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Writing research articles in English is a common requirement in doctoral studies in the natural sciences; however, learning to write the research article genre is challenging, particularly in a foreign language (L2). A potential resource for learning the RA genre is giving and receiving peer review. L2 writers at the undergraduate level have been found to benefit from PR, but less  is known about the learning of L2 writers at the graduate level who are writing for specialized discourse communities. The aim of this dissertation is to describe how a group of L2 doctoral students in the natural sciences used online peer review in a research writing course. Inductive analysis was used to categorize the kinds of review comments that 11 course participants gave and received. In another study, three students’ revised texts were analyzed in detail to see how they used peer comments. To explore  students’ perceptions of using the PR activity, pre and post course interviews were inductively analyzed.  Findings were interpreted using Vygotskian constructs of learning in order to see where mediation likely occurs.  The combined studies suggest that reviewers adopted roles that influenced what they noticed, analyzed and languaged. As a group, they focused on the lexical and syntactic precision of peers’ texts, as well as the organization, cohesion, voice, stance and research knowledge. Writers used the intent of the review comments approximately 40 percent of the time, but this usage reflected only a small portion of the writers’ revision activities that occurred in response to review.  Other activities included composing, re-writing, investigating, interviewing outsiders, and re-ordering the texts.  Writers found precision and organizational comments most useful. Findings from these combined studies indicate that peer review can be a potentially powerful tool for doctoral students to familiarize themselves with discipline-specific research articles.

Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

This paper seeks to provide a comprehensive overview of current literature regarding technological tools such as Wikis for their use in second language collaborative writing instruction. Some trends that have been identified in technology use for collaborative writing in the second language classroom are that students generally enjoy the technology coupled with group work, and that scaffolding between more and less advanced learners tends to occur when using these online tools. Some areas remain unclear, however, with varying results in several studies as to the quantitative effects on second language acquisition of implementing Wikis and other online tools in group writing exercises. Additionally, freeloading has been observed in various studies, which presents second language teachers with a dilemma when deciding whether to incorporate new technological tools for group work in their classrooms. Finally, this paper provides some ideas for future research directions as well as some practical suggestions and implications for foreign language teachers who wish to utilize Wikis and other collaborative online tools. / text

Drawing upon the writing literature and the task-based language teaching literature, the study examined two cognitive complexity dimensions of L2 writing tasks: rhetorical task varying in reasoning demand and topic familiarity varying in the amount of direct knowledge of topics. Four rhetorical tasks were studied: narrative, expository, expo-argumentative, and argumentative tasks. Three topic familiarity tasks were investigated: personal-familiar, impersonal-familiar, and impersonal-less familiar tasks. Specifically, the study looked into the effects of these two cognitive complexity dimensions on L2 writing quality scores, their effects on complexity, accuracy, and fluency (CAF) of L2 production, and the predictive power of the CAF features on L2 writing scores for each task. Three hundred and seventy five Chinese university EFL students participated in the study, and each student wrote on one of the six writing tasks used to study the cognitive complexity dimensions. The essays were rated by trained raters using a holistic scale. Thirteen CAF measures were used, and the measures were all automated through computer tools. One-way ANOVA tests revealed that neither rhetorical task nor topic familiarity had an effect on the L2 writing scores. One-way MANOVA tests showed that neither rhetorical task nor topic familiarity had an effect on accuracy and fluency of the L2 writing, but that the argumentative essays were significantly more complex in global syntactic complexity features than the essays on the other rhetorical tasks, and the essays on the less familiar topic were significantly less complex in lexical features than the essays on the more familiar topics. All-possible subsets regression analyses revealed that the CAF features explained approximately half of the variance in the writing scores across the tasks and that writing fluency was the most important CAF predictor for five tasks. Lexical sophistication was however the most important CAF predictor for the argumentative task. The regression analyses further showed that the best regression models for the narrative task were distinct from the ones for the expository and argumentative types of tasks, and the best models for the personal-familiar task were distinct from the ones for the impersonal tasks.

黃孕祺. / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學藝術學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references. / Huang Yunqi. / Thesis (M.A.)--Xianggang Zhong wen da xue yi shu xue bu. / Chapter 第一章 --- 緒言 --- p.1 / Chapter 一 --- 甲骨學九十年 / Chapter 二 --- 回顧甲骨文書法研究 / Chapter 三 --- 本文旨要 / Chapter 第二章 --- 商殷文字 --- p.22 / Chapter 一 --- 漢字起源的臆說 / Chapter 二 --- 甲骨文與陶符 / Chapter 三 --- 甲骨文與玉文、金文 / Chapter 第三章 --- 占卜文化 --- p.48 / Chapter 一 --- 用龜、骨卜、龜卜與甲骨文字 / Chapter 二 --- 殷卜程序與甲骨文字 / Chapter 三 --- 甲骨書契的本質 / Chapter 第四章 --- 殷禮格局 --- p.78 / Chapter 一 --- 宗教的政治化 / Chapter 二 --- 宗教的道德化 / Chapter 三 --- 殷禮的「兩重」 / Chapter 第五章 --- 因形見意 --- p.113 / Chapter 一 --- 書寫構形的表意 / Chapter 二 --- 字體構造的表意 / Chapter 三 --- 視覺元素的表意 / Chapter 第六章 --- 書契筆法 --- p.146 / Chapter 一 --- 毛筆與刀筆 / Chapter 二 --- 執筆與用筆 / Chapter 三 --- 書寫與契刻 / Chapter 第七章 --- 結體章法 --- p.178 / Chapter 一 --- 字形異寫多體 / Chapter 二 --- 結體守常知變 / Chapter 三 --- 章法放中有矩 / Chapter 第八章 --- 書體研究 --- p.213 / Chapter 一 --- 甲骨斷代研究的「書體」 / Chapter 二 --- 「書體」的斷代功能 / Chapter 三 --- 甲骨學「書體J與藝術風格 / Chapter 第九章 --- 筆意風神 --- p.246 / Chapter 一 --- 一代書體 / Chapter 二 --- 書風範式 / Chapter 三 --- 地域風格 / Chapter 第十章 --- 結語 --- p.282 / Chapter 一 --- 從殷墟到周原 / Chapter 二 --- 從殷禮到儒、道 / Chapter 三 --- 從甲骨文字到書法藝術 / 徵引著錄簡稱表 --- p.309 / 主要參考書目 --- p.311 / 附圖 --- p.315 / 【圖二 . 1】新石器時代至商代陶符概覽 --- p.315 / 【圖二 . 2】商代玉文 --- p.316 / Chapter A --- 契刻玉文 / Chapter B --- 朱書玉文 / 【圖二 . 3】商代金文 --- p.317 / 【圖三.1】賈湖遣址之刻符龜甲 --- p.318 / 【圖四.1】鑽灼現兆記數刻辭的對稱關連 --- p.319 / 【圖五.1】小屯丙組基址全貌 --- p.320 / 【圖五.2】潤澤光亮的龜版 --- p.321 / 【圖五.3】龜腹甲部位、齒縫、盾紋圔 ´ؤ´ؤ --- p.322 / 【圖五.4】塗朱（《海》八） --- p.323 / 【圖五.5】塗黃（《海》二六） --- p.324 / 【圖五.6】「圖畫文字」 1、2 --- p.325 / 【圖五.7】「圖畫文字」3、4、5 --- p.326 / 【圖五.8】「圖畫文字」6、7 --- p.327 / 【圖六.1】「祀」字之陶片墨書與骨販刻字 --- p.328 / 【圖六.2】殷代刻刀 --- p.329 / 【圖六.3】殷代刻刀鋒刃的推測 --- p.330 / 【圖六.4】執刀法 --- p.331 / Chapter A --- 斜執法 / Chapter B --- 直執法 / 【圖六.5】甲骨文毛筆筆法 --- p.332 / Chapter A --- 筆順次第 / Chapter B --- 硃書 / Chapter C --- 墨書 / 【圖六.6】甲骨文契刀刀法 --- p.333 / Chapter A --- 雙刀施刻次第 / Chapter B --- 雙刀字溝 / Chapter C --- 圓底、平底字溝 / Chapter D --- 單刀字溝 / 【圖六.7】甲骨文契刻筆法示例 --- p.334 / Chapter A --- 「牢」 / Chapter B --- 「午」 / Chapter C --- 「七一六七六六貞吉」 / Chapter D --- 「亦」 / 【圖六.8】缺刻橫劃與先書後契例 --- p.335 / Chapter A --- 《粹》一一四 / Chapter B --- 《乙》六六六七 / 【圖六.9】甲骨文筆劃粗肥圓潤例 --- p.336 / 【圖七.1】結體蹙展變化例 --- p.337 / 【圖七.2】字筆M蹙展變化例 --- p.338 / 【圖七.3】字縱向蹙展變化例 --- p.339 / 【圖七.4】字橫向蹙展變化例 --- p.340 / 【圖七.5】字斜向蹙展變化例 --- p.341 / 【圖七.6】結體疏密變化例 --- p.342 / 【圖七.7】單體、兩部結構敧倒變化例 --- p.343 / 【圖七´Ø8】三部、包裹結構敧側變化例 --- p.344 / 【圖七.9】軸對稱、部份對稱敧側變化例 --- p.345 / 【圖七.10】重文結構敧側變化例 --- p.346 / 【圖七.11】開篇管領例 --- p.347 / 【圖七.12】行氣例 --- p.348 / 【圖七.13】行氣與物料關傺例 --- p.349 / 【圖七.14】鑽鑿、兆紋方向示意圖 --- p.350 / 【圖七.15】甲骨對稱卜用圖 --- p.351 / 【圖七.16】牛胛骨行文款式 --- p.352 / 【圖七.17】牛胛骨反面之整治與鑽鑿 --- p.353 / 【圖七.18】腹甲刻辭之先後關係 --- p.354 / 【圖七.19】腹甲同一事刻辭之相對關係 --- p.355 / 【圖七.20】腹甲刻辭行文方向 --- p.356 / 【圖八.1】董作賓「五期書體」舉例 --- p.357 / 【圖九.1】書風範式：宏放文雅 --- p.358 / 【圖九.2】書風範式：宏放野逸 --- p.359 / 【圖九.3】書風範式：謹嚴輕細 --- p.360 / 【圖九.4】書風範式：謹嚴重厚 --- p.361 / 【圖九.5】書風範式 --- p.362 / 【圖九.6】之書風類型 --- p.363 / 【圖九.7】之書風類型 --- p.364 / 【圖九.8】一版三種書風之例 --- p.365 / 【圖十.1】周原龜腹甲 --- p.366 / 【圖十.2】周原牛胛骨 --- p.367 / 【圖十.3】周原甲骨微刻及橫刻例 --- p.368 / Chapter A --- 放大約17倍甲片 / Chapter B --- 橫向縱行刻辭 / 【圖十.4】周原甲骨書風例 --- p.369 / 附表 --- p.370 / 【表一】殷代先公先王世条表 --- p.370 / 【表二】商周八卦符號登記表 --- p.371 / 【表三】甲骨文對稱字例 --- p.372 / 【表四】干支字早晚變化略表 --- p.377

康寶文. / 手稿本, 複本據手稿本影印. / Thesis (M.A.)--香港中文大學. / Shou gao ben, fu ben ju shou gao ben ying yin. / Includes bibliographical references (leaves 827-840). / Kang Baowen. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 秦始皇帝統一以前秦國古文字概述 / Chapter 第一節 --- 秦公鐘、簋與石鼓文 --- p.1 / Chapter 第二節 --- 詛楚文 --- p.31 / Chapter 第三節 --- 雲夢秦簡 --- p.57 / Chapter 第二章 --- 秦始皇刻石溯原 / Chapter 第一節 --- 巡行封禪 --- p.69 / Chapter 第二節 --- 刻石之形狀 --- p.77 / Chapter 第三節 --- 刻石之書者 --- p.85 / Chapter 第三章 --- 始皇刻石銘辭考釋 / Chapter 第一節 --- 繹山刻石考釋 始皇廾八年 --- p.90 / Chapter 第二節 --- 泰山刻石考釋 始皇廾八年 --- p.264 / Chapter 第三節 --- 琅邪臺刻石考釋 始皇廾八年 --- p.405 / Chapter 第四節 --- 之眾刻石考釋始 皇廾九年 --- p.502 / Chapter 第五節 --- 之眾東觀刻石考釋 始皇廾九年 --- p.530 / Chapter 第六節 --- 碣石門刻石考釋 始皇卅二年 --- p.551 / Chapter 第七節 --- 會稽刻石考釋 始皇卅七年 --- p.608 / Chapter 第八節 --- 其他秦始皇刻石存目 --- p.817 / Chapter 附錄一 --- 引用書目簡稱表 --- p.825 / Chapter 附錄二 --- 參考書目 --- p.827

李秀華. / 論文(博士)--香港中文大學藝術學部, 1998. / 附參考文獻. / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / 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. / Li Xiuhua. / Lun wen (Bo shi)--Xianggang Zhong wen da xue yi shu xue bu, 1998. / Fu can kao wen xian. / Zhong Ying wen zhai yao.

梁月娥. / "2011年8月". / "2011 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 217-248). / Abstract in Chinese and English. / Liang Yue'e. / 提要 --- p.i / 目錄 --- p.iv / 凡例 --- p.vi / Chapter 第一章 --- 緒論 --- p.7 / Chapter 一、 --- 《疏證》簡介 --- p.7 / Chapter 二、 --- 學界對《疏證》隨價 --- p.8 / Chapter 三、 --- 《疏證》的價値 --- p.11 / Chapter 四、 --- 硏究目的和方法 --- p.15 / Chapter 第二章 --- 字形方面的問題 --- p.16 / Chapter 一、 --- 誤收其他字形 --- p.16 / Chapter 二、 --- 對字形本身的認識有問題 --- p.39 / Chapter (一) --- 依從《說文》的誤釋 --- p.39 / Chapter (二) --- 混淆形近字 --- p.42 / Chapter (三) --- 對古文字中的字形混同現象認識不清 --- p.50 / Chapter (四) --- 混淆本字與假借字 --- p.52 / Chapter (五) --- 輕略字形在不同時代的演變 --- p.53 / Chapter (六) --- 忽略族名金文對理解字形的作用 --- p.56 / Chapter (七) --- 沒有溝通同一偏旁在不同字中的關係 --- p.58 / Chapter (八) --- 沒有結合字的用義來分析字形 --- p.61 / Chapter 第三章 --- 字義方面的問題 --- p.66 / Chapter 一、 --- 釋義有誤 --- p.66 / Chapter (一) --- 解釋造字本義有誤 --- p.66 / Chapter (二) --- 解釋用法有誤 --- p.70 / Chapter (1) --- 誤解上下文文意 --- p.70 / Chapter (2) --- 誤解古書詁訓 --- p.94 / Chapter (3) --- 誤解器物形制 --- p.103 / Chapter (4) --- 忽略與傳世文獻的對照 --- p.117 / Chapter (5) --- 忽略古文字的用字習慣 --- p.131 / Chapter 二、 --- 釋義不足 --- p.136 / Chapter (一) --- 缺釋造字本義 --- p.136 / Chapter (二) --- 說解字的用法有邊漏 --- p.140 / Chapter 第四章 --- 本人對部分字形造字本義和用法的新看法 --- p.146 / Chapter 一、 --- 造字本義 --- p.146 / Chapter 二、 --- 辭例脈 --- p.170 / Chapter 第五章 --- 與字音有關的問題 --- p.189 / Chapter 一、 --- 複輔音聲母對繫聯聲首的影響 --- p.189 / Chapter 二、 --- 記音錯誤 --- p.197 / Chapter 第六章 --- 「系原」的修訂建議 --- p.199 / Chapter 第七章 --- 結語 --- p.212 / 參考文獻 --- p.217 / Chapter 附錄一、 --- 字形摹錄 --- p.249 / Chapter 附錄二、 --- 筆誤 --- p.254 / Chapter 附錄三、 --- 書目簡稱表 --- p.256 / Chapter 附錄四、 --- 檢字表 --- p.257