University of Macau / Faculty of Social Sciences and Humanities / Department of English

University of Macau / Faculty of Social Sciences and Humanities / Department of English

This is a case study of the academic and occupational discourse of immigrant entrepreneurs in a bilingual (Cantonese and English) business and language program which aims to relate the linguistic and managerial knowledge acquired in class to the business operations. This case study raises problematic questions for both LSP (Language for Specific Purposes) research and bilingual code-switching research. There were two purposes: (1) to study the functional variation of discourse in the educational program and the operation of small business; and (2) to investigate the importance of the functional variation of discourse in code-switching. Pursuing purpose one, part one of the study explores two models: an LSP approach based on "genre" and learning tasks(Swales, 1990); and the Language Socialization approach (Halliday,1975; Mohan, 1986; Ochs, 1988) viewing language learning and sociocultural learning as occurring simultaneously in "activities"(social practices or situations). Two issues are raised: (1) Data indicate that the LSP approach does not illuminate the relation between academic discourse and occupational discourse; (2) It does not account for specific connections between tasks in classroom discourse and genres in business practices. The Language Socialisation approach, however, points to important dynamic theory/practice relations which appear in contrasts between business rules and examples, language rules and examples, seminar discourse and workshop discourse, and the English class and service encounter discourse. Pursuing purpose two, part two of the study compares the Language Socialization model with two models of code-switching as it relates to functional variation of discourse: (1) Guthrie (1983), and (2) Faerch (1985). Model (1) misses a large proportion of second language examples while model (2) fails to account for data labelled as "business rules" and "business examples" in the sample. The Language Socialization approach, however, recognises in discourse both theory (e.g., language and business rules) and practice (e.g., language and business examples). Rules are mostly handled in the first language while examples are mostly handled in the second language. A log-linear analysis indicates that, in all cases, "rules/ examples" is the strongest predictor of language choice.

This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.

This is a case study of the academic and occupational discourse of immigrant entrepreneurs in a bilingual (Cantonese and English) business and language program which aims to relate the linguistic and managerial knowledge acquired in class to the business operations. This case study raises problematic questions for both LSP (Language for Specific Purposes) research and bilingual code-switching research. There were two purposes: (1) to study the functional variation of discourse in the educational program and the operation of small business; and (2) to investigate the importance of the functional variation of discourse in code-switching. Pursuing purpose one, part one of the study explores two models: an LSP approach based on "genre" and learning tasks(Swales, 1990); and the Language Socialization approach (Halliday,1975; Mohan, 1986; Ochs, 1988) viewing language learning and sociocultural learning as occurring simultaneously in "activities"(social practices or situations). Two issues are raised: (1) Data indicate that the LSP approach does not illuminate the relation between academic discourse and occupational discourse; (2) It does not account for specific connections between tasks in classroom discourse and genres in business practices. The Language Socialisation approach, however, points to important dynamic theory/practice relations which appear in contrasts between business rules and examples, language rules and examples, seminar discourse and workshop discourse, and the English class and service encounter discourse. Pursuing purpose two, part two of the study compares the Language Socialization model with two models of code-switching as it relates to functional variation of discourse: (1) Guthrie (1983), and (2) Faerch (1985). Model (1) misses a large proportion of second language examples while model (2) fails to account for data labelled as "business rules" and "business examples" in the sample. The Language Socialization approach, however, recognises in discourse both theory (e.g., language and business rules) and practice (e.g., language and business examples). Rules are mostly handled in the first language while examples are mostly handled in the second language. A log-linear analysis indicates that, in all cases, "rules/ examples" is the strongest predictor of language choice. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?

published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

by Lee May Tin. / Includes qestionnaire in Chinese. / Thesis (M.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves [30-34] (2nd gp.)). / List of Tables / Chapter CHAPTER1 --- Description of the Study --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aims and Scope --- p.3 / Chapter 1.3 --- Outline of the Dissertation --- p.4 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter CHAPTER2 --- Review of Related Literature --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Language for the Purpose of Communication --- p.6 / Chapter 2.2.1 --- New Dimensions in the Theories of Language Teaching --- p.6 / Chapter 2.2.2 --- Communicative Competence --- p.9 / Chapter 2.2.3 --- Communicative Language Teaching --- p.16 / Chapter 2.3 --- Changes in the Perspectives of Syllabus Design --- p.23 / Chapter 2.3.1 --- Curriculum vs Syllabus Design --- p.23 / Chapter 2.3.2 --- Language-centred Syllabuses --- p.28 / Chapter 2.3.3 --- Learner-centred Syllabuses --- p.30 / Chapter 2.4 --- Needs Analysis in Adult Migrant Programmes --- p.37 / Chapter 2.4.1 --- Needs Analysis --- p.37 / Chapter 2.4.2 --- Adult Learners --- p.43 / Chapter CHAPTER3 --- Research Design and Procedure --- p.47 / Chapter 3.1 --- Introduction --- p.47 / Chapter 3.2 --- Survey Objectives --- p.48 / Chapter 3.3 --- The Subjects --- p.50 / Chapter 3.3.1 --- Phase I Subjects --- p.50 / Chapter 3.3.2 --- Phase II Subjects --- p.51 / Chapter 3.3.3 --- Phase III Subjects --- p.52 / Chapter 3.4 --- Design of Questionnaires & Data Collection --- p.55 / Chapter 3.4.1 --- Phase I: Preparation & Formulation of Questionnaire Draft --- p.56 / Chapter 3.4.2 --- Phase II: Design of Questionnaire I --- p.56 / Chapter 3.4.3 --- Phase III: Questionnaire II --- p.57 / Chapter CHAPTER4 --- Results of the Survey --- p.61 / Chapter 4.1 --- Results of Questionnaire I (Phase II) --- p.61 / Chapter 4.1.1 --- Importance Ratings of Communication Situations (CSs) by High Proficiency Subjects (HPSs) --- p.61 / Chapter 4.1.2 --- Suggestions of Additional CSs --- p.63 / Chapter 4.2 --- Results of Questionnaire II (Phase III) --- p.65 / Chapter 4.2.1 --- Importance Ratings of CSs by Low Proficiency Subjects (LPSs) --- p.66 / Chapter 4.2.2 --- Frequency Ratings of CSs being encountered by LPSs --- p.67 / Chapter 4.2.3 --- Self-Perception of Language Ability in Coping with the CSs by LPSs --- p.69 / Chapter 4.2.4 --- " A Master List of Ratings of CSs by Importance, Frequency & Perceived Language Ability" --- p.71 / Chapter 4.2.5 --- The Correlation between Importance and Frequency Ratings along each CS --- p.73 / Chapter 4.2.6 --- A Comparison of Importance Ratings of CSs between Male and Female LPSs --- p.74 / Chapter 4.2.7 --- A Comparison of Frequency Ratings of CSs between Male and Female LPSs --- p.79 / Chapter 4.2.8 --- A Comparison of Self-Perception of Language Ability in Handling the CSs between Male and Female LPSs --- p.84 / Chapter 4.2.9 --- Priority of Language Skill Improvements --- p.88 / Chapter 4.2.10 --- Preference in Timetable Arrangements --- p.89 / Chapter 4.2.11 --- Preference for Chinese or Native Speakers of English as Instructors --- p.90 / Chapter 4.2.12 --- Summary of Results --- p.91 / Chapter CHAPTER5 --- Discussions & Implications --- p.94 / Chapter 5.1 --- Introduction --- p.94 / Chapter 5.2 --- The Nature of the Syllabus Content --- p.94 / Chapter 5.3 --- The Selection of Subject Matter in the Syllabus --- p.95 / Chapter 5.4 --- The Sequence of Content in the Syllabus --- p.96 / Chapter 5.5 --- The Level of Language to be Introduced --- p.97 / Chapter 5.6 --- Separate Programmes for Specific Learner Groups --- p.98 / Chapter 5.7 --- Learners' Input to Designing a Programme --- p.99 / Chapter CHAPTER6 --- A Theoretical-cum-Practical Proposal for Designing a Language Programme for Adult Chinese Immiqrants --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Setting Up a Course --- p.102 / Chapter 6.2.1 --- Step 1: Needs Survey --- p.104 / Chapter 6.2.2 --- " Step 2: Analysis of Survey Returns In Terms of Importance, Frequency, Language Ability and Biographical Data" --- p.105 / Chapter 6.2.3 --- Step 3: Definition of Course Objectives --- p.107 / Chapter 6.2.4 --- Step 4: Design of Syllabus Content in Modules --- p.107 / Chapter 6.2.5 --- Step 5: Time Schedule of the Course --- p.110 / Chapter 6.2.6 --- Step 6: Decision on the First Five Modules to be Taught and Teachers' Training --- p.112 / Chapter 6.2.7 --- Step 7: Grouping of Learners --- p.113 / Chapter 6.2.8 --- Step 8: Classroom Teaching & Learning --- p.115 / Chapter 6.2.9 --- Step 9: Feedback & Evaluation --- p.115 / Chapter 6.2.10 --- Step 10: Negotiations --- p.117 / Chapter 6.2.11 --- Step 11: Final Evaluation --- p.118 / Chapter CHAPTER7 --- " Conclusion, Limitation & Future Research" --- p.121 / Chapter 7.1 --- Conclusion --- p.121 / Chapter 7.2 --- Limitations of the Survey --- p.123 / Chapter 7.3 --- Suggestions for Future Studies --- p.124 / APPENDICES --- p.125 / Chapter A --- Questionnaire I (draft) --- p.A-l / Chapter B --- Questionnaire I (revised) --- p.B-l / Chapter C --- Questionnaire II (English Version) --- p.C-l / Chapter D --- Questionnaire II (Chinese Version) --- p.D-l / Chapter E --- Design of a CS Module --- p.E-1 / Chapter F --- Suggested Questions for Feedback and Evaluation Questionnaire --- p.F-l / Chapter G --- Suggested Questions for Final Evaluation --- p.G-l / REFERENCES --- p.R-I

by Yam Pui Suen, Josephine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 96-102). / Abstracts in English and Chinese. / Acknowledgement --- p.iii / Abstract --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Second language phonological acquisition --- p.1 / Chapter 1.2 --- The application of Optimality Theory --- p.3 / Chapter 1.3 --- Objectives --- p.5 / Chapter 1.4 --- Research issues --- p.7 / Chapter Chapter 2 --- Second Language Acquisition --- p.9 / Chapter 2.1 --- Interlanguage --- p.9 / Chapter 2.2 --- Studies in second language acquisition: language transfer and developmental factors --- p.10 / Chapter 2.3 --- Studies on the effects of language transfer on second language phonology --- p.12 / Chapter 2.4 --- Studies on the effects of developmental factors on second language phonology --- p.14 / Chapter 2.4.1 --- Markedness Differential Hypothesis --- p.15 / Chapter 2.4.2 --- Marked Cluster Constraints --- p.15 / Chapter 2.4.3 --- Interlanguage Structure Conformity Hypothesis --- p.17 / Chapter 2.5 --- The Critical Period Hypothesis --- p.19 / Chapter 2.6 --- The age factor in first language acquisition --- p.21 / Chapter 2.7 --- The age factor in second language acquisition --- p.22 / Chapter 2.7.1 --- Supporting evidence in phonological research --- p.23 / Chapter 2.7.2 --- Counter evidence in phonological research --- p.24 / Chapter 2.7.3 --- Summary --- p.26 / Chapter Chapter 3 --- The Theoretical Framework of Optimality Theory --- p.28 / Chapter 3.1 --- Transformational Grammar and Optimality Theory --- p.28 / Chapter 3.2 --- Optimality Theory --- p.30 / Chapter 3.3 --- Constraints under Optimality Theory --- p.34 / Chapter 3.4 --- Optimality Theory and second language acquisition studies --- p.36 / Chapter Chapter 4 --- "The syllable structure of English, Mandarin and Cantonese" --- p.41 / Chapter 4.1 --- The syllable structure of English --- p.42 / Chapter 4.2 --- The syllable structure of Mandarin --- p.44 / Chapter 4.3 --- The syllable structure of Cantonese --- p.45 / Chapter 4.4 --- "Constraints in coda position of English, Mandarin and Cantonese" --- p.49 / Chapter Chapter 5 --- Methodology and Findings --- p.51 / Chapter 5.1 --- Methodology --- p.51 / Chapter 5.1.1 --- The subjects --- p.51 / Chapter 5.1.2 --- Material for data collection --- p.54 / Chapter 5.1.3 --- Procedures --- p.56 / Chapter 5.2 --- Findings --- p.57 / Chapter 5.2.1 --- Young Mandarin and Cantonese learners --- p.58 / Chapter 5.2.2 --- Adult Mandarin and Cantonese learners --- p.66 / Chapter 5.2.3 --- Summary of the Mandarin and Cantonese learners' production --- p.72 / Chapter Chapter 6 --- Discussion and Conclusion --- p.75 / Chapter 6.1 --- Constraint ranking --- p.76 / Chapter 6.2 --- Epenthesis and unreleased plosive: words with singleton coda --- p.79 / Chapter 6.3 --- Epenthesis and unreleased plosive: words with biliteral coda --- p.81 / Chapter 6.3.1 --- Nasal-Plosive' coda --- p.81 / Chapter 6.3.2 --- Plosive-plosive' coda --- p.83 / Chapter 6.4 --- Standard pronunciation --- p.89 / Chapter 6.5 --- The age factor --- p.91 / Chapter 6.6 --- Conclusion --- p.93 / Chapter 6.7 --- Future research --- p.95 / References --- p.96 / Appendix

submitted by Chong King Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves [76-84]). / Abstract also in Chinese. / Chapter Chapter I. --- Introduction --- p.1 / Chapter {A} --- Introduction --- p.1 / Chapter {B} --- Research Questions --- p.2 / Chapter {C} --- Contribution --- p.4 / Chapter {D} --- Issues in Politics and Language --- p.7 / Chapter [1] --- Colonialism and importation of languages --- p.10 / Chapter [2] --- Nationhood and language --- p.18 / Chapter [3] --- Decolonization and language policy in education --- p.27 / Chapter [4] --- Summary --- p.35 / Chapter {E} --- Research Methodology --- p.37 / Chapter {F} --- Outline of Thesis --- p.41 / Chapter Chapter II. --- Contending Explanations and Framework of Analysis --- p.43 / Chapter {A} --- "Contending Explanations, Models, and Theories" --- p.44 / Chapter [1] --- Conspiracy explanation I: to exacerbate the gap between English and mother-tongue trained students --- p.44 / Chapter [2] --- Conspiracy explanation II: to confuse Hong Kong people's identity and add a language-divisive factor in China --- p.47 / Chapter [3] --- Pluralist explanation: local societal pressures --- p.50 / Chapter [4] --- Muddling-through model --- p.53 / Chapter [5] --- Institutionalism --- p.55 / Chapter [6] --- China's pressure --- p.57 / Chapter {B} --- Policy Window Approach --- p.59 / Chapter [1] --- Problem stream --- p.64 / Chapter [2] --- Political stream --- p.67 / Chapter [3] --- Policy stream --- p.74 / Chapter [4] --- Coupling of streams and policy windows --- p.78 / Chapter Chapter III. --- Language-in-Education Policy in Hong Kong: The Colonial Setting --- p.82 / Chapter {A} --- English Language as Prestige --- p.82 / Chapter {B} --- Colonial Language Policy in Education-a brief review from the establishment of the colony to the early 1970s --- p.84 / Chapter {C} --- Language Medium Policy from the 1970s to the early 1980s --- p.94 / Chapter Chapter IV. --- Teaching medium policy during decolonization (mid-1980s to 1997) --- p.106 / Chapter {A} --- Evolution of Teaching Medium Policy from mid-1980s to1990 --- p.106 / Chapter [1] --- Problem stream --- p.106 / Chapter [2] --- Political stream --- p.108 / Chapter [3] --- Policy stream --- p.115 / Chapter [4] --- Coupling of streams-mother-tongue education from the mid-1980s to1990 --- p.123 / Chapter {B} --- Evolution of Teaching Medium Policy in the early 1990s --- p.127 / Chapter [1] --- Problem stream --- p.127 / Chapter [3] --- Political stream --- p.130 / Chapter [3] --- Policy stream --- p.136 / Chapter [4] --- Coupling of streams: mother-tongue education in the early 1990s --- p.143 / Chapter {C} --- Medium of Instruction-Firm Guidance for Secondary Schoolsin March1997 --- p.146 / Chapter Chapter IV. --- Conclusion --- p.158 / Chapter {A} --- Summary of Findings --- p.158 / Chapter {B} --- Reflections: Policy Window Approach and Other Issues --- p.169 / Chapter {C} --- Further Research Areas --- p.173 / References / Appendix / Appendix A. Medium of instruction-Firm Guidance for Secondary Schools (1997) / "Appendix B. Tracing study on students performance (S1-S3), HKCEE results by Band of students, HKCEE results by teaching medium used" / Appendix C. Preparatory notes on mother-tongue education by education officials / Appendix D. The policy-making and administrative bodies of education (colonial period) / Appendix E. Objectives of Hong Kong Professional Teachers' Union (HKPTU) / Appendix F. Research on medium of instruction conducted by the Education Department and other bodies / Appendix G. Hong Kong Federation of Education Workers Limited on mother-tongue education / Appendix H. Democratic Alliance for Betterment of Hong Kong on mother-tongue education