: Preparation & Formulation of Questionnaire Draft --- p.56 / Chapter 3.4.2 --- Phase II: Design of Questionnaire I --- p.56 / Chapter 3.4.3 --- Phase III: Questionnaire II --- p.57 / Chapter CHAPTER4 --- Results of the Survey --- p.61 / Chapter 4.1 --- Results of Questionnaire I (Phase II) --- p.61 / Chapter 4.1.1 --- Importance Ratings of Communication Situations (CSs) by High Proficiency Subjects (HPSs) --- p.61 / Chapter 4.1.2 --- Suggestions of Additional CSs --- p.63 / Chapter 4.2 --- Results of Questionnaire II (Phase III) --- p.65 / Chapter 4.2.1 --- Importance Ratings of CSs by Low Proficiency Subjects (LPSs) --- p.66 / Chapter 4.2.2 --- Frequency Ratings of CSs being encountered by LPSs --- p.67 / Chapter 4.2.3 --- Self-Perception of Language Ability in Coping with the CSs by LPSs --- p.69 / Chapter 4.2.4 --- " A Master List of Ratings of CSs by Importance, Frequency & Perceived Language Ability" --- p.71 / Chapter 4.2.5 --- The Correlation between Importance and Frequency Ratings along each CS --- p.73 / Chapter 4.2.6 --- A Comparison of Importance Ratings of CSs between Male and Female LPSs --- p.74 / Chapter 4.2.7 --- A Comparison of Frequency Ratings of CSs between Male and Female LPSs --- p.79 / Chapter 4.2.8 --- A Comparison of Self-Perception of Language Ability in Handling the CSs between Male and Female LPSs --- p.84 / Chapter 4.2.9 --- Priority of Language Skill Improvements --- p.88 / Chapter 4.2.10 --- Preference in Timetable Arrangements --- p.89 / Chapter 4.2.11 --- Preference for Chinese or Native Speakers of English as Instructors --- p.90 / Chapter 4.2.12 --- Summary of Results --- p.91 / Chapter CHAPTER5 --- Discussions & Implications --- p.94 / Chapter 5.1 --- Introduction --- p.94 / Chapter 5.2 --- The Nature of the Syllabus Content --- p.94 / Chapter 5.3 --- The Selection of Subject Matter in the Syllabus --- p.95 / Chapter 5.4 --- The Sequence of Content in the Syllabus --- p.96 / Chapter 5.5 --- The Level of Language to be Introduced --- p.97 / Chapter 5.6 --- Separate Programmes for Specific Learner Groups --- p.98 / Chapter 5.7 --- Learners' Input to Designing a Programme --- p.99 / Chapter CHAPTER6 --- A Theoretical-cum-Practical Proposal for Designing a Language Programme for Adult Chinese Immiqrants --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Setting Up a Course --- p.102 / Chapter 6.2.1 --- Step 1: Needs Survey --- p.104 / Chapter 6.2.2 --- " Step 2: Analysis of Survey Returns In Terms of Importance, Frequency, Language Ability and Biographical Data" --- p.105 / Chapter 6.2.3 --- Step 3: Definition of Course Objectives --- p.107 / Chapter 6.2.4 --- Step 4: Design of Syllabus Content in Modules --- p.107 / Chapter 6.2.5 --- Step 5: Time Schedule of the Course --- p.110 / Chapter 6.2.6 --- Step 6: Decision on the First Five Modules to be Taught and Teachers' Training --- p.112 / Chapter 6.2.7 --- Step 7: Grouping of Learners --- p.113 / Chapter 6.2.8 --- Step 8: Classroom Teaching & Learning --- p.115 / Chapter 6.2.9 --- Step 9: Feedback & Evaluation --- p.115 / Chapter 6.2.10 --- Step 10: Negotiations --- p.117 / Chapter 6.2.11 --- Step 11: Final Evaluation --- p.118 / Chapter CHAPTER7 --- " Conclusion, Limitation & Future Research" --- p.121 / Chapter 7.1 --- Conclusion --- p.121 / Chapter 7.2 --- Limitations of the Survey --- p.123 / Chapter 7.3 --- Suggestions for Future Studies --- p.124 / APPENDICES --- p.125 / Chapter A --- Questionnaire I (draft) --- p.A-l / Chapter B --- Questionnaire I (revised) --- p.B-l / Chapter C --- Questionnaire II (English Version) --- p.C-l / Chapter D --- Questionnaire II (Chinese Version) --- p.D-l / Chapter E --- Design of a CS Module --- p.E-1 / Chapter F --- Suggested Questions for Feedback and Evaluation Questionnaire --- p.F-l / Chapter G --- Suggested Questions for Final Evaluation --- p.G-l / REFERENCES --- p.R-I

Lui, Hong Yee Kelvin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 169-178). / Abstracts in English and Chinese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.iii / ACKNOWLEDGMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Rationale of the Study --- p.1 / Chapter 1.2 --- Context of the Study --- p.2 / Chapter 1.2.1 --- India as a Multilingual Country --- p.3 / Chapter 1.2.2 --- The Language Situation in Hong Kong - a Macro-Sociolinguistic Perspective --- p.5 / Chapter 1.3 --- The Indian Community in Hong Kong --- p.6 / Chapter 1.4 --- Research Questions --- p.8 / Chapter 1.5 --- Organisation of Thesis --- p.10 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- "Globalisation, Migration and Multilingualism" --- p.11 / Chapter 2.2.1 --- Conceptualising Globalisation --- p.12 / Chapter 2.2.2 --- Mapping Theories of Transnational Migration --- p.13 / Chapter 2.2.3 --- "Globalisation, Multilingualism and English as a Lingua Franca" --- p.15 / Chapter 2.3 --- Language and Identity --- p.17 / Chapter 2.3.1 --- Conceptualising Identity --- p.18 / Chapter 2.3.2 --- Different Approaches to Identity --- p.18 / Chapter 2.3.2.1 --- The Variationist Approach to Identity --- p.19 / Chapter 2.3.2.2 --- The Sociopsychological Approach to Identity --- p.20 / Chapter 2.3.2.3 --- The Poststructuralist Approach to Identity --- p.21 / Chapter 2.3.3 --- Types of Identity Ascriptions and Affiliations --- p.22 / Chapter 2.3.3.1 --- National and Ethnic Identities --- p.23 / Chapter 2.3.3.2 --- Language identity --- p.24 / Chapter 2.3.3.3 --- Migrant identity --- p.25 / Chapter 2.3.4 --- Identity in Discourse: Analytical Frameworks --- p.26 / Chapter 2.3.4.1 --- The Positioning Theory --- p.27 / Chapter 2.3.4.2 --- The Stancetaking Theory --- p.28 / Chapter 2.4 --- Language Ideology --- p.30 / Chapter 2.5 --- Previous Research on Negotiation of Identities in Multilingual Context---- --- p.32 / Chapter 2.6 --- The Problematic Concept of Mother Tongue --- p.34 / Chapter 2.7 --- Summary --- p.35 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Restatement of Research Aims --- p.37 / Chapter 3.3 --- Research Design --- p.39 / Chapter 3.4 --- Pre-Study Fieldwork --- p.42 / Chapter 3.5 --- Participants --- p.44 / Chapter 3.6 --- Data Collection --- p.45 / Chapter 3.6.1 --- Questionnaire Survey --- p.45 / Chapter 3.6.1.1 --- Piloting for Questionnaire Survey --- p.47 / Chapter 3.6.2 --- Semi-Structured Interviews --- p.48 / Chapter 3.6.2.1 --- Selection Criteria for Participants in Semi-Structured Interviews --- p.49 / Chapter 3.6.2.2 --- Piloting for Semi-Structured Interviews --- p.50 / Chapter 3.6.3 --- Multiple-Case Study --- p.52 / Chapter 3.6.3.1 --- Selection Criteria for Focal Participants --- p.53 / Chapter 3.6.3.2 --- Language-Diary Study and Diary-Focused Interviews --- p.55 / Chapter 3.6.3.3 --- Unstructured Interviews --- p.56 / Chapter 3.6.3.4 --- Piloting for Language-Diary Study and Diary-Focused Interviews --- p.57 / Chapter 3.7 --- Data analysis --- p.58 / Chapter 3.8 --- Validity and Triangulation --- p.60 / Chapter 3.9 --- Summary --- p.61 / Chapter CHAPTER 4 --- GROUNDWORK FOR CASE STUDIES / Chapter 4.1 --- Introduction --- p.63 / Chapter 4.2 --- Demographic Data --- p.63 / Chapter 4.3 --- Mapping the Terrain - Analysis of Survey Results --- p.66 / Chapter 4.3.1 --- Language Repertoire --- p.67 / Chapter 4.3.2 --- Language Competencies --- p.69 / Chapter 4.3.3 --- Language Choice Patterns --- p.72 / Chapter 4.3.4 --- Identity and Sense of Belonging --- p.78 / Chapter 4.4 --- Synopsis of Focal Cases --- p.82 / Chapter 4.4.1 --- Profiling Takesh --- p.82 / Chapter 4.4.2 --- Profiling Santhosh --- p.83 / Chapter 4.4.3 --- Profiling Rishaana --- p.83 / Chapter 4.5 --- Summary * --- p.84 / Chapter CHAPTER 5 --- INDIA AT HEART - THE CASE OF TAKESH / Chapter 5.1 --- Introduction --- p.85 / Chapter 5.2 --- Overview of Takesh's Life History and Sociolinguistic Background --- p.85 / Chapter 5.3 --- """I've been living in Hong Kong but I still consider myself an Indian"" - Maintenance of Indian Identity" --- p.87 / Chapter 5.4 --- "Self Identification as Chinese in Relation to the Non-Cantonese Speaking Ethnic Minority ""Other""'" --- p.93 / Chapter 5.5 --- """Home is already the place I use Tamil for 24 hours"" - Compartmentalisation of Language Choice" --- p.100 / Chapter 5.6 --- Takesh: At Home in India and Hong Kong --- p.105 / Chapter CHAPTER 6 --- "INDIAN NATIONALITY, HONG KONG IDENTITY? THE CASE OF SANTHOSH" / Chapter 6.1 --- Introduction --- p.106 / Chapter 6.2 --- Overview of Santhosh's Life History and Sociolinguistic Background --- p.106 / Chapter 6.3 --- """I'm not into ancestors' stuff'-Negotiating Distance from Heritage" --- p.108 / Chapter 6.4 --- """My Putonghua is Better than my Tamil"" - Ideology and Identity in Construction of Self-" --- p.115 / Chapter 6.5 --- Simultaneous Construction of an English Speaking Identity --- p.120 / Chapter 6.6 --- Santhosh: Only At Home in Hong Kong --- p.127 / Chapter CHAPTER 7 --- INDIAN IDENTITY WITHOUT AN INDIAN LANGUAGE? THE CASE OF RISHAANA / Chapter 7.1 --- Introduction --- p.129 / Chapter 7.2 --- Overview of Rishaana's Life History and Sociolinguistic Background --- p.129 / Chapter 7.3 --- "Construction of a Monolingual, Multicultural Identity - School and Individual Ideologies" --- p.131 / Chapter 7.4 --- """Tamil is important when it is considered with a bunch of other things"": Negotiating Proximity with Heritage With or Without Language" --- p.136 / Chapter 7.5 --- """Without it, I'd be less Indian"" - Classical Arts Substituting Tamil as Symbolic Marker of Tamil/ Indian Identity" --- p.141 / Chapter 7.6 --- "Mother as the ""Other"" - Discursive Construction of a Transnational Youth Identity in Interaction" --- p.145 / Chapter 7.7 --- Rishaana: Interpreting an Alternative Indian Identity --- p.149 / Chapter CHAPTER 8 --- CONCLUSION / Chapter 8.1 --- Overview --- p.150 / Chapter 8.2 --- Findings to Research Questions ´Ø --- p.150 / Chapter 8.2.1 --- Findings to Research Question (1) - Language Repertoire and Choice --- p.151 / Chapter 8.2.2 --- Findings to Research Question (2) - Identity Negotiation in a Transnational Context --- p.153 / Chapter 8.2.3 --- Findings to Research Question (3) - Language Ideology --- p.158 / Chapter 8.3 --- Empirical Significance of the Study --- p.161 / Chapter 8.4 --- Methodological Significance of the Study --- p.164 / Chapter 8.5 --- Limitations and Directions for Future Studies --- p.165 / References --- p.169 / Chapter Appendix A - --- Questionnaire Survey --- p.180 / Chapter Appendix B - --- Interview Guide for Semi-Structured Interview --- p.185 / Chapter Appendix C - --- Language-Diary Entry --- p.190

published_or_final_version / Education / Master / Master of Education