published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

Chen Jing. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2006-2007, design report." / Includes bibliographical references. / Some text in Chinese. / Acknowledgment / Abstract / Chapter 1.0 --- Introduction / Chapter 1.1 --- Issue and scope / Chapter 1.2 --- Modem studies of college design / Chapter 1.3 --- An alternative reading / Chapter 2.0 --- Theory Study / Chapter 2.1 --- Students activity analysis in college / Chapter 2.1.1 --- Living together / Chapter 2.1.2 --- Eating together / Chapter 2.1.3 --- Learning together / Chapter 2.1.4 --- Activating together / Chapter 2.2 --- The development of Chinese traditional college / Chapter 2.2.1 --- Combination of culture and form / Chapter 2.2.2 --- Combination of culture and nature / Chapter 2.2.3 --- Association of the courtyard / Chapter 2.2.4 --- The courtyard shows remarkable environmental advantages / Chapter 3.0 --- Project Analysis / Chapter 3.1 --- Subject analysis / Chapter 3.2 --- Site/context analysis / Chapter 3.3 --- Design process / Chapter 4.0 --- Final Design / Chapter 4.1 --- Concept diagram / Chapter 4.2 --- Plans / Chapter 4.3 --- Sections and elevations / Chapter 4.4 --- Models / Chapter 4.5 --- Final presentation / Bibliography

江光榮. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 173-189) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Jiang Guangrong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 173-189) / Zhong Ying wen zhai yao.

Ho, Ching Wai. / Thesis submitted in: October 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 171-179). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171 / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171

published_or_final_version / Education / Master / Master of Education

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.

published_or_final_version / Education / Master / Master of Education