published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

This paper presents an analysis of grammatical errors and the frequency with which they occur in compositions written in English by Afghan students.This analysis will account for the causes of errors such as interference of native language, lack of knowledge, carelessness, overgeneralization, and interference in English.The data used for this study were a set of 24 compositions obtained from the American Center English Courses in Kabul, Afghanistan. Compositions were written in class and topics were chosen by the instructor.The errors were classified into five major groups of concept, form, structure, vocabulary, and punctuation. The errors in concept, form, and structure were divided into sub-groups and analyzed on the basis of possible causes for errors. Since this is a limited piece of research, causes of vocabulary and punctuation errors were not analyzed.The conclusion of the analysis shows that the high percentage of 36.6 of errors is due to lack of knowledge, 36.8% is due to interference of the native language, 5.4% is due to overgeneralization, 9.1% is due to carelessness, and 10% is due to interference in English.

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The purpose of this study was to investigate foreign language anxiety and beliefs about language learning of university students learning English as a foreign language (EFL) in mainland China. In addition, the relationship between foreign language anxiety and students7 beliefs about language learning was studied. A total of 175 first and second year university students participated in the study. A set of questionnaires consisting of the Beliefs About Language Learning Inventory (Honvitz, 1987), Foreign Language Classroom Anxiety Scale (Honvitz, 1983) and a background questionnaire were translated into Chinese and administered to the subjects. Several similarities and differences were observed between the Chinese subjects7 responses to the BALLI and those of American foreign language students (Honvitz, 1988), Taiwanese EFL students (Yang, 1992), Korean EFL students (Truitt, 1995), American students of French (Kern, 1995), American students of Japanese (Oh, 1996), and Turkish-speaking students of English (Kunt, 1997). The Chinese subjects in this study reported higher levels of foreign language anxiety than the subjects in previous studies. Two BALLI factors were found to be significantly correlated with foreign language anxiety: "the difficulty about language learning" (r = .544 p< .01) and "beliefs about foreign language aptitude" (r = -.255 p< .01), suggesting that Chinese EFL students who believe English is not a very difficult language and perceive themselves as having higher language aptitude in language learning tend to have lower levels of language anxiety. This study contributes to the understanding of EFL students7 beliefs about language learning, and the frustrations and difficulties they experience in foreign language classrooms.

A research report submitted in partial fulfilment of the requirements of the Degree of Master of Arts in English Education for the Faculty of Arts, University of the Witwatersrand, Johannesburg. December 1997 / This research explore whether a theoretical justification can be made for using video in teaching English as an additional language, as it looks at ways in which video can best be used in this context. [Abbreviated Abstract. Open document to view full version] / GR 2016

by Paulita S. Y. Man. / Bibliography: leaves 297-306 / Thesis (M.Phil.) -- Chinese University of Hong Kong, 1983

連萬里 = A study of the Chinese-cultural essential elements in the text content of the Chinese language subject in Hong Kong secondary school / Lin Man Lee. / 據稿本複印 / 論文(碩士)--香港中文大學硏究院教育學部文科教育,1993. / 附參考文獻 / Lian Wanli = A study of the Chinese-cultural essential elements in the text content of the Chinese language subject in Hong Kong secondary school / Lin Man Lee. / Chapter 第一章 --- 緖 論 / Chapter 第一節 --- 引言 --- p.1 -2 / Chapter 第二節 --- 中國語文科的教學目標 --- p.3-15 / Chapter 第二章 --- 硏究動機及目的 / Chapter 第一節 --- 文化教育的作用 --- p.16-17 / Chapter 第二節 --- 語文教育與文化教育 --- p.17 -19 / Chapter 第三節 --- 香港中學中國語文科的文化教育問題 --- p.19-23 / Chapter 第四節 --- 香港中學中國語文科課程的规劃 --- p.23 -24 / Chapter 第五節 --- 中國語文科課程教學目標的貫徹 --- p.24-25 / Chapter 第三章 --- 硏究設計 / Chapter 第一節 --- 硏究對象 --- p.26 / Chapter 第二節 --- 硏究目的 --- p.26 / Chapter 第三節 --- 硏究工具 --- p.26 / Chapter 第四節 --- 硏究方法與步驟 --- p.27 / Chapter 第五節 --- 資料分折 --- p.28 -29 / Chapter 第四章 --- 理論說明 / Chapter 第一節 --- 中國文化 --- p.30 -50 / Chapter 第二節 --- 中國文化要素 --- p.51 -68 / Chapter 第五章 --- 課文中的中國文化要素 / Chapter 第一節 --- 香港中學中國語文科課文 --- p.69 -74 / Chapter 第二節 --- 課文中的中國文化要素分析結構與方法 --- p.74 -84 / Chapter 第六章 --- 問卷調查 / Chapter 第一節 --- 調查目的 --- p.85 / Chapter 第二節 --- 問卷設計 --- p.85 / Chapter 第三節 --- 調查方法 --- p.86 / Chapter 第七章 --- 硏究結果、討論及局限 / Chapter 第一節 --- 香港中學中國語文科課文中之「中國文化」要素 --- p.87 -108 / Chapter 第二節 --- 語文教師對透過語文科推行文化教育的態度 --- p.109 -121 / Chapter 第三節 --- 課文教學內容 --- p.121 -131 / Chapter 第四節 --- 硏究局限 --- p.132-133 / Chapter 第八章 --- 結論及建議 / Chapter 第一節 --- 結論 --- p.134 -135 / Chapter 第二節 --- 建議 --- p.155 -137 / 附 錄 / 附錄一香港中學中國語文科課文篇目 --- p.一-1-5 / 附錄二 香港中學中國語文科課文內容分析藍圖 --- p.二-1 / 附錄三 香港中學各级中國語文科課文內容分析表 --- p.三-1-5 / 附錄四 香港中學中國語文教師調查問卷 --- p.四-1-2 / 附錄五 參考書目、文獻及資料 / 中文部份 --- p.五-1-10 / 英文部份 --- p.五-11-13

歐佩娟. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 105-116). / Ou Peijuan. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 --- p.1 / 問題說明 --- p.1 / 有關文獻 --- p.7 / 研究問題 --- p.39 / 假設 --- p.40 / Chapter 第二章 --- 研究方法 --- p.45 / 研究設計 --- p.45 / 研究對象與取樣 --- p.47 / 研究工具 --- p.49 / 實驗程序 --- p.56 / 選卷程序 --- p.58 / 資料整理 --- p.58 / 資料分析 --- p.60 / Chapter 第三章 --- 結果與討論 --- p.63 / 畫句成績、撮寫成績、主題成績對閱讀理解成績影響的研究 --- p.63 / 畫句成績、撮寫成績、主題成績與閱讀理解成績的多項關係研究 --- p.74 / 畫句成績、撮寫成績、主題成績與三個層次閱讀理解成績的關係之研究 --- p.86 / Chapter 第四章 --- 摘要、結論及建議 --- p.94 / 摘要 --- p.94 / 結論 --- p.98 / 建議 --- p.101 / 參攷文獻 --- p.105 / Chapter 附錄 --- 一、本研究樣本學生的男女分佈圖 --- p.117 / 二、畫句測驗 --- p.118 / 三、撮寫測驗 --- p.120 / 四、主題測驗 --- p.122 / 五、閱讀理解測驗 --- p.123 / 六、畫句測驗標準答案 --- p.127 / 七、撮寫測驗標準答案 --- p.128 / 八、主題測驗標準答案 --- p.130 / 九、閱讀理解測驗標準答案 --- p.131 / 十、本研究樣本的廢卷分佈圖 --- p.134

何子煌 = A study of the effects of academic and ... / 手稿影印本. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Shou gao ying yin ben. / Includes bibliographical references (leaves 186-199). / He Zihuang = A study of the effects of academic and ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / 問題說明 --- p.1 / 文獻探討 --- p.13 / 假設 --- p.68 / 重要名詞釋義 --- p.69 / 研究的局限 --- p.73 / Chapter 第二章 --- 研究方法 --- p.75 / 研究設計 --- p.75 / 研究對象與取樣方法 --- p.77 / 研究工具 --- p.79 / 實施程序 --- p.95 / Chapter 第三章 --- 結果與討論 --- p.97 / Chapter 第四章 --- 研究結論與建議 --- p.167 / 摘要與結論 --- p.167 / 建議 --- p.183 / 參考文獻 --- p.186 / 附錄 / Chapter 一 --- 華語第二語文聽能測驗（錄音稿） --- p.200 / Chapter 二 --- 華語第二語文聽能測驗（試卷） --- p.221 / Chapter 三 --- 華語第二語文聽能測驗（答案紙） --- p.227 / Chapter 四 --- 學生資料調查問卷 --- p.228 / Chapter 五 --- 華語第二語文聽能測驗試題的難度及鑑別度 --- p.233 / Chapter 六 --- 信件 --- p.234

Chan Hoi Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 202-209). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINSES) --- p.iii / ACKNOWLEGEMENTS --- p.iv / LIST OF FIGURE AND TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Motivation in Second Language Learning Context --- p.6 / Chapter 2.2.1 --- Social-psychological Approach to Motivation --- p.6 / Chapter 2.2.2 --- Motivation in the Social-educational Model --- p.9 / Chapter 2.2.2.1 --- The Motivation Constructs --- p.9 / Chapter 2.2.2.2 --- Integrative and Instrumental Dimensions --- p.11 / Chapter 2.2.2.3 --- Instrumental Motivation and Language Achievement --- p.13 / Chapter 2.2.2.4 --- The Roles of Parents in Attitudes and Motivation --- p.14 / Chapter 2.2.3 --- An Expansion of Motivation Constructs in Socio-educational Model --- p.16 / Chapter 2.2.4 --- Causal Link between Motivation and L2 Achievement --- p.18 / Chapter 2.3 --- Motivation in Foreign Language Learning Context --- p.19 / Chapter 2.3.1 --- The Role of Instrumental Motivation --- p.19 / Chapter 2.3.2 --- The Need for Achievement and Attributions about Past Failures --- p.20 / Chapter 2.3.3 --- Linguistic Self-confidence --- p.21 / Chapter 2.3.4 --- A Theoretical Framework of Motivation --- p.22 / Chapter 2.4 --- Motivation as in Self-determination Theory --- p.25 / Chapter 2.4.1 --- Intrinsic and Extrinsic Motivation --- p.25 / Chapter 2.4.2 --- A Continuum --- p.25 / Chapter 2.4.3 --- Intrinsic/Extrinsic Motivation and Language Outcome --- p.27 / Chapter 2.5 --- Motivation and Autonomy --- p.28 / Chapter 2.5.1 --- Motivation: An Outcome of Autonomy --- p.28 / Chapter 2.5.2 --- Motivation: A Source of Autonomy --- p.29 / Chapter 2.6 --- A Dynamic Approach of Motivation --- p.30 / Chapter 2.6.1 --- A Qualitative Exploration of Motivation --- p.31 / Chapter 2.7 --- Motivation and Language Learning Behaviour/Use --- p.34 / Chapter 2.7.1 --- Investigation on Successful Language Learners --- p.34 / Chapter 2.7.2 --- Language Learning Strategies of Successful Language Learners --- p.34 / Chapter 2.7.3 --- Motivation and Language Learning Strategies --- p.35 / Chapter 2.7.4 --- Motivation and Language Classroom Behaviour --- p.37 / Chapter 2.8 --- Motivation to Learn English in the Local Context --- p.39 / Chapter 2.8.1 --- English Learning in Hong Kong --- p.39 / Chapter 2.8.2 --- Motivation Constructs in Hong Kong: An Overview --- p.41 / Chapter 2.8.2.1 --- A Strong Instrumental Orientation --- p.41 / Chapter 2.8.2.2 --- A Small Proportion of Integrative Motivation --- p.44 / Chapter 2.8.2.3 --- A Dynamic Local Qualitative Study --- p.45 / Chapter 2.8.2.3.1 --- Motivation and English achievement --- p.46 / Chapter 2.8.2.3.2 --- The development of motivation --- p.47 / Chapter 2.9 --- Rationale for Present Study --- p.50 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER 3 --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.2.1 --- Qualitative Research Paradigm --- p.54 / Chapter 3.2.2 --- Limitations of Quantitative Paradigm --- p.55 / Chapter 3.2.3 --- Longitudinal Qualitative Design --- p.56 / Chapter 3.2.4 --- The Case Study Design --- p.56 / Chapter 3.2.4.1 --- A Multiple Case Design --- p.58 / Chapter 3.3 --- Participants --- p.58 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.60 / Chapter 3.3.1.1 --- Demographic and Language Background --- p.60 / Chapter 3.3.1.2 --- Examination Results --- p.60 / Chapter 3.3.1.3 --- Level of Motivation --- p.61 / Chapter 3.3.1.3.1 --- Survey --- p.61 / Chapter 3.3.1.3.2 --- Language Learning Narrative --- p.62 / Chapter 3.3.2 --- Profile of the Participants --- p.62 / Chapter 3.4 --- Data Collection Instruments --- p.65 / Chapter 3.4.1 --- Survey --- p.66 / Chapter 3.4.1.1 --- Construction of the Survey --- p.67 / Chapter 3.4.1.2 --- Design of the Survey --- p.69 / Chapter 3.4.2 --- Language Learning Narrative --- p.71 / Chapter 3.4.3 --- Semi-structured Interviews --- p.72 / Chapter 3.4.3.1 --- Design of Interview Protocols --- p.73 / Chapter 3.4.4 --- Pilot Testing --- p.75 / Chapter 3.5 --- Data Collection --- p.76 / Chapter 3.5.1 --- Survey --- p.76 / Chapter 3.5.2 --- Language Learning Narrative --- p.78 / Chapter 3.5.3 --- Semi-structured Interviews --- p.78 / Chapter 3.6 --- Data Analysis --- p.79 / Chapter 3.6.1 --- Survey --- p.80 / Chapter 3.6.2 --- Language Learning Narrative --- p.80 / Chapter 3.6.3 --- Semi-structured Interviews --- p.81 / Chapter 3.6.4 --- Triangulation of Data --- p.82 / Chapter 3.7 --- The Researcher's Role --- p.83 / Chapter 3.8 --- Ethics --- p.84 / Chapter 3.9 --- Validity and Reliability --- p.85 / Chapter 3.9.1 --- Internal Validity --- p.85 / Chapter 3.9.2 --- External Validity --- p.85 / Chapter 3.9.3 --- Reliability --- p.85 / Chapter 3.10 --- Summary --- p.86 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS --- p.88 / Chapter 4.1 --- Introduction --- p.88 / Chapter 4.2 --- Primary Level --- p.88 / Chapter 4.2.1 --- Perceived Level of Motivation and Reasons for Learning English --- p.89 / Chapter 4.2.2 --- Contextual Factors --- p.95 / Chapter 4.2.2.1 --- Influence of Teachers --- p.95 / Chapter 4.2.2.2 --- Achievement --- p.100 / Chapter 4.2.2.2.1 --- Praise from Teachers and Parents --- p.100 / Chapter 4.2.2.2.2 --- Academic Performance --- p.101 / Chapter 4.2.2.2.3 --- A Reciprocal Relationship --- p.102 / Chapter 4.2.2.3 --- Examination Pressure --- p.103 / Chapter 4.2.2.4 --- Extra-curricular Activities --- p.105 / Chapter 4.2.2.5 --- Parental Influence --- p.107 / Chapter 4.2.2.5.1 --- Source of Pressure --- p.107 / Chapter 4.2.2.5.2 --- Physical Punishment --- p.109 / Chapter 4.2.2.5.3 --- Being a Teacher --- p.111 / Chapter 4.2.2.5.4 --- A Fellow Learner and Role Model of English --- p.113 / Chapter 4.2.3 --- Summary --- p.114 / Chapter 4.3 --- Secondary Level --- p.116 / Chapter 4.3.1 --- Perceived Level of Motivation --- p.116 / Chapter 4.3.2 --- Reasons for Learning English --- p.119 / Chapter 4.3.2.1 --- Instrumental Orientation --- p.120 / Chapter 4.3.2.2 --- Interest in English --- p.121 / Chapter 4.3.2.3 --- Socio-cultural Orientation --- p.125 / Chapter 4.3.2.4 --- Travel Orientation --- p.126 / Chapter 4.3.2.5 --- Knowledge Orientation --- p.128 / Chapter 4.3.3 --- Contextual Factors --- p.129 / Chapter 4.3.3.1 --- Influence of Teachers --- p.129 / Chapter 4.3.3.2 --- Achievement --- p.134 / Chapter 4.3.3.3 --- Examination Pressure --- p.138 / Chapter 4.3.3.4 --- Awareness of Weaknesses --- p.139 / Chapter 4.3.3.5 --- Extra-curricular Activities --- p.141 / Chapter 4.3.3.6 --- Parental Influence --- p.143 / Chapter 4.3.3.6.1 --- Positive Influence --- p.144 / Chapter 4.3.3.6.2 --- Negative Influence --- p.145 / Chapter 4.3.3.7 --- Influence of Sibling --- p.146 / Chapter 4.3.3.8 --- Tutorial work --- p.147 / Chapter 4.3.3.9 --- Exposure to English when Traveling --- p.148 / Chapter 4.3.4 --- Summary --- p.149 / Chapter 4.4 --- Tertiary Level --- p.150 / Chapter 4.4.1 --- Perceived Level of Motivation --- p.150 / Chapter 4.4.2 --- Reasons for Learning English --- p.158 / Chapter 4.4.2.1 --- Instrument Orientation --- p.159 / Chapter 4.4.2.2 --- Interest in English --- p.160 / Chapter 4.4.2.3 --- Socio-cultural and Travel Orientation --- p.161 / Chapter 4.4.2.4 --- Knowledge Orientation --- p.163 / Chapter 4.4.3 --- Contextual Factors --- p.163 / Chapter 4.4.3.1 --- Coursework --- p.163 / Chapter 4.4.3.2 --- Influence of Classmates --- p.165 / Chapter 4.4.3.3 --- Achievement --- p.166 / Chapter 4.4.3.4 --- Extra-curricular Activities --- p.168 / Chapter 4.4.3.5 --- Tutorial Work --- p.171 / Chapter 4.4.3.6 --- Expectation of Others in the Community --- p.171 / Chapter 4.4.3.7 --- Parental Influence --- p.172 / Chapter 4.4.3.8 --- Influence of Sibling --- p.173 / Chapter 4.4.4 --- Summary --- p.173 / Chapter CHAPTER 5 --- CONCLUSIONS --- p.175 / Chapter 5.1 --- Introduction --- p.175 / Chapter 5.2 --- Guiding Question One --- p.175 / Chapter 5.2.1 --- Motivation at Primary Level --- p.175 / Chapter 5.2.2 --- Motivation at Secondary Level --- p.178 / Chapter 5.2.3 --- Motivation at Tertiary Level --- p.182 / Chapter 5.3 --- Guiding Question Two --- p.185 / Chapter 5.3.1 --- Perceived Level of Motivation --- p.185 / Chapter 5.3.2 --- Reasons for Learning English --- p.185 / Chapter 5.3.3 --- Contextual Factors --- p.187 / Chapter 5.4 --- Guiding Question Three --- p.190 / Chapter 5.4.1 --- Primary Level --- p.190 / Chapter 5.4.1.1 --- English Teachers --- p.190 / Chapter 5.4.1.2 --- Parents --- p.191 / Chapter 5.4.2 --- Secondary Level --- p.192 / Chapter 5.4.2.1 --- English Teachers (In General) --- p.192 / Chapter 5.4.2.2 --- Native English-speaking Teachers (NETs) --- p.193 / Chapter 5.4.2.3 --- Parents --- p.194 / Chapter 5.4.2.4 --- Students --- p.194 / Chapter 5.4.3 --- Tertiary Level --- p.195 / Chapter 5.4.3.1 --- Institutions --- p.195 / Chapter 5.4.3.2 --- Parents --- p.196 / Chapter 5.4.3.3 --- Students --- p.196 / Chapter 5.5 --- Contributions of the Present Study --- p.197 / Chapter 5.6 --- Limitations of the Present Study --- p.198 / Chapter 5.7 --- Suggestions for Future Studies --- p.199 / Chapter 5.8 --- Summary --- p.200 / REFERENCES --- p.202 / APPENDICES / Appendix A Questionnaire --- p.210 / Appendix B Interview Protocols (Primary Level) --- p.214 / Appendix C Interview Protocols (Secondary Level) --- p.217 / Appendix D Interview Protocols (Tertiary Level) --- p.221 / Appendix E Cover Letter --- p.235 / Appendix F Consent Form --- p.236