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published_or_final_version / Language Studies / Master / Master of Arts

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Lei Chin-Hai, Betty. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 229-243.

Lexical tones have presented great difficulties for second language learners whose native language is non-tonal. A number of recent studies suggest categorical-like perception of lexical tones by native Mandarin speakers. Can native speakers of non-tonal languages acquire categorical representations of lexical tones? Are there any differences between L1 and L2 tone perceptions? This study investigates brain responses to lexical tone categorization for three groups of adult listeners: 1) native English speakers who had no exposure to Mandarin before age 17, but took advanced Mandarin courses as adults; 2) naïve English speakers; and 3) native Mandarin speakers. Two tonal continua were derived from natural speech through interpolation within two tonal contrasts (Tone 1/Tone 4; Tone 2/Tone 3). Firstly, category boundaries were examined through classic identification and discrimination tasks. Secondly, high-density electroencephalography (EEG) was used to record brain responses while participants listened to tones in two oddball paradigms: across-category and within-category. If perception of lexical tones is categorical, cross-category deviants are expected to elicit larger ERP responses (specifically, mismatch negativity (MMN) and P300) than within-category deviants. Both behavioral and ERP results indicate that lexical tones are perceived categorically by native Chinese speakers but not by inexperienced English speakers. Although English learners of Chinese demonstrated categorical perception in behavioral tasks, their ERP response did not differ between within- and across-category conditions, however, significantly greater P300 responses were observed. Acoustic cues and characteristics of L2 phonological learning in adulthood are discussed.

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Despite the widespread adoption of task-based language teaching in English as a foreign/second language (EF/SL), task difficulty has continued to be a controversial issue in task-based assessment. This research explores how feasible it is to implement a task-based approach to testing within the existing Chinese National English Curriculum (CNEC). The central problem that the study has addressed is how task difficulty can be established through the use of a theoretically-motivated analytic scheme, grounded in contemporary task research. The scheme needs to be able to take a test-task as input, and facilitate rating of the test task on a number of dimensions. / Initially, the scheme proposed by Norris Brown, Hudson, and Yoshioka (1998) was explored for validity and practicality in the Chinese context. Since this scheme did not work very effectively, a new analytic scheme for curriculum-based test-tasks was developed through a series of developmental cycles. At the end of this process, an Input-Processing-Output (IPO) task difficulty matrix was established which provided reliable estimates of rated test-task difficulty at both global and analytic levels. The IPO task difficulty matrix designed and used in the series of studies appears to have adequately distinguished between three levels of difficulty of a CNEC theme. / The research establishes (1) that the difficulty of the tasks can be used to sequence effectively both for testing and for teaching; (2) the methods by which the principles of task selection and task difficulty can be used with a wider range of test generators and test users, and (3) that rated task difficulty connects with objective measures of performance as well as conventional ratings of performance. / The scheme provides a practical tool, but also a theoretical perspective on how tasks themselves can be analyzed effectively. The main developmental cycles required experienced and trained ELT professionals to use the analytic rating scheme. A later phase employed less experienced and trained teachers and explored how they could be trained to use the rating scheme. This phase established that the scheme can be used in "non-expert" English language teaching (ELT) situations, provided that there is adequate training. Validity was explored through the use of a range of discourse analysis measures of the writing performance of a number of school-based EFL learners in China. / Luo, Shaoqian. / "October 2007." / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3132. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 339-367). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

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While translation in L2 learning/teaching has been viewed negatively since the 1950s in North America, in the late 1980s a re-evaluation of translation has begun (Duff, 1989). The purpose of this research is to explore text-level translation from the learner’s perspective, as this kind of research, at present, remains quite scarce (Krings, 1987). This study focuses on text-level translation as a useful component of second language (L2) learning/teaching. Adult L2 learners’ translation processes and performance are examined and contrasted with the same group’s Li and L2 writing performance. Twenty-two Japanese ESL students studying at a Canadian college performed three tasks individually (translation from Li into L2, Li writing, L2 writing), thinking aloud. Their writing samples were evaluated, and think-aloud protocols were analyzed, supplemented by interviews and text analyses. The data were analyzed with attention given to four recent cognitive theories of language learning: Cummins’ theories (1986) of cross-linguistic interdependence of cognitive academic skills; Schmidt’s “conscious attention” (1990); Swain’s “i+1 output” hypothesis (1985); and McLaughlin’s “restructuring” (1 990b). Findings: 1) The correlations of the quality of translation, Li writing, and L2 writing of L2 learners (whose Li writing skills are still developing) were not significant. 2) The learners’ conscious attention to language use was high in the translation task, but unexpectedly low in the L2 writing. Their language use was more sophisticated in the translation than in the L2 writing. 3) Some students preferred translation tasks to L2 writing tasks, expressing their views which were consistent with the “i+1 output” hypothesis. 4) Contrary to general expectation about student translations, the students did not translate word for word; they often restructured Li/L2 correspondences, and examples of “restructuring” were not limited to the word level. General conclusions: Cross-linguistic interdependence among translation, Li writing, and L2 writing was not confirmed clearly. However, there was evidence that translation processes prompted conscious attention, “i+1 output”, and restructuring, which some consider to be necessary for second language learning. Thus translation in L2 learning deserves a closer look as it provides potential opportunities for learners to learn a second language.

This investigation analyses current issues in the language teaching situation at the University of Durban-Westville (UDW). It defines parameters with which language educators can make choices. Effective language teaching is perceived as essential in order to have competent language learners. Language teaching (be if first, second or a foreign language) usually encompasses a body of knowledge that is drawn from linguistic and language learning theories. A practical component is also included which is based on the choice of teaching methodology. Several historical factors also played a major role in determining the manner in which languages should be taught at the University of Durban-Westville (UDW). The aim of this study was to evaluate the teaching situation at UDW. The primary focus was to investigate whether educators were applying the principles of contemporary linguistics in the language teaching situation at UDW. It became apparent that not many educators were applying the specific aspects of contemporary linguistics in their teaching. This inquiry considered the role of contemporary linguistics in language teaching and concentrates on the relevance and importance of the various components of linguistics. The chapter on some of the aspects of language teaching, including teaching strategies presented a discussion of the instructional options available for the responsive language educator. Language planning and policy was considered as a potential area of specialization. Formal and informal seminars, and workshops promoting the importance of contemporary linguistics and a genuine recommendation for language educators to pay some attention to L2 learning research was re-emphasized. / Thesis (M.A)-University of Durban-Westville, 2000.