在過去的兩個世紀， 一系列廣泛的研究已經著眼於中國兒童以中文為母語和英文為二語的閱讀和寫字方面的探索。 研究發現母語為中文的兒童在認讀中文和英文詞語過程中，一些基本的認知，元認知，以及語言方面的能力和技巧對他們的中文和英文閱讀有相似且不同的作用。同閱讀英文相比，閱讀中文似乎運用不同的認知，語言和正字法能力。然而，極少有研究從以字母語言為母語的兒童學習中文二語的角度探索這個中文閱讀。现在还不明确譬如這些兒童是否像以中文為母語的兒童一樣在閱讀中文的過程中經歷相似的認知和語言加工。問題在于和中文為母語兒童相比，以字母語言為母語的兒童在學習閱讀中文方面有哪些的相似和不同處。這項研究關注這些研究問題，測試一群在香港環境中學習中文為二語的兒童。 / 在香港眾多國際學校中，大多數學校每天有一節40分鐘的中文課。這些學校將中文作為一門外語學習。少數學校採用英中文雙語課程，這些學校的學生在校有至少40的中文學習時間。這項研究一部分採樣來自一所採用英中雙語課程的學校（共102名8-9歲兒童，62名母语为中文的儿童，40名母语为非中文的儿童），另一部分數據採樣來自兩所以中文為外語（一天一节40分钟中文课）和英文为主要语言的學校(共88名8-9歲兒童，47名母语为中文的儿童，41名母语为非中文的儿童)。大多數以中文為二語的儿童在英文为母语的环境中成长，这些儿童中少数以其他字母语言为母语，例如荷兰语，德语，西班牙语或是韩语。 / 在这项研究对儿童语言背景调查中，所有兒童的家長們對其子女的英文和中文語言能力，語言環境和學習態度的評估為這項研究提供了詳盡的兒童語言背景資料。我們对这些儿童进行 了一系列中文及英文閱讀相關的任務测试。在數據分析時，我們以這些兒童母親匯報的第一語言為標准，將這些兒童分為中文為母語和中文為非母語的兩組。 / 因為課程設置不同對語言習得的影響，我分開處理分析兩類採樣學校的數據。在英文閱讀相關的任務上，兩類學校的中文母語兒童和非中文母語兒童表現相當。但是無論是雙語學校還是英文學校中的中文母語兒童都在中文閱讀相關任務上較非母語兒童表現出顯著的優勢。兩類學校的兩組兒童在視覺能力上表現相同，但是在中文正字法相關的視覺能力上，中文母語兒童優於非母語兒童。結構方差分析表示中文母語兒童在認讀中文字詞中大量運用正字法相關的視覺能力和拼音知識，而非母語兒童依賴語音意識能力和視覺能力認讀中文字詞。 / 理論上，這項研究肯定了閱讀中文運用較閱讀英文不同的認知和語言能力。這項研究對中文二語教學有深刻的影響。非中文母語特別是以字母語言為母語的兒童在學習中文時會依賴其母語的經驗。今后的研究需要更進一步的研究這個特殊群體。 / For the last two decades, an extensive line of research has focused on how Chinese children learn to read and write Chinese as a first language and English as a second language. Researchers identified a number of basic cognitive, metalinguistic and linguistic skills making contributions to the reading of Chinese and English words by native Chinese-speaking children, with some differences between the two languages. It appears that learning to read Chinese taps different cognitive, linguistic and orthographic skills than learning to read English. / Only very limited research has so far addressed the phenomenon from the angle of children with a non-Chinese language background, i.e. those learning alphabetic languages. It is not known, for example, if children learning Chinese as a second language might also go through similar cognitive and linguistic processes in learning to read Chinese as native Chinese-speaking children. The question is, how similar or dissimilar learning to read Chinese is for children with an alphabetic language background compared to native-speaking Chinese children. This research project addresses these questions by examining a group of children learning Chinese as a second language in a Hong Kong context. / A majority of Hong Kong international schools offer Chinese classes of at least 40 minutes each day, with Chinese being taught as a foreign language. A minority offers an English-Chinese bilingual curriculum, with at least 40% of all teaching done in Chinese. For this research, 102 8-9 year olds (62 native and 40 non-native Chinese-speaking children) from a bilingual school were assessed, and 88 8-9 year olds (47 native and 41 non-native Chinese-speaking children) from two schools teaching Chinese as a foreign language, i.e. one lesson each day. Most of the non-native Chinese-speaking children grew up with English as their first language (L1). Other children speak other alphabetic language such as Dutch, German, Spanish, or Korean as their L1. / For this research, parental evaluations of the children’s English and Chinese language proficiency, exposure and learning attitudes were collected to obtain data on the children’s language background. The children were tested on a range of cognitive, language, metalinguistic and literacy skills in both Chinese and English. In analyzing the data, the children were separated into a native and a non-native Chinese-speaking group based on the reported first language of each child’s mother. / Data from the two types of schools were analyzed separately. In both types of schools, native Chinese-speaking children performed similarly to non-native Chinese-speaking children on English language related tasks, but outperformed them in Chinese language related tasks. However, the two groups were similar in pure visual skill tasks, although native Chinese-speaking children outperformed the non-native children on visual-orthographic skills. Regression analyses showed that native Chinese-speaking children rely heavily on visual-orthographic skills and on their knowledge of Pinyin in Chinese word reading, while children speaking alphabetic languages rely on phonological awareness skills and pure visual skills in learning to read Chinese. / This research has confirmed the theory that learning to read Chinese exercises a somewhat different set of cognitive and linguistic skills than learning to read English. This research has strong implications for teaching Chinese as a second language. Children with an alphabetic language background rely on their first language experience in learning to read Chinese. Further research is needed to study this group of 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. / Detailed summary in vernacular field only. / Zhou, Yanling. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 113-122). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.iii / 摘要 --- p.v / Acknowledgements --- p.vii / Table of Contents --- p.viii / List of Tables --- p.xi / Chapter Chapter 1. --- Introduction --- p.1 / What is reading? --- p.2 / Second language reading and biliteracy development --- p.4 / Chinese and English language and orthography --- p.6 / Chapter Chapter 2 --- Literature review --- p.9 / L1 reading acquisition --- p.9 / Oral language development in L1 English and Chinese reading development --- p.9 / Morphological awareness in L1 English and Chinese literacy development --- p.12 / Phonological processing skills in L1 literacy acquisition --- p.14 / Phonological awareness skills in L1 word reading --- p.15 / Phonological awareness and Pinyin knowledge for L1 Chinese word reading --- p.18 / RAN in L1 reading development --- p.20 / Phonological working memory --- p.20 / Working memory skills in literacy learning --- p.21 / Visual and visual-orthographic skills in literacy acquisition --- p.25 / L2 reading acquisition --- p.30 / Oral language in L2 reading development --- p.31 / Morphological awareness skills in L1 Chinese learning to read English as an L2 --- p.33 / Phonological awareness skills in L1 Chinese learning to read English as an L2 --- p.34 / Orthographic awareness skills in L1 Chinese learning to read English as L2 --- p.36 / Reading Chinese as L2 --- p.38 / Chapter Chapter 3 --- Methodology --- p.44 / Participants --- p.44 / Procedures --- p.47 / Measures --- p.48 / Raven’s non-verbal intelligence --- p.48 / Chinese Phonological awareness --- p.48 / English Phonological awareness --- p.49 / Chinese Pinyin Knowledge --- p.49 / Tone detection task --- p.49 / Chinese morphological awareness --- p.50 / English morphological awareness --- p.51 / Chinese Vocabulary knowledge --- p.51 / English Vocabulary knowledge --- p.52 / Chinese word reading --- p.52 / English word reading --- p.53 / Chinese word dictation --- p.53 / English real and pseudo-word dictation --- p.54 / Chinese delayed copy tasks --- p.54 / Speed of copying Chinese characters --- p.54 / Speed of visual processing --- p.55 / Visual spatial relations --- p.55 / Visual orthographic configuration --- p.55 / Visual orthographic memory --- p.56 / Chinese and English working memory tasks --- p.56 / Rapid number naming in Chinese and English --- p.57 / Chapter Chapter 4 --- Results --- p.58 / Results for the bilingual School --- p.58 / Group comparisons on Chinese and English reading related skills for the bilingual school --- p.59 / Chinese word reading in native and non-native Chinese-speaking children at the bilingual school --- p.65 / English word reading in native and non-native Chinese-speaking children at the bilingual school --- p.69 / Cross language transfer on English word reading for the bilingual school --- p.72 / Cross-language transfer on Chinese word reading for the bilingual school --- p.75 / Chapter Result For The Monolingual English-Speaking School --- p.77 / Group Comparison On Chinese And English Reading Related Skills For Children From The Monolingual English-Speaking Schools --- p.78 / Chinese Word Reading In Native And Non-Native Chinese-Speaking Children At The Monolingual English-Speaking Schools --- p.83 / English Word Reading In Native And Non-Native Chinese-Speaking Children At The Monolingual English-Speaking School --- p.87 / Cross Language Transfer On English Word Reading ForMonolingual English-Speaking Schools --- p.90 / Cross-Language Transfer On Chinese Word Reading For Monolingual English-Speaking Schools --- p.93 / Chapter Chapter5. --- Discussion --- p.95 / About Language Group Differences --- p.95 / Chinese Reading Related Skills On Chinese Word Reading For The Two Language Groups --- p.101 / English Reading Related Skills In Relation To English Word Reading For The Two Language Groups --- p.103 / Cross-Language Transfer Between Chinese And English --- p.104 / Vocabulary Development In Chinese --- p.104 / Chapter Chapter6. --- Conclusion --- p.109 / References --- p.113

香港高中中國語文科課程在過去長期處於穩定的情況，但踏入2000年鋪天蓋地的教育改革接踵而來，中國語文科也不例外。香港課程發展議會在2001年編訂了《中學中國語文課程指引》，在翌年9月於初中正式施行，並於2005年9月拓展至高中。隨著334新學制在2009正式實施，原有的高中課程（中四至中五級）和大學預科課程（中六至中七級）將會合併，高中中國語文科也進行了相應的變革。這兩次的課程改革已不再局限於小幅度的內容修訂，使高中中國語文科教師面對前所未有的轉變。 / 本研究旨在通過了解課程改革後教師工作的變化，探究高中中文科教師在課程改革下的身份認同。本研究以質性研究取向，採用目的性的個案抽樣，選取了六名分別來自不同學生級別的學校，任教高中的教師為研究對象。 / 研究結果顯示，高中中文科教師的身份認同內涵複雜，包含了代表學科傳統的子身份認同認同，以及代表了考試傳統的子身份認同認同。這些子身份認同認同的建構受著制度層面、學校層面和個人層面等多重因素影響。由於在正規的課程內，反映考試傳統的子身份認同認同佔有優勢，教師通過追蹤課程改革後的新公開考試模式，嘗試建構這方面的身份認同內涵。另一方面，由於正規課程資源有限，教師必須在正規課程以外額外投入的個人資源，藉以建構代表學科傳統的子身份認同認同。 / 本研究發現，分別代表著學科傳統和考試傳統的子身份認同認同存在衝突，但基於高中課程應試的需要，代表考試傳統的子身份認同認同往往在正規課程內佔有優勢。儘管如此，因為新高中中文科課程內容和教學要求抽象，公開考試模式不斷轉變，教師往往在協助學生應付公開試時遭遇困難，影響了教師身份認同的建構。 / The curriculum of Chinese Language for the senior secondary education in Hong Kong had remained stable over a long period of time in the past. However, since 2000, there have been tremendous and successive education reforms, with no exception for the curriculum of Chinese Language. In 2001, The Curriculum Development Council of Hong Kong formulated the Curriculum Guide for Secondary Chinese Language, which was formally carried out among the junior secondary levels in September 2002, then extended to the senior secondary levels in September 2005. In 2009, the New Senior Secondary Curriculum was officially implemented. Under the new “334 System, the former senior secondary curriculum (Form Four and Form Five) and matriculation curriculum (Form Six and Form Seven) have been integrated. The subject Senior Secondary Chinese Language has also undergone relevant changes. These two reforms no longer concern with small-scale revision of the curriculum content. Senior Secondary Chinese Language teachers have thus been facing unprecedented changes. / Probing into the changes of the work of the teachers after the curriculum reforms, this research investigates the identity of Senior Secondary Chinese Language teachers under the reforms. Adopting a qualitative research approach and through purposive sampling of cases, a sample of six teachers has been chosen for the study. These six teachers are from six different schools of different bandings. / The results of the research indicate that the identity of Senior Secondary Chinese Language teachers is a complex construct. It comprises the sub-identity representing the tradition of the subject, as well the sub-identity representing the tradition of examination. The construction of these sub-identities is influenced by multiple factors from different aspects, such as the education policy, the school, and the individual self. The sub-identity representing the tradition of examination is advantageous within the formal curriculum. Therefore, the teachers attempt to construct such identity through following the mode of the new public examination after the curriculum reforms. On the other hand, the resources of the formal curriculum are limited. Beyond the formal curriculum, the teachers must put in additional individual resources in order to construct the sub-identity representing the tradition of the subject. / This research reveals that there are conflicts between the sub-identities representing the tradition of the subject and the tradition of examination respectively. However, in view of the requirement of examination in the New Senior Secondary Curriculum, the sub-identity representing the tradition of examination is in general advantageous within the formal curriculum. Nevertheless, owing to the abstract content and teaching requirements of new curriculum of the Senior Secondary Chinese Language, as well the continuous changes of the mode of public examination, the teachers generally encounter problems when helping the students prepare for the examination. This impacts the identity construction of the teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 林安. / "2013年4月". / "2013 nian 4 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 226-245). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Lin An. / Chapter 第一章 --- 研究緣起與研究問題的提出 --- p.6 / Chapter 1.1 --- 研究緣起 --- p.6 / Chapter 1.2 --- 研究問題的提出 --- p.8 / Chapter 1.3 --- 研究意義 --- p.10 / Chapter 第二章 --- 文獻析評：教師身份認同 --- p.13 / Chapter 2.1 --- 學界研究的轉向與教師身份認同研究的關係 --- p.13 / Chapter 2.2 --- 「身份認同」概念 --- p.16 / Chapter 2.3 --- 「教師身份認同」概念 --- p.19 / Chapter 2.3.1 --- 教師身份認同的概念化方式與取向 --- p.29 / Chapter 2.3.2 --- 教師身份認同與教師自我的概念關聯 --- p.37 / Chapter 2.3.3 --- 教師身份認同與教師角色的關聯 --- p.38 / Chapter 2.3.4 --- 小結 --- p.44 / Chapter 2.4 --- 教師身份認同的內部分類和分析 --- p.46 / Chapter 2.5 --- 教育改革與教師身份認同的關係 --- p.52 / Chapter 2.5.1 --- 教育改革所引發的教師身份認同危機 --- p.52 / Chapter 2.5.2 --- 教師身份認同在教改中的重塑 --- p.55 / Chapter 2.5.3 --- 教師經歷教育改革的情感元素與身份認同的關係 --- p.60 / Chapter 2.5.4 --- 身份認同概念與教師實踐性知識 --- p.61 / Chapter 第三章 --- 文獻述評：香港中學中國語文科課程改革 --- p.65 / Chapter 3.1 --- 制度層面的課程因素 --- p.66 / Chapter 3.1.1 --- 教師工作與角色的要求 --- p.66 / Chapter 3.1.2 --- 課程設計取向 --- p.69 / Chapter 3.1.3 --- 課程目標 --- p.70 / Chapter 3.1.4 --- 學科知識的內涵 --- p.71 / Chapter 3.1.5 --- 教學模式 --- p.73 / Chapter 3.1.6 --- 課程涵蓋面 --- p.75 / Chapter 3.1.7 --- 課程組織 --- p.76 / Chapter 3.2 --- 學校層面的課程因素 --- p.78 / Chapter 3.2.1 --- 科組的工作文化 --- p.78 / Chapter 3.3 --- 教師個人層面的因素 --- p.79 / Chapter 3.3.1 --- 教師個人信念 --- p.79 / Chapter 3.4 --- 小結 --- p.81 / Chapter 第四章： --- 研究設計 --- p.82 / Chapter 4.1 --- 研究問題的再提出 --- p.82 / Chapter 4.2 --- 核心概念與概念框架 --- p.83 / Chapter 4.2.1 --- 高中中國語文科教師身份認同的特質 --- p.83 / Chapter 4.2.2 --- 教師的「自我意象」 --- p.84 / Chapter 4.2.3 --- 脈絡因素 --- p.85 / Chapter 4.2.4 --- 概念框架 --- p.86 / Chapter 4.3 --- 術語定義 --- p.88 / Chapter 4.4 --- 質性研究的取向 --- p.90 / Chapter 4.5 --- 研究方法：個案研究法 --- p.93 / Chapter 4.5.1 --- 個案取樣 --- p.95 / Chapter 4.5.2 --- 資料收集方法一：深度訪談 --- p.96 / Chapter 4.5.2 --- 資料收集方法二：課堂觀察 --- p.100 / Chapter 4.6 --- 資料的整理和分析 --- p.102 / Chapter 4.7 --- 預期的研究限制及困難 --- p.105 / Chapter 4.7.1 --- 信度與效度 --- p.105 / Chapter 4.7.2 --- 研究倫理 --- p.106 / Chapter 第五章 --- 課程改革下中文科教師身份認同的變化 --- p.108 / Chapter 5.1 --- 對高中中文科教師身份認同內涵的闡釋 --- p.109 / Chapter 5.1.1 --- 鄭老師：代表專門學科教學專業、注重學生品德情意、傳承古代文化、應付公開考試 --- p.109 / Chapter 5.1.2 --- 何老師：展現學科的專業知識、協助學生升讀大學、對傳統語文與文化薪火相傳 --- p.112 / Chapter 5.1.3 --- 楊老師：展現學科專家的地位和知識、協助學生應付公開考試 --- p.114 / Chapter 5.1.4 --- 胡老師：協助學生應付公開考試，培養學生品德情意 --- p.116 / Chapter 5.1.5 --- 馬老師：協助學生應付公開考試、較專業的教學身份、傳承語文素養 --- p.117 / Chapter 5.1.6 --- 蔡老師：協助學生應付公開考試、發展校本課程和教學設計 --- p.120 / Chapter 5.1.7 --- 小結 --- p.122 / Chapter 5.2 --- 從新課程下教師工作的變化看高中中文科教師的身份認同 --- p.123 / Chapter 5.2.1 --- 個案一：鄭老師 --- p.124 / Chapter 5.2.2 --- 個案二：何老師 --- p.130 / Chapter 5.2.3 --- 個案三：楊老師 --- p.135 / Chapter 5.2.4 --- 個案四：胡老師 --- p.140 / Chapter 5.2.5 --- 個案五：馬老師 --- p.146 / Chapter 5.2.6 --- 個案六：蔡老師 --- p.154 / Chapter 5.2.7 --- 小結 --- p.161 / Chapter 5.3 --- 影響高中中文科教師身份認同的因素 --- p.164 / Chapter 5.3.1 --- 制度層面 --- p.164 / Chapter 5.3.2 --- 學校層面 --- p.166 / Chapter 5.3.3 --- 個人層面 --- p.168 / Chapter 5.3.4 --- 小結 --- p.168 / Chapter 5.4 --- 高中中文科教師符應新身份認同的方法 --- p.169 / Chapter 5.4.1 --- 如何建構「協助學生應付公開考試」的身份內涵 --- p.170 / Chapter 5.4.2 --- 如何建構來自學科傳統文化的身份認同內涵 --- p.172 / Chapter 5.4.3 --- 小結 --- p.173 / Chapter 第六章 --- 討論、分析和總結 --- p.174 / Chapter 6.1 --- 研究總結 --- p.175 / Chapter 6.1.1 --- 課改下高中中文科教師身份認同的改變 --- p.175 / Chapter 6.1.2 --- 影響高中中文科教師身份認同的因素 --- p.175 / Chapter 6.1.3 --- 高中中文科教師符應課改下身份認同的方法 --- p.176 / Chapter 6.2 --- 研究結果的討論與分析 --- p.177 / Chapter 6.2.1 --- 課程改革下高中中文科教師身份認同的轉變 --- p.177 / Chapter 6.2.2 --- 教師身份認同的變化之一：「學科傳統」的子身份認同被邊緣化 --- p.193 / Chapter 6.2.3 --- 教師身份認同的變化之二：難以建構的新「考試文化」子身份認同 --- p.200 / Chapter 6.2.4 --- 教師工作的調節--「學科傳統」身份認同和主體性的呈現 --- p.206 / Chapter 6.3 --- 對本研究概念框架的修訂 --- p.208 / Chapter 6.4 --- 對三個研究問題的回應 --- p.214 / Chapter 第七章： --- 研究貢獻、研究限制和建議 --- p.217 / Chapter 7.1 --- 研究貢獻 --- p.217 / Chapter 7.1.1 --- 理論研究方面 --- p.217 / Chapter 7.1.2 --- 實徵研究方面 --- p.219 / Chapter 7.1.3 --- 教師實務方面 --- p.219 / Chapter 7.2 --- 研究限制 --- p.220 / Chapter 7.2.1 --- 研究範圍的限制 --- p.220 / Chapter 7.2.2 --- 研究樣本的限制 --- p.220 / Chapter 7.2.3 --- 資料蒐集的限制 --- p.222 / Chapter 7.3 --- 建議 --- p.223 / Chapter 7.3.1 --- 對高中中文科教師身份認同研究的建議 --- p.223 / Chapter 7.3.2 --- 對中文科教師的建議 --- p.224 / Chapter 7.3.3 --- 對中學校長的建議 --- p.224 / Chapter 7.3.4 --- 對教育局和考評局的建議 --- p.224 / 參考文獻 --- p.226

教育是為學生而設的。不過，在課程設計上，學生往往並沒有發言權。首屆香港中學文憑試剛剛完成，教育界人士和研究員應把握機會，尋找改善校本評核部分規劃與實施的方法。傾聽學生的意見，重視他們的觀點將有助完善有關的課程設計。 / 透過訪問24位學生和兩名英國語文科教師，本研究關注學生的聲音，即他們如何表達、理解和詮釋他們自身和在英國語文科校本評核的學習歷程。本研究反映和肯定了學生的多元觀點，其研究重點為： / (1) 學生在校本評核中的學習經驗 / (2) 學生如何表達他們在校本評核中的角色 / (3) 學生如何參與改善教室裡的學習 / 在實際層面上，學生的觀點在微調課程和建議改革的方向和方法上，有其獨有的貢獻。在理論層面上，本研究探索學生在課程上的參與度，並嘗試完善Fielding (2001) 提出的學生參與度架構。當仔細研究該架構時，不難發現學生在第二層(學生作為積極的回應者)與第三層(學生作為共同研究員)之間存有缺縫。當中，學生應該還可擔當很多不同的角色。從研究結果所得，學生可以成為改革的積極原動力，更可以成為課程的實踐者。當學校文化和教師專業能給予適當的養份，學生的聲音便能呈現。否則，學生或選擇不發聲，或學生的聲音在課程實施上不能產生任何作用。 / Education is for students. Nonetheless, even the curriculum is designed for students, they have the least say in it. With reference to the relatively new initiative in Hong Kong: the Hong Kong Diploma of Education (HKDSE), it is time for researchers and educationalists to consider ways to improve the planning and implementation of the School-Based Assessment (SBA). Listening to students and valuing their perspectives can enable a more thorough planning of the curriculum. / Through interviewing twenty four students and two English teachers, this research aims at addressing the student voice, which means students expressing their views, interpretations and understanding with the expectation that someone will listen. During the process, students’ multiple perspectives on learning and their interpretations of the SBA in the English Language curriculum are reflected and would be acknowledged. The three foci of this research are: / (1)What do students experience in the SBA? / (2)How do students present their roles in the SBA? / (3)How are students involved in the improvement of what happens in classrooms? / At a practical level, students’ perspectives contribute to fine-tuning the curriculum, and suggest directions or ways to initiate changes more successfully. At a theoretical level, the study aims to further explore students’ involvement in the curriculum, and fill the gaps of the framework of four levels of student participation pioneered by Fielding (2001). If taking a closer look at his framework, there should be some other roles students can take, particularly in the gap between Level 2 (students as “active respondents“) and Level 3 (students as “co-researchers“). The data collected revealed that students can be active agents of change and practitioners in the SBA curriculum implementation, given that the school culture, teachers’ professional knowledge favour the emergence of student voice. Otherwise, the opinions of students would remain unvoiced or merely be heard, and no further action could be taken. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chiu, Suk Mei Eva. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 345-357). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix includes Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- School-based Assessment as the context of the study --- p.1 / Chapter 1.3 --- The importance of listening to student voice --- p.3 / Chapter 1.4 --- Student voice in the SBA --- p.4 / Chapter 1.5 --- Research questions --- p.5 / Chapter 1.6 --- Significance of the research --- p.5 / Chapter CHAPTER TWO --- LITERATURE REVIEW: STUDENT VOICE --- p.8 / Chapter 2.1 --- Background of student voice --- p.8 / Chapter 2.2 --- What is student voice? --- p.11 / Chapter 2.3 --- Why should we listen to student voice? --- p.14 / Chapter 2.4 --- Are students eligible to have their voice? --- p.17 / Chapter 2.5 --- Levels of student involvement --- p.21 / Chapter 2.5.1 --- Level 1 Students as data source --- p.23 / Chapter 2.5.2 --- Level 2 Students as active respondents --- p.24 / Chapter 2.5.2.1 --- Consultation --- p.25 / Chapter 2.5.2.2 --- Recognition --- p.26 / Chapter 2.5.3 --- Level 3 Students as co-researchers --- p.28 / Chapter 2.5.4 --- Level 4 Students as researchers --- p.29 / Chapter 2.5.5 --- Summary --- p.30 / Chapter 2.6 --- Core values --- p.31 / Chapter 2.6.1 --- Core value 1: Communication as dialogue --- p.31 / Chapter 2.6.2 --- Core value 2: Requirement for participation and democratic inclusivity --- p.32 / Chapter 2.6.3 --- Core value 3:Recognition that power relations are unequal and problematic --- p.32 / Chapter 2.6.4 --- Core value 4: Possibility for change and transformation --- p.33 / Chapter 2.7 --- Empirical studies of student voice --- p.34 / Chapter 2.8 --- Orientations of student voice --- p.50 / Chapter 2.9 --- Frameworks of student participation --- p.51 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER THREE --- LITERATURE REVIEW: SCHOOL-BASED ASSESSMENT IN ENGLISH LANGUAGE CURRICULUM --- p.54 / Chapter 3.1 --- School-based assessment as formative assessment --- p.54 / Chapter 3.2 --- School-based assessment as summative assessment --- p.60 / Chapter 3.3 --- School-based Assessment in the HKDSE --- p.62 / Chapter 3.4 --- Rationale of introducing SBA in English Language curriculum --- p.65 / Chapter 3.5 --- Hong Kong Context --- p.68 / Chapter 3.6 --- Students and teachers’ roles in the SBA --- p.73 / Chapter 3.7 --- Student voice in the SBA --- p.84 / Chapter 3.8 --- Summary --- p.86 / Chapter CHAPTER FOUR --- RESEARCH DESIGN --- p.88 / Chapter 4.1 --- Conceptual Framework --- p.90 / Chapter 4.2 --- Operational Definition of Key Terms --- p.92 / Chapter 4.3 --- Approach --- p.92 / Chapter 4.4 --- Research Methods --- p.95 / Chapter 4.4.1 --- Qualitative research --- p.95 / Chapter 4.4.2 --- Case study --- p.96 / Chapter 4.4.3 --- Pilot study --- p.97 / Chapter 4.4.4 --- Selection of cases --- p.98 / Chapter 4.4.5 --- Data collection method --- p.98 / Chapter 4.4.5.1 --- Interviews --- p.99 / Chapter 4.4.5.2 --- Documents analysis --- p.102 / Chapter 4.4.6 --- Sampling --- p.103 / Chapter 4.4.7 --- Summary --- p.108 / Chapter 4.5 --- Credibility --- p.108 / Chapter 4.6 --- Research steps --- p.109 / Chapter 4.7 --- Limitation of the study --- p.111 / Chapter CHAPTER FIVE --- FINDINGS --- p.113 / Chapter 5.1 --- Learning experience inside classroom --- p.113 / Chapter 5.1.1 --- School A --- p.113 / Chapter 5.1.2 --- School B --- p.121 / Chapter 5.1.3 --- Summary --- p.129 / Chapter 5.2 --- Learning experience outside classroom --- p.130 / Chapter 5.2.1 --- School A --- p.130 / Chapter 5.2.1.1 --- Self-learning --- p.131 / Chapter 5.2.1.2 --- Family support --- p.134 / Chapter 5.2.1.3 --- Peer learning --- p.135 / Chapter 5.2.2 --- School B --- p.136 / Chapter 5.2.2.1 --- Self-learning --- p.136 / Chapter 5.2.2.2 --- Peer learning --- p.140 / Chapter 5.2.2.3 --- Teacher support --- p.145 / Chapter 5.2.3 --- Summary --- p.147 / Chapter 5.3 --- Students’ changes during the SBA --- p.149 / Chapter 5.3.1 --- School A --- p.149 / Chapter 5.3.2 --- School B --- p.154 / Chapter 5.3.3 --- Summary --- p.164 / Chapter 5.4 --- Students’ interpretation of the SBA --- p.165 / Chapter 5.4.1 --- School A --- p.166 / Chapter 5.4.2 --- School B --- p.173 / Chapter 5.4.3 --- Summary --- p.180 / Chapter 5.5 --- Students and teachers’ roles in the SBA --- p.180 / Chapter 5.5.1 --- School A --- p.181 / Chapter 5.5.1.1 --- Participants and guests --- p.182 / Chapter 5.5.1.2 --- Performers --- p.182 / Chapter 5.5.1.3 --- Game players --- p.184 / Chapter 5.5.1.4 --- Competitors --- p.185 / Chapter 5.5.1.5 --- Followers --- p.186 / Chapter 5.5.1.6 --- Team members --- p.187 / Chapter 5.5.1.7 --- Soldiers --- p.188 / Chapter 5.5.1.8 --- Detectives --- p.188 / Chapter 5.5.2 --- School B --- p.191 / Chapter 5.5.2.1 --- Nobody --- p.191 / Chapter 5.5.2.2 --- Actors, screenplay writers and directors --- p.192 / Chapter 5.5.2.3 --- Carnivores and herbivores --- p.193 / Chapter 5.5.2.4 --- Game Players --- p.194 / Chapter 5.5.2.5 --- Team members --- p.196 / Chapter 5.5.2.6 --- Mountain climbers --- p.199 / Chapter 5.5.2.7 --- Summary --- p.200 / Chapter 5.6 --- Student voice towards the improvement of the SBA at the school level --- p.203 / Chapter 5.6.1 --- School A --- p.203 / Chapter 5.6.1.1 --- Curriculum --- p.210 / Chapter 5.6.1.2 --- Implementation --- p.210 / Chapter 5.6.1.3 --- Technical issues in conducting the SBA --- p.210 / Chapter 5.6.2 --- School B --- p.209 / Chapter 5.6.2.1 --- Curriculum --- p.210 / Chapter 5.6.2.2 --- Duration --- p.213 / Chapter 5.6.2.3 --- Implementation --- p.214 / Chapter 5.6.2.4 --- Additional support --- p.216 / Chapter 5.6.2.5 --- Self-learning skills --- p.217 / Chapter 5.6.3 --- Summary --- p.219 / Chapter 5.7 --- Student voice towards the improvement of the SBA at the systemic level --- p.221 / Chapter 5.7.1 --- School A --- p.222 / Chapter 5.7.2 --- School B --- p.225 / Chapter 5.7.2.1 --- Positive towards the SBA --- p.225 / Chapter 5.7.2.2 --- Having more opportunities to do the SBA --- p.226 / Chapter 5.7.2.3 --- Reducing the frequency --- p.226 / Chapter 5.7.2.4 --- Reducing the weighting --- p.227 / Chapter 5.7.2.5 --- Cancelling the SBA --- p.227 / Chapter 5.7.2.6 --- Valuing individual creativity --- p.228 / Chapter 5.7.2.7 --- Flexibility in choosing the tasks --- p.228 / Chapter 5.7.3 --- Summary --- p.229 / Chapter CHAPTER SIX --- DISCUSSION --- p.231 / Chapter 6.1 --- Students’ learning experience inside and outside classroom --- p.231 / Chapter 6.1.1 --- To conform or to confront --- p.232 / Chapter 6.1.2 --- To instruct or to construct --- p.234 / Chapter 6.1.3 --- Functional or personal orientations of schools --- p.238 / Chapter 6.1.3.1 --- Student voice in learning goals --- p.239 / Chapter 6.1.3.2 --- Student voice in learning materials and resources --- p.240 / Chapter 6.1.3.3 --- Student voice in learning activities --- p.241 / Chapter 6.1.3.4 --- To provoke or to unprovoke --- p.242 / Chapter 6.1.4 --- Learning beyond classroom --- p.243 / Chapter 6.1.5 --- Interweaving curricular commonplaces --- p.249 / Chapter 6.2 --- Students’ presentation of their roles --- p.254 / Chapter 6.2.1 --- Teachers’ presentation of their roles --- p.260 / Chapter 6.2.2 --- Relationship between the SBA and roles of students and teachers --- p.264 / Chapter 6.2.2.1 --- Case 1: The SBA is meaningful and pleasant --- p.264 / Chapter 6.2.2.2 --- Case 2: The SBA is meaningless and unpleasant --- p.266 / Chapter 6.2.2.3 --- Case 3: The SBA is meaningful but unpleasant --- p.268 / Chapter 6.2.2.4 --- Case 4: The SBA is significant but unpleasant --- p.271 / Chapter 6.2.2.5 --- Case 5: The SBA is fair and foul --- p.272 / Chapter 6.2.2.6 --- Case 6: Fair is foul, foul is fair --- p.273 / Chapter 6.2.3 --- Degree of student involvement --- p.276 / Chapter 6.3 --- Student voice in the improvement of the SBA --- p.283 / Chapter 6.3.1 --- Unvoiced --- p.284 / Chapter 6.3.2 --- Being heard --- p.287 / Chapter 6.3.3 --- Being listened to --- p.291 / Chapter 6.3.4 --- Collaboration among students and teachers --- p.299 / Chapter 6.3.5 --- Secretary for Education, can you hear me? --- p.307 / Chapter 6.3.6 --- Summary --- p.312 / Chapter CHAPTER SEVEN --- CONCLUSION --- p.316 / Chapter 7.1 --- A refined conceptual framework --- p.318 / Chapter 7.2 --- A refined framework of student participation --- p.324 / Chapter 7.3 --- Issues arisen from the study --- p.326 / Chapter 7.4 --- Final remarks --- p.329

All in all, the thesis tries to fill the research gap in the study of English pronunciation in a Hong Kong context. It exhausts the pronunciation of all types of English consonant clusters by native Cantonese learners of English, provides experimental studies to investigate the most effective approach to the acquisition of English consonant clusters, and applies Optimality Theory to elucidate the pronunciation phenomena found among Cantonese learners of English. / Apart from the inquiry into language pedagogy, this thesis also analyses and expounds the language phenomena of consonant cluster production through the application of Optimality Theory. From the data of the pre-test and post-tests, the pronunciation modification phenomena of subjects were summarised and analysed. It is found that subjects produced pronunciation forms that resembled that of native English speakers, but at the same time they produced forms that deviated from that of native English speakers. The most frequent pronunciation modifications are substitution and deletion. / Optimality Theory argues that phonological differences between languages are the results of the differences in the ranking of universal constraints; therefore, the preference towards certain modification phenomena and the production of certain pronunciation forms by Cantonese speakers can be viewed as the differences in the ranking of constraints between English and Cantonese. In the interlanguage phonology of Cantonese speakers, words like pray /pre I/ and find /faInd/ could become [pe I] and [faIn] phonetically. This can be explained by assuming that the English words are input to a phonology in which *COMPLEX (complex onset or coda is not permissible) is highly ranked, and that in order to observe this constraint, Cantonese learners of English might apply deletion to delete a consonant in syllables with consonant clusters. / Yam Pui Suen, Josephine. / "June 2005." / Advisers: G. Gong; J. Hung. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 202-214). / 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. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

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 / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Architecture / Master / Master of Architecture