by Wai-Kei Yeung. / Questionnarie in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 117-124). / Acknowledgments / Abstract / List of Tables / List of Figures / Chapter I --- INTRODUCTION / Background of Study --- p.1 / Purpose of Study --- p.8 / Chapter II --- LITERATURE REVIEW --- p.10 / Physical Self-Concept --- p.11 / Models and Measurement of Physical Self-Concept --- p.14 / Physical Self-Concept and its Relation to External Criteria --- p.20 / Goal Orientations in Sport and Physical Education --- p.26 / Achievement Goals --- p.27 / Achievement Goals and Outcomes --- p.29 / Motivational Climate in Physical Education --- p.34 / Motivational Orientations in sport participation --- p.39 / Summary --- p.44 / Chapter III --- RESEARCH METHODOLOGY --- p.46 / Definition of Variables and Instrumentation --- p.47 / Physical Self-Concept --- p.47 / Achievement Goal and Classroom Climate --- p.49 / Sport Participating Motivation in Secondary Physical Education Class --- p.51 / Conceptual Framework --- p.53 / Research Hypotheses --- p.60 / Subjects --- p.62 / Procedure --- p.63 / Statistical Analyses --- p.64 / Chapter IV --- RESULTS --- p.68 / Chapter V --- DISCUSSION AND CONCLUSION --- p.100 / Limitations and Suggestions --- p.112 / Conclusion --- p.113 / REFERENCES --- p.117 / APPENDICES / Chapter A. --- Physical Self Description Questionnaire --- p.125 / Chapter B. --- Goal Orientations Inventory --- p.128 / Chapter C. --- Sport Participating Motivation Inventory --- p.129

Wong Ka Yee, Janice. / Thesis submitted in: December 2002. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 95-106). / Abstracts in English and Chinese. / Chapter Chapter One --- Introduction and Analytical Framework --- p.1 / Chapter I. --- Introduction --- p.1 / Chapter II. --- Background: Online Newspapers in Hong Kong --- p.3 / Chapter III. --- urpose of the Study --- p.5 / Chapter Chapter Two --- Literature Review --- p.8 / Chapter I. --- Media Characteristics --- p.8 / Chapter II. --- Different Viewpoints on the relationship betweenrint and online newspaper --- p.14 / Chapter III. --- Online newspaper usage from a communicationerspective: Theoretical approach --- p.23 / Chapter Chapter Three --- Research Framework --- p.32 / Chapter I. --- Research Questions --- p.32 / Chapter Chapter Four --- Methodology --- p.38 / Chapter I. --- Sample --- p.38 / Chapter II. --- Samplingrocedure --- p.39 / Chapter III. --- Data Collection --- p.40 / Chapter IV. --- Questionnaire --- p.40 / Chapter V. --- Measurements --- p.41 / Chapter VI. --- Analyticalrocedure --- p.44 / Chapter Chapter Five: --- Statistical Findings --- p.46 / Chapter I. --- articipants'rofile --- p.46 / Chapter II. --- Media Usageatterns --- p.46 / Chapter III. --- Hypothesis Testing --- p.46 / Chapter IV. --- Gratification Seeking --- p.47 / Chapter V. --- rofiles --- p.57 / Chapter VI. --- Impact of Online Newspaper on Traditional Media --- p.64 / Chapter Chapter Six --- Discussion and Conclusion --- p.68 / Chapter I. --- Discussions --- p.68 / Chapter II. --- Limitations --- p.74 / Chapter III. --- Suggestions for Future Research --- p.75 / Appendix I --- p.77 / Appendix II --- p.85 / Bibliography --- p.92

Li, Ka Yi. / Thesis M.Phil. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 40-42). / Abstracts also in Chinese; some appendixes includes Chinese. / Title from PDF title page (viewed on 25, October, 2016).

Wong, Kin Hung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 190-198). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i. / ABSTRACT (CHINESE) --- p.iii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xix / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Significance of this Study --- p.3 / Chapter 1.4 --- Organization of this Thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Orientation towards Language --- p.6 / Chapter 2.2.1 --- Structuralist Notions --- p.6 / Chapter 2.2.2 --- Poststructuralist Notions --- p.7 / Chapter 2.3 --- Orientation towards Identity --- p.9 / Chapter 2.3.1 --- Structuralist Notions --- p.9 / Chapter 2.3.2 --- Poststructuralist Notions --- p.10 / Chapter 2.4 --- Language and Identity --- p.13 / Chapter 2.4.1 --- Code Switching --- p.14 / Chapter 2.5 --- "Language, Identity and Culture" --- p.15 / Chapter 2.6 --- "Attitude, Motivation and Willingness to Communicate (WTC)" --- p.17 / Chapter 2.6.1 --- Attitude --- p.17 / Chapter 2.6.2 --- Motivation --- p.19 / Chapter 2.6.1 --- Social Psychological Perspective --- p.19 / Chapter 2.6.2 --- Sociocultural Perspective --- p.20 / Chapter 2.6.3 --- Willingness to Communicate (WTC) --- p.22 / Chapter 2.7 --- Language Use and Cultural Identity in Hong Kong --- p.24 / Chapter 2.7.1 --- Political and Sociolinguistic Background of Hong Kong --- p.24 / Chapter 2.7.2 --- Surveys of Cultural Identity in Hong Kong --- p.26 / Chapter 2.7.3 --- Empirical Studies on Cultural Identity and Language Attitudes in Hong Kong --- p.30 / Chapter 2.7.3.1 --- Cultural Identity and Language Attitudes towards the Use of English --- p.30 / Chapter 2.7.3.2 --- Cultural Identity and Language Attitudes towards the Use of Cantonese --- p.32 / Chapter 2.7.3.3 --- Cultural Identity and Language Attitudes towards the Use of Cantonese-English Code mixing --- p.33 / Chapter 2.7.3.4 --- Cultural Identity and Language Attitudes towards the Use of Putonghua --- p.34 / Chapter 2.7.3.5 --- Specific Studies with English Majors in Hong Kong --- p.36 / Chapter 2.8 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.38 / Chapter 3.2 --- Research Design --- p.38 / Chapter 3.3 --- Participants --- p.38 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.38 / Chapter 3.3.2 --- Demographic and Language Background --- p.40 / Chapter 3.4 --- Instrumentation --- p.48 / Chapter 3.4.1 --- Questionnaire Survey --- p.48 / Chapter 3.4.2 --- Semi-structured Interview --- p.49 / Chapter 3.4.3 --- Autobiographical Account --- p.50 / Chapter 3.4.4 --- Triangulation --- p.50 / Chapter 3.5 --- Data Collection and Processing --- p.50 / Chapter 3.5.1 --- Semi-structured Interview --- p.51 / Chapter 3.5.2 --- Questionnaire Survey --- p.51 / Chapter 3.5.3 --- Autobiographical Account --- p.52 / Chapter 3.6 --- Data Analysis --- p.52 / Chapter 3.7 --- Validity and Reliability --- p.52 / Chapter 3.8 --- Ethics --- p.53 / Chapter 3.9 --- Limitation --- p.53 / Chapter 3.10 --- Summary --- p.54 / Chapter CHAPTER 4 --- BENNY'S STORY / Chapter 4.1 --- Introduction --- p.56 / Chapter 4.2 --- Benny's Story --- p.56 / Chapter 4.2.1 --- Language and Cultural Socialization --- p.56 / Chapter 4.2.1.1 --- Influence of Family --- p.56 / Chapter 4.2.1.2 --- Influence of Formal Education --- p.58 / Chapter 4.2.1.3 --- Influence of Local Community --- p.59 / Chapter 4.2.1.4 --- Influence of Travel --- p.60 / Chapter 4.2.2 --- Language Learning and Use --- p.62 / Chapter 4.2.2.1 --- Language Proficiency --- p.62 / Chapter 4.2.2.2 --- Language Attitudes --- p.62 / Chapter 4.2.2.2.1 --- Towards Cantonese --- p.62 / Chapter 4.2.2.2.2 --- Towards English --- p.62 / Chapter 4.2.2.2.3 --- Towards Hong Kong Accented English --- p.63 / Chapter 4.2.2.2.4 --- Towards Putonghua --- p.64 / Chapter 4.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.64 / Chapter 4.2.2.2.6 --- Towards Other Language Varieties --- p.65 / Chapter 4.2.2.3 --- Motivation and Investment in Language Learning --- p.66 / Chapter 4.2.2.3.1 --- English --- p.66 / Chapter 4.2.2.3.2 --- Putonghua --- p.67 / Chapter 4.2.2.3.3 --- Other Languages --- p.68 / Chapter 4.2.2.4 --- Language Use in Different Contexts --- p.68 / Chapter 4.2.2.4.1 --- Speaking to a Native Speaker of English --- p.68 / Chapter 4.2.2.4.2 --- Speaking to a Cantonese Speaker --- p.69 / Chapter 4.2.2.4.3 --- Speaking to a Chinese who could not Speak Cantonese --- p.69 / Chapter 4.2.2.4.4 --- Speaking to Mainland Chinese Exchange Students in Hong Kong --- p.70 / Chapter 4.2.2.4.5 --- Speaking to Chinese in Mainland China.… --- p.70 / Chapter 4.2.2.4.6 --- Speaking to East Asians in Travel --- p.70 / Chapter 4.2.3 --- Identity --- p.71 / Chapter 4.2.3.1 --- Self-Construal --- p.71 / Chapter 4.2.3.1.1 --- Chinese and English Names --- p.72 / Chapter 4.2.3.2 --- Identity Triggers --- p.72 / Chapter 4.2.3.2.1 --- Handover of Hong Kong --- p.73 / Chapter 4.2.3.2.2 --- Chinese People and Chinese News --- p.73 / Chapter 4.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.74 / Chapter 4.2.3.3.1 --- In China --- p.74 / Chapter 4.2.3.3.2 --- In Other Places --- p.75 / Chapter 4.2.3.4 --- Identity and Language Use --- p.76 / Chapter 4.2.3.5 --- Summary --- p.79 / Chapter CHAPTER 5 --- DORIS' STORY / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Doris' Story --- p.80 / Chapter 5.2.1 --- Language and Cultural Socialization --- p.80 / Chapter 5.2.1.1 --- Influence of Family --- p.80 / Chapter 5.2.1.2 --- Influence of Formal Education --- p.81 / Chapter 5.2.1.3 --- Influence of Local Community --- p.82 / Chapter 5.2.1.4 --- Influence of Travel --- p.83 / Chapter 5.2.2 --- Language Learning and Use --- p.84 / Chapter 5.2.2.1 --- Language Proficiency --- p.84 / Chapter 5.2.2.2 --- Language Attitudes --- p.84 / Chapter 5.2.2.2.1 --- Towards Cantonese --- p.84 / Chapter 5.2.2.2.2 --- Towards English --- p.84 / Chapter 5.2.2.2.3 --- Towards Hong Kong Accented English --- p.85 / Chapter 5.2.2.2.4 --- Towards Putonghua --- p.86 / Chapter 5.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.86 / Chapter 5.2.2.3 --- Motivation and Investment in Language Learning --- p.88 / Chapter 5.2.2.3.1 --- English --- p.88 / Chapter 5.2.2.3.2 --- Putonghua --- p.89 / Chapter 5.2.2.4 --- Language Use in Different Contexts --- p.89 / Chapter 5.2.2.4.1 --- Speaking to a native speaker of English --- p.89 / Chapter 5.2.2.4.2 --- Speaking to a Cantonese speaker --- p.90 / Chapter 5.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.91 / Chapter 5.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.91 / Chapter 5.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.91 / Chapter 5.2.2.4.6 --- Speaking to East Asians in Travel --- p.91 / Chapter 5.2.3 --- Identity --- p.92 / Chapter 5.2.3.1 --- Self-Construal --- p.92 / Chapter 5.2.3.1.1 --- Chinese and English Names --- p.94 / Chapter 5.2.3.2 --- Identity Triggers --- p.94 / Chapter 5.2.3.2.1 --- Travel Experience --- p.94 / Chapter 5.2.3.2.2 --- Chinese People and Chinese News --- p.95 / Chapter 5.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.97 / Chapter 5.2.3.3.1 --- In China --- p.97 / Chapter 5.2.3.3.2 --- In Other Places --- p.97 / Chapter 5.2.3.4 --- Identity and Language Use --- p.98 / Chapter 5.2.3.5 --- Summary --- p.99 / Chapter CHAPTER 6 --- MAGGIE'S STORY / Chapter 6.1 --- Introduction --- p.100 / Chapter 6.2 --- Maggie's Story --- p.100 / Chapter 6.2.1 --- Language and Cultural Socialization --- p.100 / Chapter 6.2.1.1 --- Influence of Family --- p.100 / Chapter 6.2.1.2 --- Influence of Formal Education --- p.101 / Chapter 6.2.1.3 --- Influence of Local Community --- p.102 / Chapter 6.2.1.4 --- Influence of Travel --- p.103 / Chapter 6.2.2 --- Language Learning and Use --- p.103 / Chapter 6.2.2.1 --- Language Proficiency --- p.103 / Chapter 6.2.2.2 --- Language Attitudes --- p.104 / Chapter 6.2.2.2.1 --- Towards Cantonese --- p.104 / Chapter 6.2.2.2.2 --- Towards English --- p.104 / Chapter 6.2.2.2.3 --- Towards Hong Kong Accented English --- p.106 / Chapter 6.2.2.2.4 --- Towards Putonghua --- p.106 / Chapter 6.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.106 / Chapter 6.2.2.3 --- Motivation and Investment in Language Learning --- p.107 / Chapter 6.2.2.3.1 --- English --- p.107 / Chapter 6.2.2.3.2 --- Putonghua --- p.108 / Chapter 6.2.2.4 --- Language Use in Different Contexts --- p.108 / Chapter 6.2.2.4.1 --- Speaking to a native speaker of English… --- p.109 / Chapter 6.2.2.4.2 --- Speaking to a Cantonese speaker --- p.109 / Chapter 6.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.109 / Chapter 6.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.109 / Chapter 6.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.110 / Chapter 6.2.2.4.6 --- Speaking to East Asians in Travel --- p.110 / Chapter 6.2.3 --- Identity --- p.110 / Chapter 6.2.3.1 --- Self-Construal --- p.110 / Chapter 6.2.3.1.1 --- Chinese and English Names --- p.111 / Chapter 6.2.3.2 --- Identity Triggers --- p.112 / Chapter 6.2.3.2.1 --- Travel Experiences --- p.112 / Chapter 6.2.3.2.2 --- Handover of Hong Kong --- p.114 / Chapter 6.2.3.2.4 --- Chinese People and Chinese News --- p.114 / Chapter 6.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.115 / Chapter 6.2.3.3.1 --- In China --- p.115 / Chapter 6.2.3.3.2 --- In Other Places --- p.115 / Chapter 6.2.3.4 --- Identity and Language Use --- p.116 / Chapter 6.2.3.5 --- Summary --- p.117 / Chapter CHAPTER 7 --- VICKY'S STORY / Chapter 7.1 --- Introduction --- p.119 / Chapter 7.2 --- Vicky's Story --- p.119 / Chapter 7.2.1 --- Language and Cultural Socialization --- p.119 / Chapter 7.2.1.1 --- Influence of Family --- p.119 / Chapter 7.2.1.2 --- Influence of Formal Education --- p.120 / Chapter 7.2.1.3 --- Influence of Local Community --- p.123 / Chapter 7.2.1.4 --- Influence of Travel --- p.124 / Chapter 7.2.2 --- Language Learning and Use --- p.125 / Chapter 7.2.2.1 --- Language Proficiency --- p.125 / Chapter 7.2.2.2 --- Language Attitudes --- p.126 / Chapter 7.2.2.2.1 --- Towards Cantonese --- p.126 / Chapter 7.2.2.2.2 --- Towards English --- p.126 / Chapter 7.2.2.2.3 --- Towards Hong Kong Accented English --- p.127 / Chapter 7.2.2.2.4 --- Towards Putonghua --- p.128 / Chapter 7.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.129 / Chapter 7.2.2.2.6 --- Towards Other Language Varieties --- p.129 / Chapter 7.2.2.3 --- Motivation and Investment in Language Learning --- p.129 / Chapter 7.2.2.3.1 --- English --- p.129 / Chapter 7.2.2.3.2 --- Putonghua --- p.130 / Chapter 7.2.2.3.3 --- Other Languages --- p.131 / Chapter 7.2.2.4 --- Language Use in Different Contexts --- p.131 / Chapter 7.2.2.4.1 --- Speaking to a native speaker of English… --- p.131 / Chapter 7.2.2.4.2 --- Speaking to a Cantonese speaker --- p.132 / Chapter 7.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.132 / Chapter 7.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.132 / Chapter 7.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.132 / Chapter 7.2.2.4.6 --- Speaking to East Asians in Travel --- p.133 / Chapter 7.2.3 --- Identity --- p.133 / Chapter 7.2.3.1 --- Self-Construal --- p.133 / Chapter 7.2.3.1.1 --- Chinese and English Names --- p.134 / Chapter 7.2.3.2 --- Identity Triggers --- p.135 / Chapter 7.2.3.2.1 --- Travel Experience --- p.135 / Chapter 7.2.3.2.2 --- Overseas Residential Experience --- p.136 / Chapter 7.2.3.2.3 --- Handover of Hong Kong --- p.137 / Chapter 7.2.3.2.4 --- Chinese People and Chinese News --- p.137 / Chapter 7.2.3.3 --- Perceptions of Cultural Identity in Different Context --- p.138 / Chapter 7.2.3.3.1 --- In China --- p.138 / Chapter 7.2.3.3.2 --- In Other Places --- p.138 / Chapter 7.2.3.4 --- Identity and Language Use --- p.139 / Chapter 7.2.3.5 --- Summary --- p.141 / Chapter CHAPTER 8 --- WENDY'S STORY / Chapter 8.1 --- Introduction --- p.142 / Chapter 8.2 --- Wendy's Story --- p.142 / Chapter 8.2.1 --- Language and Cultural Socialization --- p.142 / Chapter 8.2.1.1 --- Influence of Family --- p.142 / Chapter 8.2.1.2 --- Influence of Formal Education --- p.143 / Chapter 8.2.1.3 --- Influence of Local Community --- p.144 / Chapter 8.2.1.4 --- Influence of Travel --- p.145 / Chapter 8.2.2 --- Language Learning and Use --- p.146 / Chapter 8.2.2.1 --- Language Proficiency --- p.146 / Chapter 8.2.2.2 --- Language Attitudes --- p.146 / Chapter 8.2.2.2.1 --- Towards Cantonese --- p.146 / Chapter 8.2.2.2.2 --- Towards English --- p.147 / Chapter 8.2.2.2.3 --- Towards Hong Kong Accented English --- p.148 / Chapter 8.2.2.2.4 --- Towards Putonghua --- p.148 / Chapter 8.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.149 / Chapter 8.2.2.2.6 --- Towards Other Language Varieties --- p.149 / Chapter 8.2.2.3 --- Motivation and Investment in Language Learning --- p.150 / Chapter 8.2.2.3.1 --- English --- p.150 / Chapter 8.2.2.3.2 --- Putonghua --- p.150 / Chapter 8.2.2.3.3 --- Other Languages --- p.150 / Chapter 8.2.2.4 --- Language Use in Different Context --- p.151 / Chapter 8.2.2.4.1 --- Speaking to a native speaker of English --- p.151 / Chapter 8.2.2.4.2 --- Speaking to a Cantonese speaker --- p.151 / Chapter 8.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.151 / Chapter 8.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.152 / Chapter 8.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.152 / Chapter 8.2.2.4.6 --- Speaking to East Asians in Travel --- p.152 / Chapter 8.2.3 --- Identity --- p.152 / Chapter 8.2.3.1 --- Self-Construal --- p.152 / Chapter 8.2.3.1.1 --- Chinese and English Names --- p.153 / Chapter 8.2.3.2 --- Identity Triggers --- p.154 / Chapter 8.2.3.2.1 --- Travel Experience --- p.154 / Chapter 8.2.3.2.2 --- Overseas Residential Experience --- p.155 / Chapter 8.2.3.2.3 --- Chinese People and Chinese News --- p.155 / Chapter 8.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.155 / Chapter 8.2.3.3.1 --- In China --- p.155 / Chapter 8.2.3.3.2 --- In Other Places --- p.156 / Chapter 8.2.3.4 --- Identity and Language Use --- p.156 / Chapter 8.2.3.5 --- Summary --- p.157 / Chapter CHAPTER 9 --- DISCUSSION AND CONCLUSIONS / Chapter 9.1 --- Introduction --- p.158 / Chapter 9.2 --- Guiding Question One --- p.158 / Chapter 9.2.1 --- Attitudes towards Cantonese --- p.158 / Chapter 9.2.2 --- Attitudes towards English --- p.160 / Chapter 9.2.3 --- Attitudes towards Putonghua --- p.164 / Chapter 9.2.4 --- Attitudes towards Code-mixing of Cantonese and English --- p.166 / Chapter 9.3 --- Guiding Question Two --- p.168 / Chapter 9.3. --- Motivation towards Cantonese --- p.168 / Chapter 9.3.2 --- Motivation towards English --- p.169 / Chapter 9.3.3 --- Motivation towards Putonghua --- p.171 / Chapter 9.3.4 --- Motivation towards Code-mixing of Cantonese and English --- p.173 / Chapter 9.4 --- Guiding Question Three --- p.174 / Chapter 9.4.1 --- Use of English --- p.174 / Chapter 9.4.2 --- Use of Putonghua --- p.177 / Chapter 9.4.3 --- Use of Code-mixing of Cantonese and English --- p.179 / Chapter 9.5 --- Guiding Question Four --- p.180 / Chapter 9.5.1 --- Cultural Identity --- p.180 / Chapter 9.5.2 --- Self-construal --- p.182 / Chapter 9.6 --- Summary of Findings --- p.183 / Chapter 9.7 --- Implications --- p.186 / Chapter 9.7.1 --- For EFL Learners --- p.186 / Chapter 9.7.2 --- For English Teachers --- p.187 / Chapter 9.8 --- Limitations of the Present Study --- p.188 / Chapter 9.9 --- Suggestions for Further Study --- p.189 / REFERENCES --- p.190 / APPENDIX A Questionnaire 1 (Personal Information and Language Attitudes) --- p.199 / APPENDIX B Questionnaire 2 (Strength of Cultural Identity) --- p.202 / APPENDIX C Interview Protocols (Interview 1: Language Choice) --- p.203 / APPENDIX D Interview Protocols (Interview 2: Cultural Identity) --- p.205 / APPENDIX E Interview Protocols (Interview 3: Language Background and Cultural Identity) --- p.206 / APPENDIX F Guiding Question for Autobiographical Account of Second Language Learning --- p.207 / APPENDIX G Consent Form --- p.208

Law, She Kay Lourdes. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 181-188). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iii / TABLE OF CONTENT --- p.v / LIST OF TABLES --- p.xvii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Language Use in Hong Kong --- p.1 / The Handover and Language Use in Hong Kong --- p.1 / The Significance of Cantonese in Hong Kong --- p.2 / The Significance of English in Hong Kong --- p.3 / The Significance of Putonghua in Hong Kong --- p.4 / Social Identities and Languages in Hong Kong --- p.7 / "Attitudes, Motivation and Orientation: Three Important Ideas to be Discussed in this study" --- p.9 / Purpose of this Study --- p.10 / Significance of this Study --- p.11 / Research Questions --- p.11 / Organization of this Study --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Introduction --- p.14 / Various Motivational Orientations: Attitudes and Motivation Research --- p.14 / Socio-psychological Approach to Motivational Orientations --- p.15 / Socio-educational Model --- p.17 / Integrative and Instrumental Orientations of Motivation --- p.18 / Integrative Orientation of Motivation --- p.18 / Instrumental Orientation of Motivation --- p.18 / Different Views towards Integrative and Instrumental Notions in Explaining Learners' Motivation --- p.19 / Related Integrative and Instrumental Orientations of Motivation Studies --- p.23 / "Additional Motivational Orientations: Friendship, Travel related, Knowledge, and the Media Factor" --- p.27 / Cognitive-situated Approach to Motivational Orientations --- p.30 / Self-determination Theory´ؤIntrinsic and Extrinsic Orientations --- p.30 / Intrinsic Orientation of Motivation --- p.31 / Extrinsic Orientation of Motivation --- p.32 / Amotivation --- p.33 / Influence of Teachers on Intrinsic and Extrinsic Orientations of Motivation --- p.34 / Applying Intrinsic and Extrinsic Orientation of Motivation to HK Context --- p.34 / Attribution Theory --- p.35 / Influences on Learners' Reactions to Learning --- p.36 / Three Main Dimensions of Attributes --- p.39 / "Identity, Language Learners, and Investment of Language Learning" --- p.41 / Identity and Language Learners --- p.41 / Attitudes of Language Learners and Investment of Language Learning --- p.43 / The Notion of Investment and the Notion of Instrumental Motivation --- p.45 / Code-switching and Code-mixing --- p.46 / Definition: Code-switching and Code-mixing --- p.46 / Attitudes towards Languages for Code-switching and Code-mixing in Hong Kong --- p.47 / Summary --- p.51 / Chapter CHAPTER 3 --- METHODOLOGY --- p.52 / Introduction --- p.52 / Research Design --- p.52 / Research Questions --- p.52 / Types of Collected Data --- p.53 / Quantitative Approach Adopted in the Present Research --- p.54 / Qualitative Approach Adopted in the Present Research --- p.54 / Two Stages of Data Collection --- p.54 / Participants of the Research --- p.55 / Selection Criteria --- p.55 / Questionnaire Respondents --- p.56 / Stage One: June to July 2006 --- p.56 / Stage Two: September to October 2006 --- p.56 / Questionnaire Collected in the Two Stages of Data Collection --- p.56 / Interviewees --- p.57 / Stage One: June to July 2006 --- p.57 / Stage Two: September to October 2006 --- p.58 / Instrumentation --- p.58 / Questionnaires --- p.58 / Reasons for Using Questionnaires --- p.58 / Design of the Questionnaires --- p.59 / Questionnaire Investigating Participants' Attitudes towards English --- p.60 / Questionnaire Investigating Participants' Attitudes towards Putonghua --- p.61 / Questionnaire Investigating Participants' Attitudes towards Cantonese --- p.62 / Interview --- p.62 / Reason for the Using Semi-structured Interview --- p.63 / Design of Interview Questions --- p.63 / Data Collection and Processing --- p.64 / Questionnaire --- p.64 / Stage One: June to July 2006 --- p.65 / Stage Two: September to October 2006 --- p.65 / Interviews --- p.66 / Stage One: June to July 2006 --- p.66 / Stage Two: September to October 2006 --- p.66 / Data Analysis --- p.67 / Questionnaire --- p.67 / Interviews --- p.67 / Triangulation of Data --- p.68 / Validity and Reliability --- p.68 / Internal Validity --- p.68 / English Proficiency Level --- p.68 / Participant Attrition --- p.69 / Location of Data Collection --- p.70 / Instructions for the Participants --- p.70 / External Validity --- p.71 / Reliability --- p.72 / Ethics --- p.72 / Limitations --- p.73 / Summary --- p.74 / Chapter CHAPTER FOUR --- RESULTS AND FINDINGS --- p.75 / Introduction --- p.75 / "Participants' Attitudes towards English, Putonghua, and Cantonese: Integrative, Instrumental, and Travel Orientation" --- p.75 / English --- p.76 / Putonghua --- p.76 / Cantonese --- p.77 / Participants' Attitudes towards English --- p.77 / Attitudes towards Integrative Orientation --- p.78 / Questionnaire --- p.78 / Interviews --- p.79 / Attitudes towards Instrumental Orientation --- p.81 / Questionnaire --- p.81 / Interviews --- p.83 / Attitudes towards Travel Orientation --- p.85 / Questionnaire --- p.85 / Interviews --- p.86 / Attitudes towards Friendship Orientation --- p.87 / Attitudes towards the Media in English --- p.89 / Attitudes towards Intrinsic Orientation --- p.91 / Attitudes towards Extrinsic Orientation --- p.92 / Influence of Teaching Activities and Style on English Learning --- p.93 / Previous Successes and/or Failures that Contribute to English Learning --- p.94 / Summary --- p.95 / Participants' Attitudes towards Putonghua --- p.95 / Attitudes towards Integrative Orientation --- p.95 / Questionnaire --- p.95 / Interviews --- p.97 / Attitudes towards Instrumental Orientation --- p.98 / Questionnaire --- p.98 / Interviews --- p.100 / Attitudes towards Travel Orientation --- p.101 / Questionnaire --- p.101 / Interviews --- p.102 / Attitudes towards Friendship Orientation --- p.103 / Attitudes towards the Media in Putonghua --- p.105 / Previous Successes and/or Failures that Contribute to Putonghua Learning --- p.107 / Relationship between Putonghua and One's Identity --- p.108 / Attitudes towards Putonghua and Code-switching/mixing --- p.109 / Summary --- p.110 / Participants' Attitudes towards Cantonese --- p.111 / Attitudes towards Integrative Orientation --- p.111 / Questionnaire --- p.111 / Interviews --- p.113 / Attitudes towards Instrumental Orientation --- p.115 / Questionnaire --- p.115 / Interviews --- p.117 / Attitudes towards Travel Orientation --- p.120 / Questionnaire --- p.120 / Interviews --- p.121 / Previous Successes and/or Failures that Contribute to Chinese Learning --- p.123 / Relationship Between Cantonese and One's Identity --- p.124 / Attitudes towards Cantonese and Code- mixing --- p.124 / Summary --- p.128 / Summary of the Chapter --- p.129 / Chapter CHAPTER FIVE --- DISCUSSION OF FINDINGS --- p.130 / Cultures and Languages --- p.130 / The Love of Culture towards English --- p.130 / The Lack of Passion in Cultures towards Putonghua --- p.136 / Living in the Cantonese Culture in Hong Kong --- p.140 / Language as an Instrument --- p.142 / English: A Traditional Requirement for Walking on the Path of Success --- p.142 / Putonghua and English: A New Combination of Device to the Path of Success --- p.146 / Languages and their Usage in Different Geographical Locations --- p.148 / English: A Language of Universality --- p.149 / Putonghua: A Language of Regional Use --- p.151 / Cantonese: An International Language in the Cantonese World --- p.153 / Challenges in Language Learning --- p.155 / Challenges as a Stimulator in Language Learning --- p.155 / Challenges as an Obstacle in Language Learning --- p.156 / Failures in Previous Language Learning --- p.156 / Teaching Activities and Styles --- p.158 / "Identity, Language Learning and Language Choice" --- p.159 / Identity and Language Learning --- p.160 / Chinese Identity and Language Learning --- p.160 / Hong Kong Chinese Identity and Language Learning --- p.161 / Identity as a University Student and Language Learning --- p.162 / Identity and Language Choice --- p.163 / Mainland Chinese Identity and Code-switching/mixing --- p.163 / Hong Kong Identity and Code-switching/mixing --- p.164 / Summary --- p.166 / Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS --- p.167 / Introduction --- p.167 / Answers to the Research Questions --- p.167 / Research Question One --- p.167 / English --- p.167 / Putonghua --- p.167 / Cantonese --- p.168 / Research Question Two --- p.168 / English --- p.169 / Putonghua --- p.169 / Cantonese --- p.169 / Research Question Three --- p.170 / Integrative Orientation --- p.170 / Instrumental Orientation --- p.171 / Travel Orientation --- p.171 / Friendship Orientation --- p.172 / Intrinsic and Extrinsic Orientation --- p.173 / Attribution Theory´ؤPrevious Successes and/or Failures in Language Learning --- p.173 / Identity and Language Learning --- p.173 / Identity and Language Choice --- p.174 / Implications for Business majors and their Instructors in University --- p.175 / To Business majors in Universities --- p.175 / To Instructors Teaching Business majors English and Putonghua in Universities --- p.175 / "Implications for Language Change, Social Identity, and Language Planning" --- p.176 / Language Change --- p.176 / Social Identities --- p.176 / Language Planning --- p.177 / Limitations --- p.178 / Further Studies --- p.179 / REFERENCES --- p.181 / APPENDICES --- p.189 / Appendix A Profiles of the Interviewees (Summer 2006) --- p.189 / Appendix B Profiles of the Interviewees (Fall 2006) --- p.190 / "Appendix C Clement, Dornyei, & Noels' (1994) Motivation Questionnaire" --- p.191 / "Appendix D Clement, Dornyei, & Noels' (1994) Motivation Questionnaire with Scale Labels" --- p.192 / Appendix E Questionnaire (English) --- p.193 / Appendix F Questionnaire (Putonghua) --- p.197 / Appendix G Questionnaire (Cantonese) --- p.201 / Appendix H Interview Questions --- p.205 / Appendix I Consent Form --- p.207

The objective of this research was to determine if students who are enrolled in intensive reading intervention classes due to limited reading and comprehension skill, experience greater alienation than students not enrolled in these classes. Ninth and tenth grade students from March Valley School, a small alternative high school in Moreno Valley, CA participated in this study.

While a growing body of literature exists examining how intersecting social identities and structural organizations shape the on-campus hookup script, research examining the impact of technology on the hookup culture has been virtually nonexistent. Addressing this gap, this study adds to a current body of literature on the hookup culture and online dating by exploring how a diverse sample of young women and non-binary, femme individuals understand and negotiate interpersonal sexual scripts through the mobile dating app Tinder. Ultimately, findings from 25 in-depth interviews reveal how Tinder has shaped the sexual scripts of young adult dating into a "hybrid hookup script." Unlike the traditional college hookup culture, which centers the hookup script on fraternity parties, sexual dancing, and drinking, the hybrid hookup script reintroduces traditional dating practices, such as formal dates, into the modern sexual scripts of young adults. Specifically, the hybrid hookup script maintains the traditional gendered expectation that men initiate conversations and dates, while incorporating the patterns of drinking and the expectation of non-relational sex central to the on-campus hookup culture. Nearly all participants engaged in the hybrid hookup script to some extent; yet, women of color were overrepresented among those who eventually opted out of Tinder altogether. In particular, experiences of sexual and racial harassment created an environment in which women of color felt racially objectified and fetishized. As a result, the majority of women of color indicated that they deleted the app and did not intend to go back. Overall, results underscore how the Tinder app may be operating to rearticulate existing hierarchies of gender and race.

Despite the growing number of L2 studies examining digitally-mediated collaborative writing, the vast majority of these studies have focused on academic writing tasks. This study examined the dynamics and perceptions of groups of ESL students who used wikis to write collaborative short stories. The study also compared the short stories written in groups with posttest short stories written individually in terms of creativity, accuracy, and complexity. The study involved nine students taking a Creative Writing course in an intensive English program at a large university in the U.S. It followed a multiple case study design; the students were divided into three pairs and one triad (four case studies). For three weeks, the groups engaged in a series of wiki-based and creative writing activities and produced four collaborative short stories. During the following three-week period, the students wrote nine individual short stories using a similar writing prompt to the one used in the collaborative task. For each student, the collaborative and individual writing samples were compared on the three dimensions of creativity, accuracy, and complexity to examine whether collaboration influenced the quality of the product. Further, the dynamics of collaboration were explored through analyzing the wiki discussions and revision histories for each group. Finally, students' perceptions of the task were surveyed through individual interviews and self-assessment questionnaires. While there was not a clear effect of collaboration on the creativity and accuracy of the short stories, the complexity was slightly higher for the majority of the informants. The analysis of the short stories also indicated that ESL students faced difficulty writing in a genre that does not have a strict pre-established outline. Analysis of the wiki discussions and revision history showed trends of group dynamics in the four case studies. Further analysis of perception data revealed that although the majority of the informants had a negative perception of the collaborative task, they expressed a positive attitude toward the individual creative writing task.

Graduation date: 2006 / The purpose of this study was to explore, from current Native American and Alaskan Native undergraduate students, what their experiences were as first year college students on the Oregon State University campus. In addition, it was important to learn how these experiences contributed to their success, satisfaction or dissatisfaction, and overall quality of life during that first year. To answer these questions a mixed method research approach was used that included an online survey sent only to current, undergraduate, Native students and personal interviews with current, undergraduate, Native students. The online survey and personal interviews gave students an opportunity to disclose the types of experiences and challenges, campus involvement, and overall satisfaction they have had at OSU. Native students identified time management, financial costs, class/educational work, and missing family as major challenges during their first year on campus. Additionally, students identified positive relationships with faculty and/or advisors, having financial resources from tribal governments, the ability to be involved with student groups, and having a Longhouse as reasons for their success during their first year. As a result of these findings institutions can develop and provide intentional and appropriate programming and services to assist Native American and Alaskan Native students during their first year of college.

Schwartz and Bilsky (1987, 1990) constructed a universal psychological structure for cross-cultural studies of motivational dynamics. To test this structure, Simmons (1991) adapted data from a twenty year broad-based value survey of student cohorts at an American university. The availability of reliable, long-term data on American students permitted a comparison with responses of contemporary Chinese college students to a standardized personal value questionnaire. Ratings and priorities assigned by the Chinese and American students differed significantly. Chinese students emphasized Achievement, Maturity, and Prosocial motivational domains. American students emphasized Self-Direction, Security, and Enjoyment. Tradition, Power, and Stimulation were listed as least important for both groups. The effects of traditional Chinese religious and philosophical teachings on the stability of community norms were noted, as was some evidence of priority shifts in the values for Chinese youth, suggesting changes in response to altered political and economic expectations in China. / Graduation date: 1992