published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts

本 研究主要探討句法意識在香港兒童篇章閱讀理解及篇章寫作中的作用，包括三个研究。研究一主要探討句法意識是否能夠獨立預測香港兒童的篇章閱讀理解能力。 受試者為89名母語為粤語的香港五年級兒童。實驗中，受試者接受一系列認知及語言相關的個別測試。主要包括智力測驗、中文篇章閱讀理解測驗、語音意識測 驗、語素意識測驗、語義知識測驗、句法意識測驗、記憶能力測驗及詞彙能力測驗。相關分析表明兩種句法意識測驗顯著與兒童中文閱讀理解能力相關。回歸分析表明即使在控制了兒童在智力水平，語音意識，語義意識，語素意識，詞彙能力及工作記憶能力的差异的情況下，句法意識，尤其是連詞應能力，仍能夠顯著地預測兒 童在中文篇章理解的成绩。 / 研究二應用追踪研究探討句法意識在中文閱讀中的重要作用及中文篇章理解與句法意識是否是雙向相關。即兒童在低一年級的句法意識是否可以用來預測兒童在高一年的篇章閱讀理解成績及兒童在低一年級的阅读理解成績是否可以用來預測兒童在高一年級的句法能力。相關分析表明兒童在五年級的句法能力顯著與兒童六年 級的閱讀理解能力相關，五年级的阅读理解能力显著与儿童六年级的句法能力相关。回歸分析表明，兒童在五年級的句法能力能夠顯著預測兒童在六年級的篇章閱讀 理解成绩。路徑分析表明兒童的句法能力與篇章閱讀理解能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的篇章閱讀理解成绩， 同時兒童的篇章閱讀理解成绩同樣可以用來測兒童的句法能力。 / 研究三主要探討句法意識在兒童篇章寫作中的重要作用。研究三主要採用追踪研究的方法。受试者与测量任务同研究二相同，这些儿童同时接受了写作能力测验。 句法任务包括句法判断和连词填写任务。同时，我们还采用了句 / 法错误分析的方法来探讨儿童写作中句法能力的发展。 相關分析表明兩種句法能力測驗顯著與兒童的寫作能力相關。回歸分析表明，兒童的 句法能力是兒童寫作能力的一個顯著预测因子。路徑分析表明兒童的句法能力與兒童的寫作能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的寫作能 力， 同時兒童的寫作能力同樣可以用來測兒童的句法能力。 句法錯誤分析表明兒童在語序，詞性，成份完整性及標點符號的使用上表現出規律性的語法錯誤。本研究揭示了句法能力在兒童篇章閱讀理解及篇章寫作中的重要作用， 為中文篇章閱讀及篇章写作的困難兒童的診斷提供了重要參考。 / This research aimed to explore the role of syntactic awareness in text reading comprehension and writing composition in Hong Kong Chinese children. Three studies were included. In Study 1, the question of whether syntactic awareness uniquely correlated with text reading comprehension in Hong Kong Chinese fifth graders was examined. A total of 89 fifth graders from two primary schools were recruited (45 boys, and 44 girls, mean age = 9.15 years, SD = .43). These children were administered a set of cognitive and linguistic measures including two tasks on syntactic awareness, i.e. syntactic judgment/correction task and conjunction cloze task. The results of Study1 indicated that syntactic skills, especially knowledge of conjunctive word usage, accounted for unique variance in text reading comprehension in Chinese children even when age, nonverbal IQ, phonological awareness, morphological awareness, semantic knowledge, vocabulary knowledge, morhosyntactic knowledge and working memory as well as word reading were statistically controlled. / The purpose of Study 2 was twofold. First, it aimed to investigate the longitudinal predictive effect of syntactic awareness on text reading comprehension in Hong Kong Chinese children. Second, the bidirectional relationship between syntactic awareness and text reading comprehension was explored. A total of 129 children (50 boys and 79 girls), from a ten-year longitudinal study, were sampled. They were tested on a set of cognitive and linguistic measures including the same two syntactic tasks used as those in Study1. Results showed that syntactic awareness was longitudinally predictive of text reading comprehension, even when the contributions of children’s age, nonverbal and verbal abilities, phonological awareness, and morphological awareness were taken into account. In addition, children’s early reading comprehension was significantly correlated with their growth in syntactic awareness, suggesting a bidirectional relationship between syntactic awareness and reading comprehension. / In Study 3, the relationship between syntactic awareness and writing composition was examined in Hong Kong Chinese children. The participants and measures were the same as those in Study 2. In addition, those children were administered a writing composition task both at age 11 and 12. Results revealed that syntactic awareness was significantly predictive of children’s writing, controlling for the contribution of age, nonverbal and verbal abilities, phonological awareness and morphological awareness. Children’s performance in early writing compositions was also significantly associated with their later syntactic skills. This may suggest a reciprocal relationship between syntactic awareness and writing. In addition, syntactic error analyses revealed that children made certain syntactic errors in sentence construction and these errors were not random. / Findings in this study not only help us unravel the relations between syntactic awareness and reading comprehension and writing composition, contributing to a fuller understanding of the foundation of Chinese reading comprehension and writing composition, but also provide a potentially useful direction for the diagnosis of reading and writing difficulties for Chinese children. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Tong, Xiuhong. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 127-149). / Abstract also in Chinese; appendixes in Chinese. / Acknowledgements --- p.II / Abstract (in English) --- p.IV / Abstract (in Chinese) --- p.VII / List of Tables --- p.X / List of Figures --- p.XII / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter CHATPER TWO: --- SYNTACTIC AWARENESS AND READING --- p.17 / Syntactic Awareness Reading in Readers of Alphabetic Languages --- p.18 / Syntactic Awareness in Chinese Children’s Reading --- p.25 / Chapter CHAPTER THREE: --- SYNTACTIC AWARENESS AND WRITING COMPOSITION --- p.31 / Model of Writing --- p.32 / Syntax and Writing in Alphabetic Languages --- p.35 / Syntax and writing in Chinese children --- p.39 / Chapter CHAPTER FOUR: --- THE PRESENT STUDY --- p.42 / Study 1 --- p.46 / Study 2 --- p.62 / Study 3 --- p.78 / Chapter CHAPTER FIVE: --- DISCUSSION & CONCLUSION --- p.103 / REFERENCES --- p.127 / APPENDIX --- p.150

published_or_final_version / abstract / toc / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / Humanities / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

Lam Wai-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 199-208). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE OF THE PRESENT STUDY --- p.1 / Chapter 1.2 --- THE BACKGROUND OF THE PRESENT STUDY --- p.5 / Chapter 1.2.1 --- What is “Language Awareness´ح？ --- p.5 / Chapter 1.2.2 --- What is “LA-oriented Teaching´ح？ --- p.6 / Chapter 1.3 --- ORGANIZATION OF THE THESIS --- p.7 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.10 / Chapter 2.1 --- THEORIES OF LANGUAGE AWARENESS (LA) --- p.11 / Chapter 2.1.1 --- Seminal Statements on Language Awareness --- p.12 / Chapter 2.1.1.1 --- "Hawkins' “ Awareness of Language """ --- p.12 / Chapter 2.1.1.2 --- Report on Language Awareness by the NCLE --- p.13 / Chapter 2.1.2 --- Two Broad Senses of LA --- p.14 / Chapter 2.1.2.1 --- The Psychological Sense of LA --- p.14 / Chapter 2.1.2.2 --- The Educational Sense of LA --- p.15 / Chapter 2.1.3 --- Contemporary Views of LA in the Educational Context --- p.16 / Chapter 2.1.3.1 --- LA as a Developmental Quality --- p.16 / Chapter 2.1.3.2 --- LA as a Curricular Component and a Language Education --- p.17 / Chapter 2.1.3.3 --- LA as a Methodology --- p.19 / Chapter 2.1.3.4 --- LA as a Critical Inquiry into the Socio-cultural Domain --- p.22 / Chapter 2.1.4 --- The Five Domains of Language Awareness --- p.23 / Chapter 2.1.5 --- """Language Awareness “ Revisited “" --- p.25 / Chapter 2.1.6 --- LA-related Language Learning and Teaching Theories --- p.25 / Chapter 2.1.6.1 --- """Task-based Learning “ Theory" --- p.25 / Chapter 2.1.6.2 --- """Language Experience “ Approach" --- p.29 / Chapter 2.1.6.3 --- """Learner-centred"" Approach" --- p.29 / Chapter 2.1.6.4 --- """Whole-language "" Education" --- p.30 / Chapter 2.2 --- PRACTICES OF LANGUAGE AWARENESS --- p.32 / Chapter 2.2.1 --- "“Incidental"" LA" --- p.32 / Chapter 2.2.2 --- """ Planned ´ح LA as Curricular Components" --- p.33 / Chapter 2.2.2.1 --- LA/KAL as a Curriculum Dimension --- p.34 / Chapter 2.2.2.2 --- LA/KAL as a Language Education --- p.34 / Chapter 2.2.3 --- """Planned"" LA Implemented as School Programmes" --- p.35 / Chapter 2.3 --- DEFINING CHARACTERISTICS OF LA-ORIENTED TEACHING --- p.41 / Chapter 2.3.1 --- Learner-centred LA Activities --- p.41 / Chapter 2.3.2 --- The Categories of LA --- p.42 / Chapter 2.3.3 --- Learner-centred Teaching Approach --- p.44 / Chapter 2.3.4 --- Enhancing LA through Teaching: A Conceptual Model --- p.45 / Chapter 2.4 --- INADEQUACIES OF THE LA THEORIES AND PRACTICES --- p.47 / Chapter 2.4.1 --- Relation between Enhanced LA and Language Performance --- p.47 / Chapter 2.4.2 --- Delineation of LA Effects and Establishment of Instruments for Measuring LA Effects --- p.49 / Chapter 2.5 --- ASPECTS OF FOREIGN LANGUAGE LEARNING AND DEVELOPMENT --- p.50 / Chapter 2.5.1 --- Learning of Foreign Language Vocabulary --- p.51 / Chapter 2.5.1.1 --- The Mental Lexicon and Networks of Word Associations --- p.51 / Chapter 2.5.1.2 --- Factors Affecting Second /Foreign Language Vocabulary Acquisition --- p.52 / Chapter 2.5.2 --- Development of Writing Ability --- p.56 / Chapter 2.5.2.1 --- Theories on Development of Foreign Language Writing Ability --- p.56 / Chapter 2.5.2.2 --- Approaches to Evaluating Writings --- p.57 / Chapter 2.5.3 --- Learning of a Second Foreign Language / Third Language --- p.58 / Chapter 2.5.3.1 --- Cross-linguistic Influence and Transfer --- p.59 / Chapter 2.5.3.2 --- Language Distance and Other Factors Affecting Cross-linguistic Influence --- p.60 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.63 / Chapter 2.7 --- SUMMARY OF CHAPTER TWO --- p.67 / Chapter CHAPTER THREE --- DESIGN OF THE STUDY --- p.69 / Chapter 3.1 --- THE LA STUDIES --- p.70 / Chapter 3.2 --- LA PILOT SCHEME (THE PILOT) --- p.71 / Chapter 3.2.1 --- Aims --- p.71 / Chapter 3.2.2 --- Subjects --- p.71 / Chapter 3.2.3 --- Administration and Course Contents --- p.72 / Chapter 3.2.4 --- Method of Evaluating the Pilot LA Effect --- p.72 / Chapter 3.2.5 --- The Pilot Results --- p.74 / Chapter 3.2.6 --- Conclusions and Implications for the Pilot --- p.77 / Chapter 3.3 --- THE MAIN LA TEACHING PROGRAMME (THE PROGRAMME) --- p.78 / Chapter 3.3.1 --- Subjects --- p.78 / Chapter 3.3.2 --- The Control Group --- p.79 / Chapter 3.3.3 --- Teaching Themes --- p.80 / Chapter 3.3.4 --- The LA Teachers and Medium of Instruction --- p.82 / Chapter 3.3.5 --- LA Time Frame and Duration --- p.82 / Chapter 3.3.6 --- LA Syllabus and Lesson Design --- p.83 / Chapter 3.3.7 --- LA Tasks and Learning Activities in the Study --- p.84 / Chapter 3.3.8 --- Course Materials in the Study --- p.90 / Chapter 3.4 --- CONSTRUCTION OF TESTING INSTRUMENTS --- p.91 / Chapter 3.4.1 --- An Overview of the Procedure --- p.91 / Chapter 3.4.2 --- Measuring the Subjects' Foreign Language Proficiency --- p.93 / Chapter 3.4.2.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.93 / Chapter 3.4.2.2 --- Evaluation of Writings --- p.95 / Chapter 3.4.2.3 --- JFL Proficiency Assessments --- p.101 / Chapter 3.4.3 --- Measuring the Subjects' Attitude towards LA-oriented Teaching and Language Learning --- p.105 / Chapter 3.4.3.1 --- Course Satisfaction Questionnaire --- p.105 / Chapter 3.4.3.2 --- Learner's Course Review --- p.106 / Chapter 3.4.3.3 --- JFL Pre-course and Post-course Questionnaires --- p.107 / Chapter 3.4.3.4 --- JFL Learner's journal --- p.108 / Chapter 3.4.3.5 --- Archival data /Learners' Work --- p.109 / Chapter 3.4.4 --- Recording LA-oriented Language Behaviour (LALB) --- p.110 / Chapter 3.5 --- THE EXPERIMENTAL PROCEDURE --- p.111 / Chapter 3.5.1 --- Overview of the Procedure for the EFL Modules --- p.111 / Chapter 3.5.2 --- Overview of the Procedure for the JFL Module --- p.111 / Chapter 3.6 --- SUMMARY OF METHODS OF DATA ANALYSIS --- p.112 / Chapter 3.6.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.112 / Chapter 3.6.2 --- Evaluation of the Writings --- p.115 / Chapter 3.6.3 --- JFL Proficiency Assessments --- p.115 / Chapter 3.6.4 --- Course Satisfaction Questionnaire --- p.116 / Chapter 3.6.5 --- Learner's Course Review --- p.116 / Chapter 3.6.6 --- JFL Pre-course and Post-course Questionnaire --- p.116 / Chapter 3.6.7 --- JFL Learner's Journal --- p.117 / Chapter 3.7 --- SUMMARY OF CHAPTER THREE --- p.117 / Chapter CHAPTER FOUR --- RESEARCH FINDINGS --- p.119 / Chapter 4.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ةEFL AND JFL PROFICIENCY --- p.120 / Chapter 4.1.1 --- Acquisition of English Vocabulary --- p.120 / Chapter 4.1.2 --- Development of English Writing Ability --- p.123 / Chapter 4.1.3 --- Acquisition of Elementary Japanese --- p.127 / Chapter 4.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS' ATTITUDES TOWARDS LANGUAGE TEACHING AND LEARNING --- p.130 / Chapter 4.2.1 --- The Subjects' Attitudes towards LA-oriented Teaching and EFL Learning --- p.130 / Chapter 4.2.1.1 --- The Subjects' Level of Satisfaction with the LA-oriented EFL Modules --- p.131 / Chapter 4.2.1.2 --- The Subjects' Evaluation of the EFL Modules and Their Own Learning --- p.132 / Chapter 4.2.2 --- The Subjects ´ة Attitudes towards JFL Learning --- p.134 / Chapter 4.2.2.1 --- The Subjects' Perceptions and Expectations for JFL Learning --- p.134 / Chapter 4.2.2.2 --- The Subjects' Evaluation of their JFL learning --- p.136 / Chapter 4.2.2.3 --- The Subjects' Evaluation of the JFL Module --- p.138 / Chapter 4.3 --- SUMMARY OF CHAPTER FOUR --- p.142 / Chapter CHAPTER FIVE --- DISCUSSIONS OF RESEARCH FINDINGS --- p.144 / Chapter 5.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة EFL PROFICIENCY --- p.146 / Chapter 5.1.1 --- Acquisition of English vocabulary --- p.146 / Chapter 5.1.1.1 --- Theme Effects --- p.146 / Chapter 5.1.1.2 --- Task Effects --- p.150 / Chapter 5.1.1.3 --- Provision of Authentic Experience --- p.151 / Chapter 5.1.1.4 --- Other Interesting Findings --- p.152 / Chapter 5.1.2 --- Development of English Writing Ability --- p.154 / Chapter 5.1.2.1 --- Conditions Fostering Development of English Writing Ability --- p.154 / Chapter 5.1.2.2 --- Factors Inhibiting Development of Writing Ability --- p.156 / Chapter 5.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة JFL PROFICIENCY --- p.158 / Chapter 5.2.1 --- Japanese Speaking Ability --- p.158 / Chapter 5.2.2 --- Japanese Listening Ability --- p.160 / Chapter 5.2.3 --- Japanese Reading / Word Recognition Ability --- p.161 / Chapter 5.2.4 --- LA-oriented Language Behaviour --- p.163 / Chapter 5.3 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة ATTITUDES TOWARDS EFL LEARNING --- p.166 / Chapter 5.3.1 --- Challenging Tasks and Activities --- p.167 / Chapter 5.3.2 --- Enjoyable Authentic Learning Experience --- p.168 / Chapter 5.3.3 --- Strong Sense of Ownership --- p.169 / Chapter 5.3.4 --- Supportive Language Learning Environment --- p.169 / Chapter 5.4 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة ATTITUDES TOWARDS JFL LEARNING --- p.170 / Chapter 5.4.1 --- Strong Inclination for Japan --- p.171 / Chapter 5.4.2 --- Unique Language Learning Experience --- p.171 / Chapter 5.4.3 --- Strong Affection for the Japanese Teacher --- p.172 / Chapter 5.4.4 --- Authenticity in the Japanese Teacher's Look and Manners --- p.172 / Chapter 5.4.5 --- Learner-oriented Activities --- p.173 / Chapter 5.5 --- FEASIBILITY OF LA WORK IN THE EFL CLASSROOM IN PRIMARY SCHOOLS IN HONG KONG --- p.173 / Chapter 5.6 --- FEASIBILITY OF TEACHING A SECOND FOREIGN LANGUAGE IN PRIMARY SCHOOLS IN HONG KONG --- p.176 / Chapter 5.7 --- SUMMARY OF CHAPTER FIVE --- p.179 / Chapter CHAPTER SIX --- CONCLUSION --- p.181 / Chapter 6.1 --- LIMITATIONS OF THE STUDY --- p.181 / Chapter 6.2 --- IMPLICATIONS --- p.184 / Chapter 6.2.1 --- Implications for the FL Classroom --- p.184 / Chapter 6.2.2 --- Implications for the FL Curriculum Design --- p.191 / Chapter 6.3 --- RECOMMENDATIONS FOR FUTURE RESEARCH --- p.195 / Chapter 6.4 --- SUMMARY OF CHAPTER SIX --- p.198 / REFERENCES --- p.199 / APPENDICES / Appendix A1: Course Outline of LA Pilot Scheme --- p.209 / Appendix A2: List of Activity Sheets for LA Pilot Scheme --- p.210 / Appendix A3: Samples of Pupils' Work in LA Pilot Scheme --- p.211 / Appendix B1: Course Outline of Module One1 --- p.213 / Appendix B2: Course Outline of Module Two2 --- p.216 / Appendix B3: Course Outline of Module Three3 --- p.220 / Appendix C1: Scheme of Work of Module One --- p.223 / Appendix C2: Scheme of Work of Module Two --- p.227 / Appendix C3: Scheme of Work of Module Three --- p.231 / Appendix D1: A Lesson Plan of Module One --- p.236 / Appendix D2: A Lesson Plan of Module Two --- p.240 / Appendix D3: A Lesson Plan of Module Three --- p.244 / Appendix E: Sample of Coursebook Materials --- p.247 / Appendix F1: List of Activity Sheets for Module One --- p.250 / Appendix F2: List of Activity Sheets for Module Two --- p.251 / Appendix F3: List of Activity Sheets for Module Three --- p.252 / Appendix G1: Sample of AS4 for Module One: My Favourite Bread --- p.253 / Appendix G2 (A): Sample of AS for Module Two: The New Year --- p.254 / Appendix G2 (B): Sample of AS for Module Two: The New Year --- p.255 / Appendix G2 (C): Sample of AS for Module Two: Favourite Food --- p.256 / Appendix G3 (A): Sample of AS for Module Three: My favorite playground game --- p.257 / Appendix G3 (B1): Sample of AS for Module Three: Let's Play playground games --- p.258 / Appendix G3 (B2): Sample of Completed AS: Let's play playground games --- p.259 / Appendix G3 (C1): Sample of AS for Module Three: What are instructions like? --- p.260 / Appendix G3 (C2): Sample of Completed AS: What are instructions like? --- p.261 / Appendix H1 (A1): Pre-test on Vocabulary Acquisition for Module One --- p.262 / Appendix H1 (A2): Post-test on Vocabulary Acquisition for Module One --- p.263 / Appendix H2 (A1): Pre-test on Vocabulary Acquisition for Module Three --- p.264 / Appendix H2 (A2): Post-test on Vocabulary Acquisition for Module Three --- p.265 / Appendix I1 (A1): Writing AS for Module One: Writing instructions for baking bread (1) --- p.266 / Appendix I1 (A2): Writing AS for Module One: Writing instructions for baking bread (2) --- p.267 / Appendix I1 (B1): Sample of Completed AS: Writing instructions for baking bread (1) --- p.268 / Appendix I1 (B2): Sample of Completed AS: Writing instructions for baking bread (2) --- p.269 / Appendix I2 (A1): Writing AS for Module Three: My favourite playground game --- p.270 / Appendix I2 (A2): Writing AS for Module Three: Talking about playing playground games --- p.271 / Appendix I2 (B1): Sample of Completed AS: My favourite playground games --- p.272 / Appendix I2 (B2): Sample of Completed AS: Talking about playing playground games --- p.273 / Appendix I2 (C1): Writing AS for Module Three: Let's create our playground games --- p.274 / Appendix I2 (C2): Sample of Pupils' Instructions for Created Playground Games --- p.275 / Appendix J1 (A): JFL Oral Assessment --- p.278 / Appendix J1 (B): JFL Oral Assessment: Marking Scheme --- p.279 / Appendix J2 (A): JFL Listening Assessment --- p.280 / Appendix J2 (B): JFL Listening Assessment: Script --- p.281 / Appendix J3: JFL Reading and Writing Assessment --- p.282 / Appendix K1: Course Satisfaction Questionnaire for the EFL Modules --- p.284 / Appendix K2: Learner's Course Review for the EFL Modules --- p.286 / Appendix L1: JFL Pre-course Questionnaire --- p.288 / Appendix L2: JFL Post-course Questionnaire --- p.290 / Appendix Ml: The JFL Learner's Journal --- p.292 / Appendix M2: Samples of Completed JFL Learner's Journal --- p.293 / Appendix N1: Samples of Pupils' Work for the JFL Module: Calligraphy --- p.294 / Appendix N2: Samples of Pupils' Work for the JFL Module: New Year Card --- p.295 / Appendix N3: Samples of Pupils' Work for the JFL Module: My Favourite Food --- p.296 / Appendix O1: Categorization of Words and Expressions of Module One --- p.297 / Appendix O2: Categorization of Words and Expressions of Module Three --- p.298 / Appendix P1: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module One --- p.300 / Appendix P2: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module Three --- p.301 / Appendix Q1: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module One --- p.302 / Appendix Q2: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module Three --- p.302 / Appendix R1 (A1): Raw Scores of Recipes - First Draft --- p.303 / Appendix R1 (A2): Raw Scores of Recipes 一 Second Draft --- p.304 / Appendix R2 (A1): Raw Scores of First Games Descriptions --- p.305 / Appendix R2 (A2): Raw Scores of Second Games Descriptions --- p.306 / Appendix R3 (A1): Raw Scores of Games Instructions ´ؤ First Draft --- p.307 / Appendix R3 (A2): Raw Scores of Games Instructions - Second Draft --- p.308 / Appendix S: Subjects' Performance in JFL Proficiency Assessments --- p.309 / KEY / Chapter 1. --- """Module One"" refers to Theme One ""Baking Bread and Making Sandwiches""" / Chapter 2. --- """Module Two"" refers to Theme Two ""Foreign Language Taster: Japanese as a foreign language""" / Chapter 3. --- """Module Three"" refers to Theme Three ""Playground Games""" / Chapter 4. --- """AS"" refers to Activity Sheet"

Chong Ka Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 70-75). / Abstract in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / Chapter CHAPTER I: --- INTRODUCTION --- p.1 / Phonological Awareness as a Predictor of English Reading and Spelling --- p.1 / Levels of Phonological Awareness --- p.4 / Factors Affecting the Development of Phonological Awareness --- p.6 / oral language experience --- p.6 / orthographic experience --- p.8 / phonological training --- p.8 / Transfer of Phonological Awareness in Bilingual Studies --- p.9 / factors affecting the transfer of phonological awareness --- p.11 / Introduction to Hanyu Pinyin --- p.13 / The Present Study --- p.14 / Chapter CHAPTER II: --- STUDY1 --- p.18 / Method --- p.18 / Design --- p.18 / Participants --- p.19 / Procedures --- p.20 / Tasks --- p.20 / Results --- p.25 / Group differences on Phonological Awareness and English measures Relationship between Phonological Awareness and Pinyin --- p.25 / Performance on English Reading and Spelling --- p.28 / Relationship between Phonological Awareness of different Languages --- p.33 / Discussion --- p.34 / Chapter CHPAPTER III: --- STUDY2 --- p.36 / Method --- p.36 / Design --- p.36 / Participants --- p.37 / Procedures --- p.38 / Tasks --- p.39 / Results --- p.42 / Effect of Pinyin training on Phonological Awareness --- p.48 / Transfer of Phonological Awareness --- p.50 / Effect of Pinyin Training on English Reading and Spelling --- p.52 / Decomposing the Effect of Pinyin Training on English Reading and Spelling --- p.53 / Discussion --- p.59 / Chapter CHPATER IV: --- GENERAL DISCUSSION --- p.65 / Limitations --- p.67 / Conclusion --- p.69 / REFERENCES --- p.70 / APPENDIX A: ENGLISH VOCABULARY TEST (STUDY 1) --- p.76 / APPENDIX B: NONWORD SPELLING TASK ITEMS (STUDY 1) --- p.77 / APPENDIX C: PSEUDOWORD READING ITEMS (STUDY1) --- p.78 / APPENDIX D: PHONEMIC ONSET DELETION TASK (CANTONESE) --- p.79 / APPENDIX E: PHONEMIC ONSET DELETION TASK (MANDARIN) --- p.80 / APPENDIX F: PHONEMIC ONSET DELETION TASK (ENGLISH) --- p.81 / APPENDIX G: NONWORD SPELLING TASK ITEMS (STUDY 2) --- p.82 / APPENDIX H: PSEUDOWORD READING ITEMS (STUDY2) --- p.83 / APPENDIX J: PINYIN TEST (STUDY 2) --- p.84 / APPENDIX K: MANDARIN ORAL TEST (STUDY 2) --- p.85

快速構形學習（fast orthographic learning）是指在閱讀中遇到一個生字或生詞少數幾次後，這個字或詞的構形表征就能初步形成。目前，尚無研究試圖檢測中文構形學習，更無研究通過實驗操作的方式檢查語音重編碼（這一對英文構形學習最為重要的因素）對中文構形學習的影響。本研究以快速構形學習為切入點進行了三項研究。研究一（預實驗和實驗一）根據Share （1999）的範式編制了中文快速構形學習測驗，並使用這一測驗證實了二/三年級的兒童已具有快速構形學習的能力；研究二則通過實驗操作考察語音重編碼是否影響快速構形學習的成績。閱讀能力匹配的兒童被置於不同的學習情境下。某些學習情境下語音重編碼的傾向通過實驗操作被抑制，另一些學習情境下則可以正常進行語音重編碼。對比不同情境下的構形學習成績就可以證明語音重編碼對構形學習的影響。依照這一邏輯，實驗二和實驗三發現形聲字的構形學習受到語音重編碼的正面影響，而實驗四和實驗五則發現非形聲字的構形學習不受語音重編碼的正面影響；實驗六將形聲字和非形聲字放在同一實驗中考察，重複了實驗二至五的結果。研究三則採用培訓實驗進一步重複或檢驗第二部分的結果。在實驗七至十中，兒童或者學習目標假聲旁的語音（與目標形聲字一致的語音或者與目標形聲字不一致的語音），或者學習目標假聲旁的語義，或者抄寫目標假聲旁，或者僅觀察目標假聲旁（控制方案）。然後他們在相同的情境下學習含有目標假聲旁的形聲字。通過對比不同組別的快速構形學習成績，結果發現，除抄寫外，語音重編碼和部件的語義信息對構形學習沒有影響。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼對形聲字的構形學習有一定影響，但影響不大，且只發生在目標形聲字含有熟悉的聲旁時；語音重編碼對半規則形聲字和非形聲字的構形學習沒有影響；抄寫對構形學習有明顯的促進作用。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼並非影響構形學習的核心因素，只對含有熟悉聲旁的形聲字的構形學習有影響，對半規則形聲字和非形聲字的構形學習沒有影響；語義信息對構形學習沒有影響，抄寫對構形學習有明顯的促進作用。我們提出“構形學習自足假說，建議研究者重點研究正字法意識對構形學習的影響。 / Fast orthographic learning (FOL) means that an orthographic representation of a word can be learned incidentally after minimal exposure. Up to now, no research has explored the existence of FOL in Chinese. One reason is that it is difficult to create a test of orthographic learning ability. The present research, which includes three studies, was an attempt to investigate FOL in Chinese and the contributing factors of FOL. Study 1 adopted the experimental paradigm of Share (1999) and developed a new FOL test to obtain evidence of FOL among Chinese Grade 2 and 3 students. Study 2 explored whether or not phonological recoding can impact on FOL of both phonetic and non-phonetic compound characters with manipulations that minimized phonological recoding. The experimental and the control groups were exposed to some target pseudo-characters with and without concurrent articulation, respectively. Comparison of FOL obtained by different groups indicated that phonological recoding affected FOL of regular phonetic compound characters, but the effect was small; phonological recoding did not affect FOL of non-phonetic compound characters. Study 3 re-examined the results of Study 2 and explored the effect of semantic information and handwriting on FOL. In different training programs, students learned the pronunciation or the meaning of target pseudo-radicals, or write or look at them a number of times. Then students learned target pseudo-characters containing the target pseudo-radicals in the same condition. The effects of phonological recoding, semantic information and handwriting were evaluated by comparing FOL of the target pseudo-characters. The results indicated that phonological recoding affected FOL of neither regular phonetic compound characters containing unfamiliar phonetics nor semi-regular phonetic compound characters. Besides, handwriting had a significant positive effect on FOL. These results indicated that phonological recoding is not a substantial contributing factor of FOL. Other contributing factors, such as handwriting and semantic information, need further investigation. We proposed the "orthographic learning self- sufficient hypothesis", which suggests that the core contributing factor of FOL is orthographic awareness. / Detailed summary in vernacular field only. / 劉永廣. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 111-116) / Abstracts in Chinese and English. / Liu Yongguang. / Chapter 第一章 --- 研究背景 --- p.12 / Chapter 1 --- 構形表征與構形學習 --- p.12 / Chapter 1.1 --- 構形表征的存在 --- p.12 / Chapter 1.2 --- 構形學習：一個漸進的過程 --- p.15 / Chapter 2 --- 快速構形學習 --- p.16 / Chapter 2.1 --- 快速構形學習的操作性定義 --- p.16 / Chapter 2.1.1 --- 快速構形學習測驗 --- p.16 / Chapter 2.1.2 --- 快速構形學習測驗的重要性 --- p.19 / Chapter 3 --- 語音重編碼對構形學習的影響 --- p.20 / Chapter 3.1 --- 這一問題的理論化--“自我教學假設 --- p.20 / Chapter 3.2 --- 理論爭議：基於項目還是基於發展階段？ --- p.21 / Chapter 3.3 --- 相關實驗證據 --- p.23 / Chapter 3.4 --- 語音重編碼之外：詞彙知識，正字法意識，語義以及書寫 --- p.26 / Chapter 4 --- 構形表征和構形學習的提出對閱讀習得研究的貢獻 --- p.28 / Chapter 5 --- 中文相關研究現狀 --- p.29 / Chapter 5.1 --- 中文正字法系統概況 --- p.29 / Chapter 5.2 --- 中文形音對應規則：規則性效應和一致性效應 --- p.30 / Chapter 5.2.1 --- 形聲字的規則性和一致性 --- p.30 / Chapter 5.2.2 --- 兒童對形音對應規則的掌握和使用 --- p.32 / Chapter 6 --- 本研究的問題提出和研究邏輯 --- p.35 / Chapter 6.1 --- 本研究的問題提出 --- p.35 / Chapter 6.1.1 --- 中文快速構形學習測驗的編制 --- p.35 / Chapter 6.1.2 --- 為何以語音重編碼為研究重點 --- p.37 / Chapter 6.1.3 --- 非形聲字的構形學習 --- p.39 / Chapter 6.1.4 --- 漢字的語音重編碼 --- p.40 / Chapter 6.1.5 --- 為何以二、三年級學生為研究對象 --- p.40 / Chapter 6.1.6 --- 附帶考察的兩個研究問題 --- p.41 / Chapter 6.2 --- 本研究的邏輯 --- p.41 / Chapter 第二章 --- 研究一 中文構形學習測驗的編制及對快速構形學習現象的檢驗 --- p.43 / 預實驗 --- p.43 / 實驗一 --- p.45 / Chapter 第三章 --- 研究二 語音重編碼對快速構形學習的影響（1） --- p.56 / 實驗二 --- p.56 / 實驗三 --- p.62 / 實驗四 --- p.66 / 實驗五 --- p.69 / 實驗六 --- p.72 / Chapter 第四章 --- 研究三 語音重編碼對快速構形學習的影響（2） --- p.77 / 實驗七 --- p.78 / 實驗八 --- p.84 / 實驗九 --- p.86 / 實驗十 --- p.90 / Chapter 第五章 --- 總體討論 --- p.94 / 問題一：快速構形學習是否存在？ --- p.94 / 快速構形學習測驗的編制 --- p.94 / 問題二：語音重編碼是否中文快速構形學習的關鍵影響因素？ --- p.96 / 問題三：快速構形學習能力與其他背景變量是否有關係？ --- p.98 / 問題四：語義信息和抄寫是否對構形學習有影響？ --- p.100 / 構形學習自足假說 --- p.101 / 視覺詞彙學習：形音義三要素的互動 --- p.103 / 中文閱讀習得能力的發展 --- p.104 / 本研究的貢獻 --- p.105 / 不足以及研究展望 --- p.105 / Chapter 附錄一 --- 形音匹配遊戲A --- p.107 / Chapter 附錄二 --- 實驗一中作為閱讀材料的短文例子 --- p.108 / Chapter 附錄三 --- 語義培訓方案的電腦呈現方式 --- p.109 / Chapter 附錄四 --- 主要術語中英文對照表 --- p.110 / 參考文獻 --- p.111