The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.

This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners&rsquo / needs. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z&rsquo / SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks.<br /> <br /> The results of the study appear to show that the teaching programme in English at Z&rsquo / SL has failed to meet the children&rsquo / s needs. The materials are not designed for young learner&rsquo / s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children&rsquo / s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language.

據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 101-106). / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 導言 --- p.1 / Chapter 一 --- 寫作教學的問題 --- p.1 / Chapter 二 --- 新加坡語文教育概況 --- p.4 / Chapter 三 --- 研究目的 --- p.7 / Chapter 第二章 --- 研究方法 --- p.9 / Chapter 一 --- 詞義界定 --- p.9 / Chapter 二 --- 依據和準則 --- p.11 / Chapter 三 --- 研究對象 --- p.12 / Chapter 四 --- 資料收集 --- p.14 / Chapter 五 --- 研究限制 --- p.15 / Chapter 第三章 --- 結果與討論 --- p.18 / Chapter 一 --- 語法意義 --- p.21 / Chapter 二 --- 詞彙意義 --- p.53 / Chapter 第四章 --- 結 論 / 參考書目 --- p.101

曹綺雯. / "2000年6月" / 論文 (哲學碩士)--香港中文大學, 2000. / 參考文獻 (leaves 114-122) / 附中英文摘要. / "2000 nian 6 yue" / Cao Qiwen. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (leaves 114-122) / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 導論 / Chapter 第一節 --- 硏究意義 --- p.1 / Chapter 第二節 --- 研究目的及硏究問題 --- p.3 / Chapter 第三節 --- 名詞界定 --- p.4 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 動機槪述 / Chapter 一. --- 動機的性質 --- p.7 / Chapter 二. --- 動機的形成 --- p.9 / Chapter 第二節 --- 動機的分類 --- p.13 / Chapter 第三節 --- 寫作動機槪述 / Chapter 一. --- 寫作心理與寫作動機 --- p.17 / Chapter 二. --- 西方心理學關於動機的探索 --- p.17 / Chapter 三. --- 綜述中國有關文學創作心理動力與情意的關係--- --- p.25 / Chapter 第四節 --- 激發寫作動機的方法及須注意的地方 --- p.28 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 硏究對象和範疇 --- p.39 / Chapter 第二節 --- 研究問題的架構 --- p.39 / Chapter 第三節 --- 硏究方法 --- p.40 / Chapter 第四章 --- 影響香港中學生寫作動機的各項因素 / Chapter 第一節 --- 社會方面的因素- --- p.50 / Chapter 第二節 --- 家庭方面的因素 --- p.51 / Chapter 第三節 --- 學校方面的因素 --- p.55 / Chapter 第四節 --- 學生個人方面的因素 --- p.69 / Chapter 第五章 --- 各項因素構成香港中學生不同類別的寫作動機--- --- p.86 / Chapter 第六章 --- 各項因素爲何影響香港初中學生的寫作動機 --- p.96 / Chapter 第七章 --- 研究結論及建議 --- p.100 / Chapter 第八章 --- 研究局限 --- p.113 / 參考書目 --- p.114 / 附錄一晤談時的檢視細項 --- p.123 / 附錄二個人寫作記錄 --- p.125 / 附錄三學生問卷調查設計 --- p.127 / 附錄四學生調查問卷 --- p.130 / 附錄五學生調查問卷統計結果 --- p.133 / 附錄六與學生晤談記錄 --- p.139

汉字作为日语的组成部分，在日本人的生活中承担着重要角色。随着社会背景的改变，汉字政策作为日本的国语国策也发生着变化。2010年，日本文化厅公布了《改定常用汉字表》，此表共包括2,136个汉字，新增了196个汉字，这是自1981年颁布《常用汉字表》以来第一次修订汉字表。常用汉字的改定已成事实，并将于2012年推行，这意味着常用汉字的增加将对日后汉字的学习带来重大影响。 / 本论文的目的在于探究使用简体字的中国中上级日语学习者对于改定常用汉字的习得意识以及习得状况。在对汉字在日本的演变历史、历次常用汉字表改定的经纬以及中日汉字字音、字形的比较等进行研究之后，笔者在国内的4所大学做了问卷调查，对象为137名日语专业三年级学生，其中72%的学生通过了1级和2级日语能力考试。 / 结果显示，中国大学生普遍认为汉字的读音最难；虽然通过日语1、2级的学生人数占多数，但是从汉字字形的习得结果来看，正确率仍然比较低。 / 从以上可知，改定常用汉字的习得对于中国学生来说，仍有很多地方需要改进。中日两国汉字有许多相同和不同之处，如何巧妙地母语优势学习日语汉字，同时又避开来自母语的负面干涉，是有待进一步讨论的课题。 / Kanji plays an important role in the daily life of Japanese people. Policies regarding kanji change when the social context changes. The current Jōyō kanji list issued in 2010 consists of 2,136 characters. It is a slightly modified version of the Jōyō kanji which was introduced in 1981 as the standardized list of “common kanji. A modified version of the Jōyō kanji will be put into effect in 2012, this version increases the number of kanji and will have a strong impact on kanji learning. / This paper examines the experience of using the Jōyō kanji system and the usage of modified Jōyō kanji among the advanced Japanese language learners whose first language is mandarin. This paper composes 3 sections. First, the author examines the history of kanji in Japan and the previous modifications of the Jōyō kanji; Second, a comparison between simplified Chinese kanji and Japanese kanji; Lastly, the author conducted a survey in 4 universities in China with 137 students, among which 72% have passed JLPT (the Japanese-Language Proficiency Test) level 1 and level 2. / The results of the survey reveal the following: 1. mainland Chinese students consider that the reading of kanji is the most difficult; 2. although most of the students have passed JLPT 1 and JLPT 2, their accuracy of writing kanji is still low. / In conclusion, there is still room for improvement for mainland Chinese students when learning Jōyō kanji. There are common places and differences between simplified Chinese characters and Japanese kanji. For the Chinese Japanese language learners, how to take advantage of the similarities between the two systems and recognize the differences between the systems is something to be investigated in further studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 常海霞. / "2012年8月". / "2012 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 197-201). / Abstract in Chinese and English. / Chang Haixia. / Chapter 0 --- 序章 --- p.1 / Chapter 0.1 --- 先行研究的问题点 --- p.1 / Chapter 0.2 --- 研究动机与研究问题 --- p.3 / Chapter 0.3 --- 研究意义 --- p.4 / Chapter 0.4 --- 研究结论 --- p.5 / Chapter 0.5 --- 研究大纲 --- p.9 / Chapter 1 --- 汉字的传入以及发展、变迁 --- p.10 / Chapter 1.1 --- 汉字传入 --- p.10 / Chapter 1.2 --- 汉字音训的出现 --- p.11 / Chapter 1.3 --- 从万叶假名到假名的演变 --- p.14 / Chapter 2 --- 汉字作为现代国语政策的展开 --- p.18 / Chapter 2.1 --- 明治时期至战前的汉字政策变革 --- p.18 / Chapter 2.2 --- 汉字作为现代国语政策的展开 --《当用汉字表》 --- p.25 / Chapter 2.3 --- 汉字作为现代国语政策的展开 --《常用汉字表》 --- p.31 / Chapter 2.3.1 --- 《常用汉字表》改定的原委 --- p.31 / Chapter 2.3.2 --- 《常用汉字表》的性格 --- p.32 / Chapter 2.3.3 --- 《常用汉字表》的音训以及字体 --- p.33 / Chapter 2.3.4 --- 人名用汉字 --- p.33 / Chapter 2.4 --- 汉字作为现代国语政策的展开 --《改定常用汉字表》 --- p.34 / Chapter 2.4.1 --- 汉字与情报化社会 --- p.34 / Chapter 2.4.2 --- 《改定常用汉字表》改定的原委 --- p.38 / Chapter 2.4.3 --- 《改定常用汉字表》的性格 --- p.41 / Chapter 2.4.4 --- 《改定常用汉字表》的字数、音训以及字体 --- p.42 / Chapter 2.4.5 --- 关于固有名词的改定 --- p.45 / Chapter 3 --- 日语汉字与中国汉字的对应关系 --- p.48 / Chapter 3.1 --- 中日两国汉字的读音比较 --- p.48 / Chapter 3.1.1 --- 中日两国汉字的音韵 --- p.48 / Chapter 3.1.2 --- 日语改定常用汉字与中国汉字在读音上的联系与差异 --- p.56 / Chapter 3.1.3 --- 小结 --- p.75 / Chapter 3.2 --- 日语改定常用汉字与中国常用汉字在字形上的联系与差异 --- p.75 / Chapter 3.2.1 --- 中国汉字字形的改革道路 --- p.75 / Chapter 3.2.2 --- 日本汉字字形的改革道路以及与中国汉字字形政策的对比 --- p.81 / Chapter 3.2.3 --- 字形上日语改定常用汉字中日区别 --- p.84 / Chapter 3.3 --- 总结 --- p.86 / Chapter 4 --- 对于中国中上级日语学习者日语常用汉字的习得状况研究 --- p.87 / Chapter 4.1 --- 第二语言习得理论的先行研究概观 --- p.87 / Chapter 4.1.1 --- 误用分析 --- p.88 / Chapter 4.1.2 --- 中间语言研究 --- p.97 / Chapter 4.1.3 --- 常用汉字习得情况的先行研究概观 --- p.100 / Chapter 4.1.4 --- 先行研究的问题点 --- p.102 / Chapter 4.2 --- 预备调查 --- p.103 / Chapter 4.2.1 --- 预备调查背景及内容介绍 --- p.103 / Chapter 4.2.2 --- 汉字使用意识的调查结果分析 --- p.107 / Chapter 4.2.3 --- 常用汉字的使用状况结果分析 --- p.116 / Chapter 4.2.4 --- 总结 --- p.132 / Chapter 4.3 --- 正式调查 --- p.127 / Chapter 4.3.1 --- 正式调查背景介绍 --- p.134 / Chapter 4.3.2 --- 中国学生汉字意识调查结果 --- p.135 / Chapter 4.3.3 --- 汉字音读习得情况 --- p.142 / Chapter 4.3.4 --- 汉字训读习得情况 --- p.158 / Chapter 4.3.5 --- 改定常用汉字的书写情况 --- p.170 / Chapter 4.3.6 --- 常用汉字的书写情况 --- p.174 / Chapter 4.3.7 --- 对于常用汉字的书写情况的误用调查结果 --- p.179 / Chapter 5 --- 终章 --- p.185 / Chapter 附录1 --- 《改定常用汉字表》追加的196个汉字 --- p.188 / Chapter 附录2 --- 中文版问卷调查内容 --- p.188 / Chapter 附录3 --- 日文版问卷调查内容 --- p.193 / Chapter 附录4 --- 日本漢字能力検定 --- p.195 / p.197

No description available.

Leung Chung-hong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 178-193). / Abstracts in English and Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT (English version) --- p.ii / ABSTRACT (Chinese version) --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.x / LIST OF FIGURES --- p.xi / LIST OF APPENDICES --- p.xii / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Phraseology and second language acquisition --- p.1 / Chapter 1.3 --- Phrasal verbs in ESL/EFL students --- p.3 / Chapter 1.4 --- The proposed particle-based learning (PBL) of phrasal verbs --- p.5 / Chapter 1.5 --- Cognitive semantic framework for PBL --- p.6 / Chapter 1.5.1 --- The theory of conceptual metaphors --- p.6 / Chapter 1.5.2 --- The theory of image schemas --- p.7 / Chapter 1.5.3 --- A cognitive semantic approach to teaching phrasal verbs --- p.8 / Chapter 1.6 --- Research gaps and research implications --- p.9 / Chapter 1.7 --- Organization of this thesis --- p.10 / Chapter CHAPTER TWO: --- ESL/EFL LEARNING OF ENGLISH PHRASAL VERBS --- p.13 / Chapter 2.1 --- Introduction --- p.13 / Chapter 2.2 --- General views on phrasal verbs in ESL/EFL learning --- p.14 / Chapter 2.2.1 --- Phrasal verbs in SLA research --- p.14 / Chapter 2.2.2 --- ESL/EFL learners' phraseological incompetence and ignorance --- p.15 / Chapter 2.2.3 --- Summary --- p.17 / Chapter 2.3 --- Avoidance behaviour of phrasal verbs in ESL/EFL learners --- p.17 / Chapter 2.3.1 --- Definition of avoidance --- p.18 / Chapter 2.3.2 --- Causes of avoidance --- p.20 / Chapter 2.3.3 --- Four previous studies on avoidance of phrasal verbs --- p.22 / Chapter 2.3.3.1 --- Dagut and Laufer's study (1985) --- p.24 / Chapter 2.3.3.2 --- Hulstijn and Marchena's study (1989) --- p.25 / Chapter 2.3.3.3 --- Laufer and Eliasson's study (1993) --- p.26 / Chapter 2.3.3.4 --- Liao and Fukuya's study (2002) --- p.27 / Chapter 2.4 --- Avoidance of figurative phrasal verbs --- p.28 / Chapter 2.5 --- Summary --- p.31 / Chapter CHAPTER THREE: --- "PHRASAL VERBS, CONCEPTUAL METAPHORS AND IMAGE SCHEMAS" --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Phrasal verbs as a category of multi-word verbs --- p.34 / Chapter 3.3 --- Multi-word verbs --- p.34 / Chapter 3.3.1 --- The syntactic frame of multi-word verbs --- p.36 / Chapter 3.3.2 --- The semantic frame of multi-word verbs --- p.37 / Chapter 3.3.3 --- Summary --- p.37 / Chapter 3.4 --- Defining phrasal verbs --- p.39 / Chapter 3.4.1 --- """VPC and literal + figurative"" as phrasal verbs" --- p.41 / Chapter 3.4.2 --- """VPC + VPP and literal + figurative"" as phrasal verbs" --- p.46 / Chapter 3.5 --- A cognitive approach to the understanding of phrasal verbs (Part I) --- p.49 / Chapter 3.5.1 --- The meaning of the particles in phrasal verbs --- p.50 / Chapter 3.5.2 --- "The metaphorical extension of the spatial, prototypical particles" --- p.51 / Chapter 3.5.3 --- A cognitive schematic representation of particles in phrasal verbs --- p.54 / Chapter 3.5.4 --- Summary --- p.58 / Chapter 3.6 --- The theory of conceptual metaphors --- p.59 / Chapter 3.6.1 --- Metaphor as ordinary everyday language --- p.59 / Chapter 3.6.2 --- Conceptual metaphor as a cross-domain mapping --- p.61 / Chapter 3.7 --- The theory of image schemas --- p.64 / Chapter 3.7.1 --- Image schemas as the basis for thought and understanding --- p.65 / Chapter 3.7.2 --- Examples of image schemas --- p.66 / Chapter 3.7.2.1 --- The PATH schema --- p.66 / Chapter 3.7.2.2 --- The CONTAINER schema --- p.68 / Chapter 3.7.3 --- Image schemas as the underlying logic of conceptual metaphors --- p.69 / Chapter 3.7.4 --- Image schemas in relation to words --- p.71 / Chapter 3.7.5 --- Summary: A hierarchical framework --- p.72 / Chapter 3.8 --- A cognitive approach to the understanding of phrasal verbs (Part II) --- p.74 / Chapter 3.8.1 --- A new classification of phrasal verbs based on the cognitive semantic framework --- p.74 / Chapter 3.8.2 --- Rationale for the particle-based learning (PBL) --- p.77 / Chapter 3.8.3 --- The particle-based learning model (PBLM) --- p.80 / Chapter 3.8.4 --- Conclusion --- p.86 / Chapter CHAPTER FOUR: --- RESEARCH QUESTIONS AND METHODOLOGY --- p.87 / Chapter 4.1 --- Introduction --- p.87 / Chapter 4.2 --- Metaphorical competence and motivation --- p.87 / Chapter 4.3 --- Research questions and hypotheses --- p.89 / Chapter 4.4 --- Research methodology --- p.91 / Chapter 4.4.1 --- Subjects --- p.91 / Chapter 4.4.2 --- Materials --- p.91 / Chapter 4.4.2.1 --- Elicitation of phrasal verbs for test --- p.91 / Chapter 4.4.2.2 --- Materials design --- p.95 / Chapter 4.4.2.2.1 --- Pre-test paper --- p.95 / Chapter 4.4.2.2.2 --- Teaching and learning paper --- p.96 / Chapter 4.4.2.2.3 --- Post-test paper --- p.98 / Chapter 4.4.2.2.4 --- Questionnaire --- p.99 / Chapter 4.4.2.2.5 --- One-week delay test paper --- p.99 / Chapter 4.4.3 --- Procedures --- p.99 / Chapter 4.4.4 --- Scoring system --- p.103 / Chapter CHAPTER FIVE: --- GENERAL RESULTS FROM SPSS --- p.105 / Chapter 5.1 --- Introduction --- p.105 / Chapter 5.2 --- Results of pre-test and pro-test --- p.106 / Chapter 5.2.1 --- The output of SPSS --- p.106 / Chapter 5.2.2 --- General description --- p.107 / Chapter 5.3 --- Results of Hypothesis1 --- p.108 / Chapter 5.3.1 --- The output of SPSS --- p.108 / Chapter 5.3.2 --- General description --- p.109 / Chapter 5.3.3 --- Conclusion --- p.110 / Chapter 5.4 --- Results of Hypothesis2 --- p.110 / Chapter 5.4.1 --- The output of SPSS --- p.110 / Chapter 5.4.2 --- General description --- p.111 / Chapter 5.4.3 --- Conclusion --- p.112 / Chapter 5.5 --- Results of Hypothesis 3 --- p.112 / Chapter 5.5.1 --- The mean score for each question --- p.113 / Chapter 5.5.2 --- The output of SPSS --- p.114 / Chapter 5.5.3 --- General description --- p.114 / Chapter 5.5.4 --- Conclusion --- p.114 / Chapter 5.6 --- Summary --- p.115 / Chapter CHAPTER SIX: --- GENERAL DISCUSSIONS OF RESULTS --- p.117 / Chapter 6.1 --- Introduction --- p.117 / Chapter 6.2 --- Discussion of Hypothesis1 --- p.117 / Chapter 6.2.1 --- General evaluation of Hypothesis1 --- p.117 / Chapter 6.2.2 --- Conceptual metaphors and image schemas as embodied motivation --- p.119 / Chapter 6.2.3 --- English as a satellite-framed language --- p.123 / Chapter 6.2.4 --- Visualization and dual coding theory --- p.124 / Chapter 6.2.5 --- Consolidation and elaboration in vocabulary acquisition --- p.127 / Chapter 6.3 --- Discussion of Hypothesis2 --- p.130 / Chapter 6.3.1 --- General evaluation of Hypothesis2 --- p.130 / Chapter 6.3.2 --- The cognitive linguistic view on polysemous words --- p.132 / Chapter 6.3.3 --- Effective guessing based on core meaning --- p.135 / Chapter 6.4 --- Discussion of Hypothesis3 --- p.136 / Chapter 6.4.1 --- General evaluation of Hypothesis3 --- p.136 / Chapter 6.4.2 --- Discussion of six questions of questionnaire --- p.137 / Chapter 6.4.3 --- Fallacies in traditional phrasal verb learning --- p.140 / Chapter 6.4.4 --- Metaphoric triangle for phrasal verb learning --- p.142 / Chapter 6.5 --- Summary --- p.144 / Chapter CHAPTER SEVEN: --- PEDAGOGICAL IMPLICATIONS AND CONCLUSION --- p.149 / Chapter 7.1 --- Introduction --- p.149 / Chapter 7.2 --- Traditional approach to phrasal verbs in Hong Kong English textbooks --- p.150 / Chapter 7.3 --- Pedagogical implications of PBL on phrasal verb learning --- p.155 / Chapter 7.3.1 --- Forewords to pedagogical application of PBL --- p.156 / Chapter 7.3.2 --- Sample learning materials --- p.158 / Chapter 7.3.2.1 --- Sample One (lower intermediate to intermediate level) --- p.159 / Chapter 7.3.2.2 --- Sample Two (upper intermediate to advanced level) --- p.165 / Chapter 7.3 --- Conclusion to pedagogical implications --- p.171 / Chapter 7.4 --- An overall conclusion of the present study --- p.173 / Chapter 7.4.1 --- Limitations --- p.173 / Chapter 7.4.2 --- Suggestions for future research --- p.175 / Chapter 7.4.3 --- Author's expectation of PBL on phrasal verb learning --- p.176 / REFERENCES --- p.178 / APPENDICES 1-19 --- p.194

Wong Ka Sin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 161-169). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT RESEARCH --- p.1 / Chapter 1.1.1 --- Striving for the Best? English Language Education in Hong Kong --- p.1 / Chapter 1.1.2 --- Projects in Neurocognitive Science for (Language) Education Research --- p.2 / Chapter 1.2 --- THE PRESENT RESEARCH --- p.4 / Chapter 1.2.1 --- Significance of the Present Research --- p.4 / Chapter 1.2.2 --- Organization of this Thesis --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- "EDUCATION FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS" --- p.7 / Chapter 2.1.1 --- Total Physical Response Approach --- p.7 / Chapter 2.1.2 --- Visual Approach --- p.10 / Chapter 2.2 --- "NEUROCOGNITIVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND LEARNING" --- p.13 / Chapter 2.2.1 --- How Does the Brain Learn (Language) --- p.14 / Chapter 2.2.1.1 --- Functional Organization of the Brain --- p.14 / Chapter 2.2.1.2 --- Brain's Fundamentals of Learning (Language) --- p.16 / Chapter 2.2.2 --- "Localization of Brain Functions of ""Actions “" --- p.18 / Chapter 2.2.3 --- "Localization of Brain Functions of ""Pictures “" --- p.22 / Chapter 2.2.4 --- "Brain-related, Theories of Learning" --- p.24 / Chapter 2.2.4.1 --- 20th Century Theories of Learning --- p.24 / Chapter 2.2.4.2 --- Right versus Left Brain Learning --- p.26 / Chapter 2.2.4.3 --- Whole Brain Teaching and Learning --- p.28 / Chapter 2.2.4.4 --- Brain-based Learning Theory --- p.30 / Chapter 2.3 --- AFFECTIVE DOMAIN OF LEARNING --- p.42 / Chapter 2.3.1 --- Learning Attitudes and Motivation in Language Education --- p.42 / Chapter 2.3.2 --- Learning Attitudes and Motivation in Neuroscience --- p.43 / Chapter 2.4 --- "CONVERGING EDUCATION AND NEURO-COGNITVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND BRAIN-BASED LEARNING THEORY" --- p.45 / Chapter 2.4.1 --- Research Questions --- p.47 / Chapter 3 --- THE FIRST STUDY --- p.48 / Chapter 3.1 --- INTRODUCTION --- p.48 / Chapter 3.1.1 --- An Overview of the Design of the First Study --- p.49 / Chapter 3.2 --- DESIGN OF THE FIRST STUDY --- p.49 / Chapter 3.2.1 --- Research Hypotheses --- p.50 / Chapter 3.2.2 --- Subjects --- p.50 / Chapter 3.2.3 --- Variables of the Study --- p.52 / Chapter 3.2.4 --- Experimental Treatment --- p.52 / Chapter 3.2.4.1 --- Design of the Programs --- p.53 / Chapter 3.2.4.2 --- Brain-based Groups --- p.53 / Chapter 3.2.4.3 --- Teaching Content --- p.54 / Chapter 3.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.55 / Chapter 3.2.5 --- Materials Development --- p.60 / Chapter 3.2.5.1 --- Action Group's Learning Tasks --- p.62 / Chapter 3.2.5.2 --- Picture Group's Learning Tasks --- p.64 / Chapter 3.2.6 --- Experimental Teaching --- p.65 / Chapter 3.2.6.1 --- The Teaching Crew --- p.66 / Chapter 3.2.6.2 --- Classroom Teaching Routines --- p.66 / Chapter 3.2.6.3 --- Medium of Instruction --- p.67 / Chapter 3.2.6.4 --- Attendance of the Subjects --- p.68 / Chapter 3.2.7 --- Data Collection --- p.68 / Chapter 3.2.7.1 --- Pre- and Post-program Attainment Tests --- p.68 / Chapter 3.2.7.2 --- Post-program Questionnaire Survey --- p.69 / Chapter 3.2.8 --- Experimental Procedures --- p.70 / Chapter 3.2.8.1 --- An Overview of the Experimental Procedures --- p.70 / Chapter 3.2.8.2 --- Workshop for the Teaching Crew --- p.70 / Chapter 3.2.8.3 --- Implementation of the Programs --- p.70 / Chapter 3.2.8.4 --- Administration of the Pre- and the Post-program Test --- p.71 / Chapter 3.2.8.5 --- Conducting Post-program Questionnaire Survey --- p.71 / Chapter 3.3 --- DATA PROCESSING AND ANALYSIS --- p.71 / Chapter 3.3.1 --- Attainment Tests Results --- p.72 / Chapter 3.3.1.1 --- A General Picture of the Linguistic Effects of the BEAPs 2003 --- p.72 / Chapter 3.3.1.2 --- Inter-group Mean Scores Comparison --- p.72 / Chapter 3.3.1.3 --- Within-group Mean Scores Comparison --- p.72 / Chapter 3.3.2 --- Results of the Post-program Questionnaire Survey --- p.73 / Chapter 3.3.2.1 --- Subjects' Perceived English Abilities and Attitudes towards English (Learning) --- p.73 / Chapter 3.3.2.2 --- Subjects' Evaluation of the Programs --- p.77 / Chapter 3.3.3 --- The Research Hypotheses Tested --- p.79 / Chapter 3.4 --- SUMMARY OF MAJOR FINDINGS OF THE FIRST STUDY --- p.81 / Chapter 3.5 --- DISCUSSION --- p.81 / Chapter 3.5.1 --- Impact of the BEAPs on Learners' Action Verb Learning --- p.82 / Chapter 3.5.1.1 --- Significant Linguistic Enhancement in Both Subject Groups --- p.82 / Chapter 3.5.1.2 --- Similar Patterns of the Linguistic Enhancement of the Two Subject Groups --- p.82 / Chapter 3.5.2 --- Positive Effects of the BEAPs on the Learners' Attitudes towards English --- p.83 / Chapter 3.5.2.1 --- Positive Affective Changes in Both Subject Groups --- p.83 / Chapter 3.5.2.2 --- Similar Patterns of Affective Change in the Two Subject Groups --- p.85 / Chapter 3.5.3 --- A Second Look at the Literature --- p.86 / Chapter 3.5.4 --- Evaluation of the First Study --- p.89 / Chapter 3.6 --- METHODS TO IMPROVE THE STUDY DESIGN AND IMPLEMENTATION --- p.90 / Chapter 3.7 --- SUMMARY OF CHAPTER 3 --- p.92 / Chapter 4 --- THE SECOND STUDY --- p.93 / Chapter 4.1 --- INTRODUCTION --- p.93 / Chapter 4.1.1 --- Comparison of the First Study and the Second Study --- p.93 / Chapter 4.2 --- DESIGN OF THE SECOND STUDY --- p.95 / Chapter 4.2.1 --- Research Hypotheses --- p.95 / Chapter 4.2.1.1 --- Research Questions --- p.95 / Chapter 4.2.1.2 --- Null Hypotheses --- p.96 / Chapter 4.2.2 --- Subjects --- p.96 / Chapter 4.2.3 --- Variables of the Second Study --- p.97 / Chapter 4.2.4 --- Experimental Treatment --- p.98 / Chapter 4.2.4.1 --- Design of the Programs --- p.98 / Chapter 4.2.4.2 --- Brain-based Groups --- p.99 / Chapter 4.2.4.3 --- Teaching Content --- p.99 / Chapter 4.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.100 / Chapter 4.2.5 --- Materials Development --- p.100 / Chapter 4.2.5.1 --- Introduction Task of the Combined Group --- p.102 / Chapter 4.2.5.2 --- Consolidation Task of the Combined Group --- p.102 / Chapter 4.2.6 --- Experimental Teaching --- p.103 / Chapter 4.2.6.1 --- The Teaching Crew --- p.103 / Chapter 4.2.6.2 --- Teaching Role --- p.105 / Chapter 4.2.6.3 --- Classroom Teaching Routines --- p.105 / Chapter 4.2.6.4 --- Medium of Instruction --- p.107 / Chapter 4.2.6.5 --- Attendance of the Subjects --- p.107 / Chapter 4.2.7 --- Data Collection --- p.108 / Chapter 4.2.7.1 --- Pre- and Post-program Attainment Tests --- p.108 / Chapter 4.2.7.2 --- Pre- and Post-program Questionnaire Surveys --- p.108 / Chapter 4.2.7.3 --- Post- program Subjects' Oral Interview --- p.110 / Chapter 4.2.8 --- Experimental Procedures --- p.110 / Chapter 4.2.8.1 --- An Overview of the Experimental Procedures --- p.111 / Chapter 4.2.8.2 --- Workshop for the Teaching Crew --- p.112 / Chapter 4.2.8.3 --- Orientation for the Subjects --- p.112 / Chapter 4.2.8.4 --- Administration of the Pre-program Attainment Test and Questionnaire --- p.112 / Chapter 4.2.8.5 --- Implementation of the Programs --- p.113 / Chapter 4.2.8.6 --- Conducting the Post- program Subjects' Oral Interview --- p.113 / Chapter 4.2.8.7 --- Administration of the Post-program Attainment Test and Questionnaire --- p.113 / Chapter 4.3 --- DATA PROCESSING AND ANALYSIS --- p.113 / Chapter 4.3.1 --- Attainment Tests Results --- p.114 / Chapter 4.3.1.1 --- A General Picture of the Linguistics Effect of the BEAPs 2004 --- p.114 / Chapter 4.3.1.2 --- Inter-group Mean Scores Comparison --- p.114 / Chapter 4.3.1.3 --- Within-group Mean Scores Comparison --- p.115 / Chapter 4.3.2 --- Results of the Questionnaire Surveys --- p.116 / Chapter 4.3.2.1 --- Subjects' Questionnaire Results --- p.116 / Chapter 4.3.2.2 --- Teachers' Questionnaire Results --- p.124 / Chapter 4.3.3 --- Results of the Post-Program Oral Interview --- p.133 / Chapter 4.3.3.1 --- Interview on Two Subjects from Each Subject Group --- p.133 / Chapter 4.3.3.2 --- Interview on All Picture Group Subjects --- p.135 / Chapter 4.3.4 --- The Research Hypotheses Tested --- p.136 / Chapter 4.4 --- SUMMARY OF MAJOR FINDINGS OF THE SECOND STUDY --- p.138 / Chapter 4.5 --- EVALUATION OF BRAIN-BASED ENGLISH ACTIVITY PROGRAMS / Chapter 4.6 --- SUMMMARY OF CHAPTER 4 --- p.140 / Chapter 5 --- DISCUSSION --- p.142 / Chapter 5.1 --- INTRODUCTION --- p.142 / Chapter 5.2 --- DISCUSSION OF THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.142 / Chapter 5.2.1 --- Impact of the BEAPs on the Learners' Action Verb learning --- p.142 / Chapter 5.2.1.1 --- Significant Linguistic Effect Enhancement of All Subject Groups of Learners --- p.143 / Chapter 5.2.1.2 --- Similar Patterns of Linguistic Effect on All Subject Groups of Learners --- p.144 / Chapter 5.2.2 --- Possible Effects of the BEAPs on Learners' Perceived English Abilities and Attitudes towards English (Learning) --- p.145 / Chapter 5.2.2.1 --- Similar Positive Affective Change in the Action and the Picture Group --- p.145 / Chapter 5.2.2.2 --- The Most Positive Affective Change in the Combine Group Learners --- p.147 / Chapter 5.3 --- SUMMARY OF THE LINKS BETWEEN THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.149 / Chapter 5.4 --- SUMMARY OF CHAPTER 5 --- p.151 / Chapter 6 --- CONCLUSION --- p.153 / Chapter 6.1 --- ADVICE ON TEACHING ENGLISH ACTION VERBS --- p.153 / Chapter 6.1.1 --- "Possible Misconception of the Superiority of Using ""Actions "" to ""Pictures “" --- p.153 / Chapter 6.1.2 --- Versatility of a Combined Teaching Model --- p.154 / Chapter 6.1.3 --- Task-based Teaching Approach and Group-based Learning --- p.155 / Chapter 6.1.4 --- Practicability of Incorporating the Brain-based English Program in the Regulation School's Curriculum --- p.156 / Chapter 6.2 --- SUGGESTIONS FOR FUTURE RESEARCH --- p.157 / Chapter 6.2.1 --- Pursuing a Longitudinal Study (with Delayed Tests) --- p.157 / Chapter 6.2.2 --- Variety of Teaching Input Type --- p.157 / Chapter 6.2.3 --- Other Grammar/ Skills Areas --- p.158 / Chapter 6.2.4 --- Cognitive Tasks that Share No Common Brain Areas --- p.158 / Chapter 6.2.5 --- Gender Difference --- p.158 / Chapter 6.2.6 --- English Proficiency Level --- p.159 / Chapter 6.3 --- SUMMARY OF CHAPTER 6 --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.170 / APPENDIX A1. Percent of Studies by Categories that Have Reported Activation in Specific Cortical Area --- p.170 / "APPENDIX A2. Cognitive Processes Involved in ""Actional"" Input" --- p.171 / "APPENDIX A3. Cognitive Processes Involved in ""Pictorial"" Input" --- p.172 / APPENDIX B1. BEAPs 2003 Action Verb List --- p.173 / APPENDIX B2. BEAPs 2003 Distribution of Action Verbs in the Learning Tasks --- p.177 / APPENDIX C1. BEAP 2003 Action Group's Learning Tasks (A Typical Session) --- p.180 / APPENDIX C2. BEAP 2003 Picture Group's Learning Tasks (A Typical Session) --- p.183 / APPENDIX D1. Pre-test of the First Study --- p.186 / APPENDIX D2. Post-test of the First Study --- p.190 / APPENDIX E. Post-program Questionnaire of the First Study --- p.195 / APPENDIX Fl. BEAP 2003 Timetable of the Action Group --- p.202 / APPENDIX F2. BEAP 2003 Timetable of the Picture Group --- p.203 / APPENDIX G1. Results of the Pre-and Post-tests of the First Study --- p.204 / APPENDIX G2. Questionnaire Results of the First Study --- p.207 / APPENDIX H BEAPs 2003 Action Verb Picture Cards (Samples) --- p.213 / APPENDIX 11. BEAPs 2004 Action Verbs List --- p.217 / APPENDIX 12. BEAPs 2004 Distribution of Action Verbs in the Learning Tasks --- p.221 / APPENDIX J1. BEAP 2004 Action Group's Learning Tasks (A Typical Session) --- p.224 / APPENDIX J2. BEAP 2004 Picture Group's Learning Tasks (A Typical Session) --- p.227 / APPENDIX J3. BEAP 2004 Combined Group's Learning Tasks(A Typical Session) --- p.230 / APPENDIX K1. Pre-test of the Second Study --- p.233 / APPENDIX K2. Post-test of the Second Study --- p.238 / APPENDIX L1. Subjects' Pre-program Questionnaire of the Second Study --- p.243 / APPENDIX L2. Subjects' Post-program Questionnaire of the Second Study --- p.247 / APPENDIX Ml. Teachers' Post-program Questionnaire of the Second Study --- p.252 / APPENDIX M2. Unedited Comments Gathered from the Teachers' Questionnaire --- p.253 / APPENDIX N1. Questions of the First and Second Part of Subjects' Interview --- p.259 / APPENDIX N2. Transcriptions of Subjects' Interview --- p.260 / APPENDIX O1. BEAP 2004 Timetable of the Action Group --- p.285 / APPENDIX O2. BEAP 2004 Timetable of the Picture Group --- p.287 / APPENDIX O3. BEAP 2004 Timetable of the Combined Group --- p.289 / APPENDIX P1. Test Results of the Second Study --- p.291 / APPENDIX P2. BEAPs 2004 Subjects' Questionnaire Results --- p.295 / APPENDIX Q BEAPs Action Verb Picture Cards (Samples) --- p.312 / "APPENDIX R1. ""Cognition and Student Learning Research Grant Project"" Announced by the Department of Education of the United States" --- p.316 / "APPENDIX R2. Grants for ""Brain Research as a Foundation for Research on Learning"" Announced by the National Science Foundation" --- p.317 / "APPENDIX R3. Recommendation of the ministry of Education, Culture, Sports, Science and Technology of Japan" --- p.318 / APPENDIX R4. Announcement of the Singapore Government --- p.319

早期口語習得研究假設被動句的賓語通過“論元移位“ (A-movement) 移到主語位置。Huang (1999)和 Tang (2000, 2001) 認為粤語被動句和漢語被動句類似，都通過空運算元移位形成，即空運算元通過“非論元移位“(A’-movement) 從內嵌 VP的賓語位置移到時態短語(TP)指定語的位置。經過謂語化後，這個空語類受主語約束。 / 漢語被動句習得研究顯示兒童較遲獲得長被動句 (Chang, 1986; Xu and Yang, 2008; Liu and Ning, 2009)。粤語表被動的「畀」存在一詞多義形式，除了表示被動，還有表示給予的「畀」，表示與格的「畀」，以及表示允許的「畀」。Wong (2004) 發現表被動的「畀」最難習得。 / 本研究從普遍語法 (UG)的角度來考察粤語「畀」字被動句的獲得情況，旨在探討聾童如何習得粤語「畀」字被動句，他們是否經歷與健聽兒童相似的習得過程。同時，進一步研究聾童是否掌握粤語「畀」字被動句內部的語法關係，包括基本的句法語序，內嵌使役結構的有終結性“telic“，以及空運算元和主句主語的約束關係。本研究採用了三種實驗方法：圖片選擇、圖片描述，以及圖片判斷。參與此項研究的被試有 18名 7;03至 12;06之間的聾童，40名 3;03至 7;05之間的健聽兒童，以及作為控制組的 20名健聽成人。 / 圖片選擇和圖片描述實驗的結果表明聾童和健聽兒童在粤語「畀」字被動句的發展中經歷了相似的習得過程。他們表達含光杆動詞的被動句沒有什麼困難。光杆動詞，比如“踢“，若自身帶有“終結體“(+telic) 的特徵，在粤語被動句中是合語法的。但是，當需要使用動補複合動詞 (RVC) 來表達一個事件的有終結性特徵時，聾童與健聽兒童的表現則不同。聾童很難以這種有終結性的特徵解讀這個內嵌的使役結構。取而代之，他們保留用光杆動詞結構來表達單單一個動作或一個結果。亦有不少聾童使用兩個連接的短語，以前一個表達動作，後一個表達結果。圖片判斷實驗的結果顯示，隨著“語言接收年齡“(receptive language age) 的提高，聾童對可加強被動義的標記「親」(-can1)意識也逐漸提高。在「畀」字句中，含被動義的標記「親」用於限制: (a) 句子在表允許和表被動的歧義，使句子解讀為被動義; (b) 主句主語和內嵌賓語的約束關係。 / 為深入瞭解聾童「畀」字被動句的獲得，本研究同時考察了他們能否區別「畀」字的一詞多義形式及其相應的句法結構，包括表給予的「畀」和表允許的「畀」。研究結果顯示「畀」字被動句帶有兩個小句，且含空運算元移位，這給聾童被動句的習得造成了極大的困難。儘管表允許的「畀」也帶有兩個小句，含賓語控制結構，相對而言仍比被動句容易習得。表給予的「畀」為單句，我們假設應發展得較早，但是在本研究中卻發現比表允許的「畀」更遲習得。事實上，聾童在產出粤語 IDOC (即 [N bei2 DO IO], DO 代表直接賓語而 IO代表間接賓語) 語序時有困難，可是卻會採用漢語語法的語序 DOC (即 [N bei2 IO DO])。我們認為這可能是漢語書面語的輸入對聾童更為“可接收 （accessible）所致；相比之下，由於聽力受損，他們通過聽覺接收的粤語口語輸入卻受到了限制。 / Earlier acquisition studies of passives in spoken languages assume A-movement of the object to the subject position. Huang (1999) and Tang (2000, 2001) claim that Cantonese passives, similar to Mandarin passives, involve null operator movement from the object position of the embedded VP via A’movement to the specifier position of the intermediate TP. This null category is then bound by a base-generated subject through predication. / Acquisition studies of Mandarin passives show that children acquire long passives late (Chang, 1986; Xu and Yang, 2008; Liu and Ning, 2009). As for Cantonese, Wong (2004) found that passive bei2 is most difficult among the different polysemous bei2, namely transfer bei2 ‘give’, dative bei2, and permissive bei2 ‘let’. / In the current study, we approach the acquisition of Cantonese passive bei2 from a UG perspective. We aim to see how deaf children acquire passive bei2, whether they go through a similar acquisition process as their typical hearing counterparts. We also want to see if they have developed knowledge about the grammatical relations involved with passive bei2, namely the basic syntactic order, the telicity encoded in the embedded causative structure, and the binding relationship between the null operator and the matrix subject. Three experimental procedures were developed: a picture selection task, a picture description task and a picture verification task. 18 deaf children (7;03-12;06), 40 younger hearing children (3;03-7;05) and 20 hearing adults as controls participated in this study. / The results in the picture selection and the picture description task show that the deaf children and the hearing children went through a similar acquisition process in the development of passive bei2. They did not seem to encounter difficulty in producing passives bei2 involving a bare verb which is inherently +telic such as ‘kick’, which is acceptable in Cantonese. However, when coming to using a resultative verb compound (RVC) to encode the +telic aspect of the eventuality, the deaf subjects’ performance differed from the hearing subjects in demonstrating difficulty in encoding a telic causative event structure. Instead, they maintained a bare verb structure to encode either an activity or a result. A number of deaf children also used two conjoined phrases, with the first encoding an activity and the second a result. The results of the picture verification task show that as a function of receptive language age, the deaf children in our study were sensitive to the presence of the adversative marker -can1, which is used to restrict (a) the interpretation of an ambiguous permissive/passive sentence to a passive reading, and (b) the binding relation between the matrix subject and the embedded object involved. / To deepen our understanding of deaf children’s acquisition of passive bei2, part of the project is to examine if they could identify the other polysemous bei2s, including transfer bei2 and permissive bei2 as they involve different linguistic structures. The results show that passive bei2 which requires a biclausal structure plus null operator movement poses as the most difficult construction to be acquired by deaf children. Although permissive bei2 also invokes a biclausal structure with object control, it is relatively easier than passive bei2. Unexpectedly, transfer bei2 is found to be more difficult than permissive bei2 although the structure is monoclausal and assumed to be developmentally early in typically developed children. In fact, the deaf subjects have experienced difficulty in producing the IDOC order (i.e. [N bei2 DO IO], where DO represents Direct Object and IO represents Indirect Object), a required word order in Cantonese; instead, they resorted to the DOC (i.e. [N bei2 IO DO]) order which reflects the Mandarin grammar. We propose that it is due to the more ‘accessible’ input from printed written Chinese, which follows the Mandarin grammar, as against the less accessible Cantonese input through the auditory mode. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Yiu, Kun Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 232-242). / Abstracts also in Chinese; appendix 1 includes Chinese. / Abstract --- p.ii / Acknowledgement --- p.vi / Table of Contents --- p.viii / List of Figures --- p.xiii / List of Tables --- p.xvi / Abbreviations --- p.xvii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1. --- Introduction --- p.1 / Chapter 1.2. --- Spoken Language Acquisition by Deaf Children --- p.3 / Chapter 1.3. --- Berent’s (2004) Characterization of Bi-modal Bilingual Acquisition --- p.5 / Chapter 1.4. --- The Current Research --- p.7 / Chapter 1.5. --- Organization of the Thesis --- p.10 / Chapter Chapter 2 --- Deafness and Language Acquisition --- p.12 / Chapter 2.1. --- Introduction --- p.12 / Chapter 2.2. --- General Descriptions about the Deaf Situation in HK --- p.12 / Chapter 2.3. --- The Effects of Deafness on Language Acquisition --- p.13 / Chapter 2.4. --- Factors Affecting Language Acquisition of Deaf Children --- p.14 / Chapter 2.5. --- Acquisition of Syntax by Deaf Children: Theoretical Assumptions . --- p.14 / Chapter 2.5.1. --- Acquisition Studies on Syntactic Development of Deaf Children . --- p.15 / Chapter 2.5.2. --- Interim Discussion --- p.17 / Chapter 2.6. --- Problematic Domains in Syntactic Acquisition --- p.18 / Chapter 2.6.1. --- Problems in the I-system --- p.20 / Chapter 2.6.2. --- Problems in the C-system --- p.20 / Chapter 2.6.3. --- Problems in the D-system --- p.21 / Chapter 2.6.4. --- Interim Summary --- p.22 / Chapter 2.6.5. --- Problems in Acquiring Syntactic Movement --- p.23 / Chapter 2.6.6. --- Problems with Interpreting Empty Categories --- p.30 / Chapter 2.7. --- Summary --- p.31 / Chapter Chapter 3 --- Morpho-syntactic Analysis of Passive bei2 Construction and the Polysemous Forms of bei2 --- p.33 / Chapter 3.1. --- Introduction --- p.33 / Chapter 3.2. --- Cantonese Passives --- p.33 / Chapter 3.2.1. --- Types of Passives in Cantonese --- p.35 / Chapter 3.2.2. --- Grammatical Relations in Cantonese bei2 Passives --- p.38 / Chapter 3.2.3. --- Morpho-syntactic Analysis of Cantonese bei2 Construction --- p.39 / Chapter 3.2.4. --- The Movement Approach --- p.40 / Chapter 3.2.5. --- A Complementation Approach to Cantonese Passives --- p.44 / Chapter 3.2.6. --- Telicity and Delimiting Elements of the Embedded Predicate --- p.51 / Chapter 3.2.7. --- Interim Discussion --- p.55 / Chapter 3.3. --- Polyesmous Forms of bei2 ‘give’ in Cantonese --- p.56 / Chapter 3.4. --- Transfer bei2 in Cantonese --- p.57 / Chapter 3.4.1. --- The Inverted Double Object Construction (IDOC) in Cantonese --- p.58 / Chapter 3.4.2. --- Derivation of the Transfer bei2 Construction --- p.59 / Chapter 3.4.3. --- Two Non-Canonical Transfer bei2 Construction in Cantonese --- p.60 / Chapter 3.4.4. --- Animacy Effects --- p.63 / Chapter 3.5. --- Permissive bei2 Construction in Cantonese --- p.64 / Chapter 3.5.1. --- Permissive bei2 as Object Control Sentences --- p.65 / Chapter 3.5.2. --- Selection of Non-finite Embedded Clause --- p.70 / Chapter 3.6. --- Ambiguity between Permissive and Passive bei2 --- p.71 / Chapter 3.7. --- Summary --- p.73 / Chapter Chapter4 --- Acquiring Bei2 in Cantonese: A Review of Previous Studies . --- p.75 / Chapter 4.1. --- Introduction --- p.75 / Chapter 4.2. --- Acquisition of Cantonese bei2 Passives --- p.75 / Chapter 4.3. --- Acquisition of Passives in Mandarin --- p.77 / Chapter 4.4. --- Issues in the Acquisition of Passives --- p.79 / Chapter 4.4.1. --- Age of Acquisition --- p.79 / Chapter 4.4.2. --- Passives with Actional vs Non-actional Verbs --- p.81 / Chapter 4.4.3. --- Lexical-semantics of the Verb Phrase of Passives --- p.83 / Chapter 4.5. --- Acquisition of Cantonese bei2 Passives by Deaf Children --- p.84 / Chapter 4.6. --- Acquisition of Passives by Deaf Children in Other Languages --- p.87 / Chapter 4.7. --- Acquisition of Other Polysemous Forms --- p.88 / Chapter 4.7.1. --- Acquisition of Permissive bei2 --- p.88 / Chapter 4.7.2. --- Acquisition of Control --- p.88 / Chapter 4.7.3. --- Acquisition of Transfer bei2 --- p.90 / Chapter 4.8. --- Acquisition Predictions --- p.91 / Chapter 4.8.1. --- How do Deaf Children Acquire Passive bei2 in Cantonese? --- p.91 / Chapter 4.8.2. --- What is the Sequence of Acquisition among the three Polysemous bei2? . --- p.91 / Chapter 4.8.3. --- Do Deaf Children Follow a Different Pathway from Hearing Children? --- p.92 / Chapter Chapter 5 --- Methodology --- p.93 / Chapter 5.1. --- Background --- p.93 / Chapter 5.2. --- Subjects --- p.94 / Chapter 5.2.1. --- Deaf Subjects --- p.94 / Chapter 5.2.2. --- Hearing Subjects --- p.101 / Chapter 5.3. --- Experimental Design --- p.102 / Chapter 5.4. --- Picture Selection (PS) - A Comprehension Task --- p.103 / Chapter 5.4.1. --- Design of Test Items --- p.103 / Chapter 5.4.2. --- Verbs Used in the Test Items --- p.104 / Chapter 5.4.3. --- Items for Transfer bei2 --- p.105 / Chapter 5.4.4. --- Items for Permissive bei2 --- p.106 / Chapter 5.4.5. --- Items for Passive bei2 --- p.108 / Chapter 5.4.6. --- Items for Zoeng1 and Active Sentences --- p.108 / Chapter 5.4.7. --- Experimental Procedure --- p.110 / Chapter 5.5. --- Picture Description (PD) - An Elicited Production Task --- p.111 / Chapter 5.5.1. --- Design of Test Items --- p.112 / Chapter 5.5.2. --- Items for Transfer bei2 --- p.113 / Chapter 5.5.3. --- Items for Permissive bei2 --- p.115 / Chapter 5.5.4. --- Items for Passive bei2 --- p.117 / Chapter 5.5.5. --- Active Sentences --- p.120 / Chapter 5.5.6. --- Testing Procedure --- p.121 / Chapter 5.6. --- Picture Verification (PV) - A Judgment Task --- p.123 / Chapter 5.6.1. --- Can1 as the Disambiguating Cue --- p.124 / Chapter 5.6.2. --- Experimental Design --- p.126 / Chapter 5.6.3. --- The Test Items --- p.129 / Chapter 5.7. --- Experimental Procedures --- p.132 / Chapter Chapter 6 --- Results --- p.133 / Chapter 6.1. --- Introduction --- p.133 / Chapter 6.2. --- Performance in Passive bei2 --- p.136 / Chapter 6.2.1. --- Picture Selection (PS) Task --- p.136 / Chapter 6.2.2. --- Picture Description (PD) Task --- p.139 / Chapter 6.2.3. --- Active Sentences (Controls) --- p.139 / Chapter 6.2.4. --- Passive bei2 with an Embedded Bare Verb --- p.141 / Chapter 6.2.5. --- Resultative Passives --- p.148 / Chapter 6.2.6. --- Subjects’ Performance on the Embedded VP --- p.152 / Chapter 6.2.7. --- Reversibility of the NPs --- p.157 / Chapter 6.2.8. --- The Picture Verification (PV) Task --- p.161 / Chapter 6.2.9. --- Is -can1 an Effective Disambiguating Cue? --- p.161 / Chapter 6.2.10. --- Interim Summary --- p.170 / Chapter 6.3. --- Performance on Transfer bei2 and Permissive bei2 --- p.171 / Chapter 6.3.1. --- Picture Selection (PS) Task --- p.171 / Chapter 6.3.2. --- Picture Description (PD) Task --- p.176 / Chapter 6.3.3. --- Acquisition of Transfer bei2 --- p.176 / Chapter 6.3.4. --- Acquisition of Permissive bei2 --- p.183 / Chapter 6.3.5. --- The Three Polysemous Forms in the PD Task --- p.191 / Chapter 6.3.6. --- The Three Polysemous Forms in Both the PS and PD Tasks --- p.193 / Chapter 6.3.7. --- Performance by Level/Group in Both the PS and PD Tasks --- p.196 / Chapter Chapter 7 --- General Discussion and Conclusion --- p.199 / Chapter 7.1. --- Introduction --- p.199 / Chapter 7.2. --- The Acquisition of Passive bei2 Construction in Cantonese --- p.199 / Chapter 7.2.1. --- Knowledge about the Grammatical Relations in Passive bei2 --- p.200 / Chapter 7.2.2. --- Knowledge about the Syntactic Order of Passive bei2 --- p.202 / Chapter 7.2.3. --- Knowledge about the Reversible and Non-Reversible Passives --- p.203 / Chapter 7.2.4. --- Knowledge about a +Telic Embedded Predicate --- p.204 / Chapter 7.2.5. --- Knowledge about Co-indexation and Null Operator Movement . --- p.206 / Chapter 7.3. --- Acquisition of Polysemous Forms of bei2 --- p.207 / Chapter 7.3.1. --- Order of Difficulty --- p.207 / Chapter 7.3.2. --- Acquisition of Transfer bei2 --- p.209 / Chapter 7.3.3. --- Acquisition of Permissive bei2 --- p.211 / Chapter 7.3.4. --- Developmental Pathway of Deaf Children’s Grammatical Knowledge --- p.213 / Chapter 7.4. --- Limitations of the Research --- p.214 / Chapter 7.5. --- Conclusions --- p.217 / Chapter 7.5.1. --- Get to Know the Acquisition Process of Passive bei2s and Other Polysemous Forms --- p.217 / Chapter 7.5.2. --- Age Factor in Research on Language Development of Deaf Children . --- p.218 / Chapter 7.5.3. --- Understanding Language Development of Deaf Children --- p.220 / Chapter 7.5.4. --- Practical Implications --- p.223 / Chapter Appendix 1: --- Test items of the experiment --- p.225 / Chapter Appendix 2: --- Correct Responses in the Picture Selection Task (All hearing adult subjects, N=20) --- p.231 / References --- p.232

蘇月華. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 87-94a / Su Yuehua [So Suet Wah]. / Chapter 第一章 --- 導言 --- p.1-3 / 研究背景 --- p.1 / 研究意義 --- p.1 / 「閱讀理解能力」的界定 --- p.2 / 「成績稍遜閱讀者」與「一般閱讀者」的界定 --- p.3 / 研究問題 --- p.3 / Chapter 第二章 --- 理論基礎 --- p.4-22 / Perfetti的閱讀能力的認知因素理論 --- p.4-9 / 閱讀能力的性質 --- p.4 / 閱讀能力的認知因素 --- p.4 / 認知因素的能力差異 --- p.6 / 閱讀能力的認知因素模式 --- p.7 / Anderson 的 ACT 衍生理論 --- p.10-16 / 記憶系統和知識表象 --- p.11 / 記憶擴散激活理論 --- p.11 / 認知技能的獲取 --- p.12 / 閱讀理解與ACT衍生理論 --- p.13 / Kintsch & van Dijk 的閱讀理解模式 --- p.17-22 / 篇章的語義結構 --- p.17 / 篇章的理解過程 --- p.18 / 影響篇章理解的因素 --- p.21 / Chapter 第三章 --- 文獻綜述 --- p.23-33 / 有關優與劣閱讀者的研究 --- p.23 / 字詞方面 --- p.23 / 句義方面 --- p.26 / 篇章方面 --- p.29 / 測量閱讀的工具 --- p.34 / Chapter 第四章 --- 研究設計 --- p.36-46 / 研究假設 --- p.36 / 研究方法 --- p.37 / 對象 --- p.37 / 工具 --- p.37 / 測試程序 --- p.42 / 評分方式 --- p.43 / 資料分析和統計 --- p.44 / Chapter 第五章 --- 結果與討論 --- p.47-79 / 研究資料結果 --- p.47 / 九項測驗的因素分析 --- p.47 / 分組比較一 一九項測驗結果 --- p.49 / 分組比較一 一三個閱讀範疇結果 --- p.54 / 分級比較一 一三個閱讀範疇結果 --- p.58 / 分組比較一 一五項反應時間結果 --- p.61 / 各項分數與反應時間的關係 --- p.66 / 討論部分 --- p.69 / 字詞方面的差異 --- p.69 / 句子方面的差異 --- p.72 / 篇章方面的差異 --- p.75 / Chapter 第六章 --- 結論、研究限制及建議 --- p.80-85 / 結論 --- p.80 / 研究限制 --- p.83 / 建議 --- p.84 / 參考文獻 --- p.85-94 / 附件 / 附件一：中一集體測試試題 --- p.95 / 附件二 ：中三集體測試試題 --- p.105 / 附件三：中一和中三個人電腦測試試題 --- p.115