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 Wong Wing Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 163-172). / Text in English; abstracts in English and Chinese. / by Wong Wing Kwan. / ABSTRACT --- p.ii / ABSTRACT (in Chinese) --- p.iv / ACKNOWLEDGEMENTS --- p.v / LIST OF TABLES --- p.xi / LIST OF ABBREVIATIONS --- p.xii / LIST OF APPENDIXES --- p.xiii / Chapter 1/ --- INTRODUCTION --- p.1 / Chapter 1.1 --- Research Impetus --- p.1 / Chapter 1.2 --- Central Research Problem --- p.2 / Chapter 1.3 --- Research Significance --- p.4 / Chapter 1.4 --- Organization of This Thesis --- p.6 / Chapter 2/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE THEORETICAL AND GLOBAL CONTEXT --- p.9 / Chapter 2.1 --- The Environmental Crisis --- p.9 / Chapter 2.11 --- The dominating perspective --- p.10 / Chapter 2.12 --- Problems overlooked --- p.11 / Chapter 2.13 --- Environmental problems as problems of social injustice --- p.14 / Chapter 2.14 --- Locating the power relations --- p.15 / Chapter 2.141 --- The dominating definition of life quality --- p.15 / Chapter 2.142 --- The global economic order--- a platform of power asymmetry --- p.17 / Chapter 2.143 --- "Global development agenda--- ""catching-up"" as the basis for sustainability" --- p.18 / Chapter 2.2 --- Environmental Education: A Critique of the Established Views --- p.22 / Chapter 2.21 --- Seeking definitions --- p.23 / Chapter 2.22 --- "From definition to practice- the split of mind, body and heart" --- p.24 / Chapter 2.23 --- The domination of mainstream science and technologyin environmental education --- p.27 / Chapter 2.3 --- Environmental Education in the Form of Empowerment --- p.30 / Chapter 2.4 --- Chapter Summary --- p.37 / Chapter 3/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE LOCAL CONTEXT --- p.38 / Chapter 3.1 --- Environmental Agenda in Hong Kong --- p.38 / Chapter 3.11 --- Role of the government --- p.38 / Chapter 3.12 --- Role of private corporations --- p.42 / Chapter 3.13 --- Role of green groups --- p.44 / Chapter 3.14 --- Role of scientists and experts --- p.47 / Chapter 3.15 --- Dangerous liaisons --- p.48 / Chapter 3.2 --- Environmental Education in Hong Kong - An Overview --- p.49 / Chapter 3.21 --- Environmental education targeted at public awareness --- p.50 / Chapter 3.22 --- Environmental education in formal schooling --- p.52 / Chapter 3.23 --- Local researches on environmental awareness and environmental education --- p.53 / Chapter 3.3 --- Chapter Summary --- p.55 / Chapter 4/ --- RESEARCH DESIGN --- p.58 / Chapter 4.1 --- Research Design --- p.58 / Chapter 4.11 --- The nature of critical qualitative research --- p.58 / Chapter 4.12 --- The nature of case-study --- p.60 / Chapter 4.13 --- Selection of cases --- p.61 / Chapter 4.2 --- Case Profiles --- p.63 / Chapter 4.21 --- Tim Po Primary School --- p.63 / Chapter 4.22 --- Sing Tak Primary School --- p.64 / Chapter 4.23 --- Fung Lan Primary School --- p.65 / Chapter 4.3 --- Data Collection --- p.67 / Chapter 4.31 --- Written and printed texts --- p.68 / Chapter 4.32 --- Interviews --- p.69 / Chapter 4.33 --- Observation --- p.72 / Chapter 4.34 --- Research validity and data triangulation --- p.74 / Chapter 4.4 --- Data Recording and Analysis --- p.75 / Chapter 4.41 --- Data recording --- p.75 / Chapter 4.42 --- Data analysis --- p.75 / Chapter 4.5 --- Research Limitations --- p.77 / Chapter 4.6 --- Chapter Summary --- p.79 / Chapter 5/ --- INSIDE STORIES -- ENVIRONMENTAL EDUCATION IN SCHOOLS --- p.80 / Chapter 5.1 --- The Case of Tim Po Primary School (TPS) --- p.80 / Chapter 5.11 --- Environmental education in formal curriculum --- p.80 / Chapter 5.12 --- Environmental Education in informal curriculum --- p.90 / Chapter 5.2 --- The Case of Sing Tak Primary School (STS) --- p.92 / Chapter 5.21 --- Environmental education in formal curriculum --- p.92 / Chapter 5.22 --- Environmental education in informal curriculum --- p.94 / Chapter 5.3 --- The case of Fung Lan School (FLS) --- p.100 / Chapter 5.31 --- Environmental education in formal curriculum --- p.100 / Chapter 5.32 --- Environmental education in informal curriculum --- p.102 / Chapter 5.33 --- Environmental education beyond curriculum --- p.102 / Chapter 5.4 --- Chapter Summary --- p.106 / Chapter 6/ --- BEHIND THE STORIES - -FORCES AND DYNAMICS --- p.108 / Chapter 6.1 --- Seeing Environmental Education through the Eyes of Teachers --- p.108 / Chapter 6.11 --- Conceptualizing the environmental problematique --- p.108 / Chapter 6.111 --- Central problems --- p.109 / Chapter 6.112 --- Causes of the problems --- p.110 / Chapter 6.113 --- Dealing with the problems --- p.112 / Chapter 6.12 --- Understanding environmental education --- p.114 / Chapter 6.121 --- Environmental education as a matter of lifestyle --- p.114 / Chapter 6.122 --- "The cultivation of ""personal"" attitudes" --- p.115 / Chapter 6.123 --- Pupils' age and teachers' expectation --- p.117 / Chapter 6.13 --- Personal level constraints acting on teachers --- p.119 / Chapter 6.131 --- Lack of subject knowledge --- p.119 / Chapter 6.132 --- Teaching experience --- p.121 / Chapter 6.2 --- School Level Factors in Environmental Education --- p.123 / Chapter 6.21 --- The focus of work: the marginalized status of environmental education and General Studies --- p.123 / Chapter 6.22 --- Tight schedule --- p.127 / Chapter 6.3 --- External Forces and School Environmental Education --- p.130 / Chapter 6.31 --- School inspectors and board of directors --- p.130 / Chapter 6.32 --- The preoccupation with school reputation and academic attainment --- p.131 / Chapter 6.4 --- Chapter Summary --- p.133 / Chapter 7/ --- A GROUNDED CRITIQUE --- p.134 / Chapter 7.1 --- The Non-critical and Apolitical Environmental Agendain School Environmental Education --- p.134 / Chapter 7.11 --- The narrow definition of environmental subjectsin the syllabus of General Studies --- p.134 / Chapter 7.12 --- The anti-environment themes --- p.137 / Chapter 7.2 --- Teachers as Agency --- p.138 / Chapter 7.3 --- "The Task Oriented Environmental Education ""Show""" --- p.143 / Chapter 7.31 --- "Schools' primary concerns: environmental education and ""quality"" education" --- p.143 / Chapter 7.32 --- The reliance on external resources --- p.145 / Chapter 7.4 --- Chapter Summary: The Detachment from the Process of Empowerment --- p.149 / Chapter 8/ --- CONCLUSION: ENVIRONMENTAL EDUCATION IN THE WHIRLPOOL OF EDUCATION REFORM --- p.150 / Chapter 8.1 --- A Restatement on the True Meaning of Environmental Education --- p.150 / Chapter 8.2 --- Some Characteristics of Environmental Educationin Hong Kong Primary Schools --- p.151 / Chapter 8.3 --- Looking Beyond: Environmental Education in the Whirlpool of Education Reform --- p.152 / Chapter 8.31 --- The overarching priority of education --- p.153 / Chapter 8.32 --- "Environmental awareness as part of the entrepreneur's ""personality package""" --- p.154 / Chapter 8.33 --- The formalization of extra-curricular activities --- p.156 / Chapter 8.4 --- Final Words --- p.158 / APPENDIXES --- p.160 / REFERENCES --- p.163

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

Wong, Wing Sze. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 391-447). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese; appendixes includes Chinese.

本研究以六位有良好英語程度的香港學生為對象，探討他們從中學到大學首兩年期間，如何在課外環境中，發揮不同的程度的學習行動力，應付學習的障礙，以及有效運用外在環境因素。本研究探索他們的自主學習路徑，期望從結果總結出一些方法，以提升本地學生的學習自主性。 / 本研究採取混合方法設計，以定性集體個案研究探討為主體的研究方案，從香港一所大學裡的七十八位本科生，進行問卷調查，選取六位進行個案研究。他們需要接受半結構式訪問，提供語言學習日誌，藉以追溯他們的英語學習經驗。 / 研究發現，他們在中學時期的英語學習自主性不高，也不一定利用課外環境學習英語，即使參與其中，大部份的學習活動都是在他人（父母、師長等）的引導下進行。他們有限的課外學習，既具實際用途，亦以興趣為主，在過程中開始建立學習行動力。為應付大學的學習要求，他們比中學時期較多參與自發性的課外學習，在自我調節的過程中面對不少困難。因此，他們亦利用不同的學習身份和提升心理質素，從而建立學習自主性。部分有較多課外學習經驗的個案參與者較能應付大學的自學模式，而其他個案參與者則仍然在自主學習活動中使勁地掙扎。 / 本研究總結出一套語境化模型，用以闡釋課外學習與學習自主性的關係，並同時兼顧自發性和參與度這兩方面因素。參加自發的活動，或自願參與他人所辦的活動，都能提升自主性。權威引導下的活動對自主性的影響則視乎學員如何發揮本身的學習行動力來操控學習過程。本研究更指出，提升學習自主性的過程，是循環和遞增的。個人學習行動力、外在環境因素、課外學習和環境等互起作用，同時是整個循環裡面的手段和產物。香港學生要在瞬間變得自主，顯然不符現實。然而，他們可以通過持續參與以興趣為主的活動，發展出學習行動力，進入這個學習循環，加強循環內各元素之間的聯繫。本研究進而建議，教師應給予本地學生更多自由和彈性。本地學生亦應多參與以興趣為主的英語學習活動，建立可持續終身的英語學習行動力。 / The present study examined how six highly proficient local learners of English exercised agency, coped with constraints, and took advantage of affordances, at varying degrees, in out-of-class contexts throughout their secondary education and first two years of tertiary studies. The study traced their autonomous learning trajectories and the findings suggested ways to help local learners foster greater autonomy. / A largely qualitative, mixed-method, multiple-case study design was adopted. By way of a survey, the six case participants were selected from a pool of 78 proficient tertiary English learners at a Hong Kong university. They were asked to provide a retrospective account of their English learning experiences through semi-structured interviews and a language learning journal. / The findings showed that, at the secondary level, they were not autonomous. Most of their out-of-class learning activities, if any, were directed by others (e.g. parents, teachers). Some participated in instrumental yet interest-driven out-of-class learning, through which they started building their agency; however, such kind of participation was limited. They encountered difficulties adjusting to the demands placed on them at university; thus, they experienced periods of frustration. To do well at the tertiary level, they participated in more self-initiated out-of-class learning. Taking more steps towards learner autonomy, they made an effort to negotiate multiple identities and strengthen their psychological capacity. A few case participants who had more out-of-class learning experiences adapted better to the self-learning mode; the rest still struggled with autonomous learning. / Based on the findings, a model was developed to illustrate a contextualized understanding of out-of-class learning in relation to learner autonomy, taking both aspects of participation and initiation into consideration. While self-initiated activities and voluntary participation in other-initiated activities can help foster autonomy, the impact of authority-directed activities on autonomy depends on how far one exercises agency to control the task. The present study further suggested that fostering learner autonomy is a spiral, recursive process. Agency, affordances, out-of-class learning, and the environment interact with each other, as both means and products in a cycle. It is unrealistic to demand that local learners become autonomous overnight. However, they can enter the cycle and develop agency through committed participation in interest-driven activities. Persistent engagement can help strengthen the interlocking links in the cycle. The present study further suggested that teachers should allow more freedom and flexibility for local learners to develop learner autonomy. Local students should invest in interest-based English activities and build up agency to sustain lifelong English learning. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chan, Hoi Wing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 357-389). / 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.i / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.vii / LIST OF TABLES --- p.xvii / LIST OF FIGURES --- p.xviii / LIST OF ABBREVIATIONS --- p.xix / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background: Statement of the problem --- p.1 / Chapter 1.2 --- Purpose and overview of the study --- p.2 / Chapter 1.3 --- Research questions --- p.4 / Chapter 1.4 --- Definition of terms --- p.5 / Chapter 1.4.1 --- Ecological notion of language learning --- p.5 / Chapter 1.4.2 --- Affordances --- p.6 / Chapter 1.4.3 --- Agency --- p.6 / Chapter 1.4.4 --- Poststructuralist approach to language learning --- p.6 / Chapter 1.4.5 --- Identity --- p.7 / Chapter 1.4.6 --- Learner autonomy --- p.7 / Chapter 1.4.7 --- Out-of-class learning --- p.8 / Chapter 1.5 --- Significance of the study --- p.9 / Chapter 1.6 --- Organization of the thesis --- p.9 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.12 / Chapter 2.1 --- Introduction --- p.12 / Chapter 2.2 --- Learner autonomy --- p.13 / Chapter 2.2.1 --- Autonomy in education --- p.13 / Chapter 2.2.2 --- Autonomy in language learning --- p.15 / Chapter 2.2.2.1 --- Autonomy in language learning: A multi-dimensional construc --- p.16 / Chapter 2.2.3 --- Learner autonomy in different cultural settings --- p.23 / Chapter 2.2.4 --- Out-of-class learning --- p.31 / Chapter 2.2.5 --- The "Good language learner" studies --- p.36 / Chapter 2.3 --- The ecological approach to language learning --- p.37 / Chapter 2.3.1 --- Affordances in language learning --- p.39 / Chapter 2.3.1.1 --- Perception and action --- p.40 / Chapter 2.3.2 --- Agency in language learning --- p.42 / Chapter 2.4 --- Poststructuralists’ view on language learners and language learning --- p.44 / Chapter 2.4.1 --- Language learner identity --- p.44 / Chapter 2.4.2 --- Agency, identity, and power --- p.45 / Chapter 2.4.3 --- Learner autonomy as agency --- p.48 / Chapter 2.4.3.1 --- Empirical studies of agency, identity, and autonomy in the non-target language environmen --- p.50 / Chapter 2.4.3.2 --- Imagined communities --- p.53 / Chapter 2.4.4 --- L2 Motivational Self System and agency --- p.54 / Chapter 2.5 --- The Hong Kong contex --- p.56 / Chapter 2.5.1 --- Role of English in Hong Kong --- p.57 / Chapter 2.5.2 --- Learner autonomy and constraints in Hong Kong --- p.60 / Chapter 2.5.2.1 --- Autonomy and motivation --- p.64 / Chapter 2.5.2.2 --- Autonomy and learner identity --- p.65 / Chapter 2.5.2.3 --- Autonomy: Interaction between learners and contexts --- p.66 / Chapter 2.5.3 --- Out-of-class English learning and constraints in Hong Kong --- p.68 / Chapter 2.5.4 --- Gaps in current research --- p.73 / Chapter 2.6 --- Chapter summary --- p.74 / Chapter CHAPTER THREE --- RESEACH DESIGN --- p.75 / Chapter 3.1 --- Introduction --- p.75 / Chapter 3.2 --- Research design --- p.75 / Chapter 3.2.1 --- A mixed-method design --- p.76 / Chapter 3.2.2 --- The qualitative multiple-case study --- p.77 / Chapter 3.3 --- The researcher’s background and role --- p.81 / Chapter 3.4 --- Ethics --- p.82 / Chapter 3.5 --- Pilot study --- p.83 / Chapter 3.6 --- Participants --- p.85 / Chapter 3.6.1 --- Selection of case participants --- p.86 / Chapter 3.6.2 --- Brief description of the case participants --- p.89 / Chapter 3.7 --- Instrumentation --- p.93 / Chapter 3.7.1 --- Survey --- p.93 / Chapter 3.7.2 --- Semi-structured interviews --- p.97 / Chapter 3.7.3 --- Language learning journal --- p.100 / Chapter 3.8 --- Data collection and data analysis --- p.101 / Chapter 3.8.1 --- Data collection --- p.102 / Chapter 3.8.1.1 --- Survey --- p.102 / Chapter 3.8.1.2 --- Semi-structured interviews --- p.103 / Chapter 3.8.1.3 --- Language learning journal --- p.105 / Chapter 3.8.1.4 --- Fieldwork --- p.105 / Chapter 3.8.1.5 --- Artefac --- p.106 / Chapter 3.8.1.6 --- Case study database --- p.106 / Chapter 3.8.2 --- Data analysis --- p.107 / Chapter 3.8.2.1 --- Preparation for data analysis --- p.107 / Chapter 3.8.2.1.1 --- Survey --- p.107 / Chapter 3.8.2.1.2 --- Semi-structured interviews --- p.108 / Chapter 3.8.2.1.3 --- Language learning journal --- p.109 / Chapter 3.8.2.2 --- Data analysis procedures --- p.109 / Chapter 3.8.2.2.1 --- Data coding and analysis --- p.110 / Chapter 3.8.2.2.2 --- Within- and cross-case analysis --- p.113 / Chapter 3.8.3 --- Triangulation of data --- p.114 / Chapter 3.9 --- Validity and reliability --- p.115 / Chapter 3.9.1 --- Internal validity --- p.115 / Chapter 3.9.2 --- External validity --- p.116 / Chapter 3.9.3 --- Reliability --- p.116 / Chapter 3.1 --- Chapter summary --- p.117 / Chapter CHAPTER FOUR --- CASE ANALYSIS: ENGLISH LEARNING AT THE SECONDARY LEVEL --- p.119 / Chapter 4.1 --- Introduction --- p.119 / Chapter 4.2 --- Secondary-level English language education in Hong Kong from circa 1999 to 2008 --- p.120 / Chapter 4.2.1 --- Hong Kong education system: An overview --- p.120 / Chapter 4.2.2 --- Secondary English language education --- p.121 / Chapter 4.2.2.1 --- Language policy: Medium of instruction --- p.121 / Chapter 4.2.2.2 --- EFL learning environment at school --- p.122 / Chapter 4.3 --- English learning at school --- p.126 / Chapter 4.3.1 --- English learning environment of the case participants --- p.126 / Chapter 4.3.2 --- Interaction with classmates --- p.126 / Chapter 4.3.3 --- Interaction with local English language teachers --- p.133 / Chapter 4.3.4 --- Interaction with NETs --- p.139 / Chapter 4.3.4.1 --- Non-participation --- p.141 / Chapter 4.3.5 --- Extra-curricular activities --- p.144 / Chapter 4.3.5.1 --- Voluntary participation --- p.145 / Chapter 4.3.5.2 --- Teacher-directed participation --- p.148 / Chapter 4.3.5.3 --- English learning in the school context: Summary --- p.151 / Chapter 4.4 --- English learning in the private tutorial contex --- p.156 / Chapter 4.4.1 --- Personalized practice --- p.156 / Chapter 4.4.2 --- English learning in the private tutorial context: Summary --- p.157 / Chapter 4.5 --- English learning in the home contex --- p.158 / Chapter 4.5.1 --- Family background and language use at home --- p.158 / Chapter 4.5.1.1 --- Elsa --- p.158 / Chapter 4.5.1.2 --- Ada --- p.159 / Chapter 4.5.1.3 --- Jo --- p.159 / Chapter 4.5.1.4 --- Mandy --- p.160 / Chapter 4.5.1.5 --- Carl --- p.160 / Chapter 4.5.1.6 --- Terry --- p.161 / Chapter 4.5.2 --- Social interaction with family members --- p.162 / Chapter 4.5.2.1 --- Active participation --- p.162 / Chapter 4.5.2.2 --- Parent-directed social interactions --- p.165 / Chapter 4.5.2.2.1 --- Non-participation --- p.168 / Chapter 4.5.3 --- Social interaction outside the family --- p.171 / Chapter 4.5.3.1 --- Personalized practice --- p.171 / Chapter 4.5.3.2 --- Group practice --- p.173 / Chapter 4.5.4 --- Leisure pursuits --- p.174 / Chapter 4.5.4.1 --- Language learning --- p.175 / Chapter 4.5.4.2 --- Active exploration of more learning opportunities --- p.177 / Chapter 4.5.5 --- English learning in the home context: Summary --- p.181 / Chapter 4.6 --- English learning in the community --- p.185 / Chapter 4.6.1 --- Part-time job --- p.186 / Chapter 4.6.2 --- Social interactions with the public --- p.187 / Chapter 4.6.3 --- English learning in the community: Summary --- p.188 / Chapter 4.7 --- English learning outside Hong Kong --- p.189 / Chapter 4.7.1 --- Social interactions with family --- p.189 / Chapter 4.7.2 --- Social interactions with the public --- p.190 / Chapter 4.7.3 --- English learning outside Hong Kong: Summary --- p.192 / Chapter 4.8 --- Conclusion --- p.193 / Chapter 4.8.1 --- Participation in the out-of-class learning --- p.193 / Chapter 4.8.2 --- Agency and autonomy --- p.195 / Chapter 4.8.2.1 --- Management of multiple identities --- p.198 / Chapter 4.8.3 --- Autonomy across contexts --- p.200 / Chapter 4.8.4 --- Individual development of autonomy --- p.201 / Chapter 4.8.5 --- Summary --- p.204 / Chapter CHAPTER FIVE --- CASE ANALYSIS: ENGLISH LEARNING AT THE TERTIARY LEVEL --- p.206 / Chapter 5.1 --- Introduction --- p.206 / Chapter 5.2 --- Tertiary-level English language learning environment (2007-2010) --- p.207 / Chapter 5.2.1 --- The home institutions --- p.207 / Chapter 5.2.1.1 --- The Chinese University of Hong Kong (CUHK) --- p.207 / Chapter 5.2.1.2 --- The Hong Kong Institute of Education (HKIEd) --- p.209 / Chapter 5.2.2 --- Major programme structure of the case participants --- p.210 / Chapter 5.3 --- English learning at university --- p.212 / Chapter 5.3.1 --- English learning environment of the case participants --- p.213 / Chapter 5.3.1.1 --- Adaptation to the more self-directed learning environmen --- p.213 / Chapter 5.3.1.2 --- Interactions with more capable peers --- p.218 / Chapter 5.3.2 --- Participation in out-of-class English learning --- p.222 / Chapter 5.3.2.1 --- Interactions with international students --- p.223 / Chapter 5.3.2.2 --- Institutional language enhancement activities --- p.228 / Chapter 5.3.2.2.1 --- Participation in self-access centres --- p.229 / Chapter 5.3.2.2.2 --- Non-participation --- p.236 / Chapter 5.3.2.3 --- Social interactions with hall-mates --- p.238 / Chapter 5.3.3 --- English learning in the university: Summary --- p.240 / Chapter 5.4 --- English learning in the private tutoring contex --- p.245 / Chapter 5.4.1 --- Part-time jobs --- p.245 / Chapter 5.4.2 --- English learning in the private tutoring context: Summary --- p.247 / Chapter 5.5 --- English learning in the home contex --- p.248 / Chapter 5.5.1 --- Social interactions with family members --- p.248 / Chapter 5.5.1.1 --- Elsa --- p.249 / Chapter 5.5.1.2 --- Ada --- p.252 / Chapter 5.5.1.3 --- Mandy --- p.252 / Chapter 5.5.1.4 --- Jo, Carl, and Terry --- p.253 / Chapter 5.5.2 --- Social interaction outside the family --- p.254 / Chapter 5.5.3 --- Leisure pursuits --- p.256 / Chapter 5.5.3.1 --- Language learning --- p.256 / Chapter 5.5.3.2 --- Entertainmen --- p.259 / Chapter 5.5.4 --- English learning in the home context: Summary --- p.260 / Chapter 5.6 --- English learning in the community --- p.262 / Chapter 5.6.1 --- Social interactions with the public --- p.262 / Chapter 5.6.2 --- English learning in the community: Summary --- p.265 / Chapter 5.7 --- English learning outside Hong Kong --- p.266 / Chapter 5.7.1 --- Social interactions with friends --- p.266 / Chapter 5.7.2 --- Social interactions with the public --- p.268 / Chapter 5.7.3 --- Expectation of immersion trip --- p.270 / Chapter 5.7.4 --- English learning outside Hong Kong: Summary --- p.273 / Chapter 5.8 --- Conclusion --- p.274 / Chapter 5.8.1 --- Participation in out-of-class learning --- p.274 / Chapter 5.8.2 --- Agency and autonomy --- p.275 / Chapter 5.8.2.1 --- Management of multiple identities --- p.277 / Chapter 5.8.3 --- Autonomy across contexts --- p.279 / Chapter 5.8.4 --- Individual development of autonomy --- p.282 / Chapter 5.8.5 --- Summary --- p.285 / Chapter CHAPTER SIX --- CONCLUSION --- p.287 / Chapter 6.1 --- Introduction --- p.287 / Chapter 6.2 --- Research question one --- p.288 / Chapter 6.2.1 --- The secondary level --- p.290 / Chapter 6.2.1.1 --- Environment, out-of-class learning patterns, and autonomy --- p.290 / Chapter 6.2.1.2 --- Constraints on participating in out-of-class learning --- p.293 / Chapter 6.2.2 --- The tertiary level --- p.294 / Chapter 6.2.2.1 --- Environment, out-of-class learning patterns, and autonomy --- p.294 / Chapter 6.2.2.2 --- Constraints on participating in out-of-class learning --- p.296 / Chapter 6.2.3 --- Developmental pattern --- p.297 / Chapter 6.3 --- Research question two --- p.300 / Chapter 6.3.1 --- Agency, out-of-class learning, and autonomy --- p.302 / Chapter 6.3.1.1 --- The secondary level --- p.302 / Chapter 6.3.1.2 --- The tertiary level --- p.304 / Chapter 6.3.2 --- Identity, out-of-class learning, and autonomy --- p.305 / Chapter 6.3.2.1 --- The secondary level --- p.306 / Chapter 6.3.2.2 --- The tertiary level --- p.308 / Chapter 6.3.3 --- Agency, identity, out-of-class learning, and autonomy --- p.310 / Chapter 6.4 --- Research question three --- p.312 / Chapter 6.4.1 --- The secondary level --- p.314 / Chapter 6.4.2 --- The tertiary level --- p.316 / Chapter 6.4.3 --- The developmental model of learner autonomy --- p.318 / Chapter 6.5 --- Research question four --- p.322 / Chapter 6.5.1 --- The secondary level --- p.322 / Chapter 6.5.1.1 --- English teachers --- p.323 / Chapter 6.5.1.1.1 --- Students’ interes --- p.323 / Chapter 6.5.1.1.2 --- Students’ agency --- p.325 / Chapter 6.5.1.1.3 --- Out-of-class learning --- p.326 / Chapter 6.5.1.1.4 --- Professional developmen --- p.328 / Chapter 6.5.1.2 --- Secondary learners --- p.329 / Chapter 6.5.1.2.1 --- Interest-driven activities --- p.329 / Chapter 6.5.1.2.2 --- Future vision --- p.330 / Chapter 6.5.1.3 --- Secondary schools --- p.330 / Chapter 6.5.1.3.1 --- More support for teachers’ professional developmen --- p.330 / Chapter 6.5.1.3.2 --- More various types of extra-curricular activities --- p.331 / Chapter 6.5.1.4 --- The Education Bureau: Curriculum --- p.332 / Chapter 6.5.1.4.1 --- Support to schools, teachers, and parents --- p.332 / Chapter 6.5.1.5 --- Parents --- p.333 / Chapter 6.5.1.5.1 --- The need for learner autonomy in their children --- p.333 / Chapter 6.5.1.5.2 --- A more English-friendly home environmen --- p.334 / Chapter 6.5.2 --- The tertiary level --- p.334 / Chapter 6.5.2.1 --- Tertiary students --- p.335 / Chapter 6.5.2.1.1 --- Future vision and ideal L2 selves --- p.335 / Chapter 6.5.2.1.2 --- Intercultural experiences --- p.336 / Chapter 6.5.2.1.3 --- More diverse types of activities --- p.337 / Chapter 6.5.2.2 --- English language instructors --- p.337 / Chapter 6.5.2.2.1 --- Needs analysis and student-centred tasks --- p.337 / Chapter 6.5.2.2.2 --- Orientation on the self-directed learning environmen --- p.338 / Chapter 6.5.2.3 --- Tertiary institutions --- p.340 / Chapter 6.5.2.3.1 --- English language enhancement curriculum --- p.340 / Chapter 6.5.2.3.2 --- A more relaxing atmosphere at self-access centres --- p.340 / Chapter 6.5.2.3.3 --- English-education programmes --- p.341 / Chapter 6.5.3 --- Summary of the suggestions --- p.342 / Chapter 6.6 --- Contributions of the present study --- p.343 / Chapter 6.7 --- Limitations of the study --- p.349 / Chapter 6.8 --- Suggestions for future studies --- p.351 / Chapter 6.9 --- Chapter Summary --- p.354 / REFERENCES --- p.357 / APPENDICES --- p.390 / Chapter Appendix A --- Cover letter --- p.390 / Chapter Appendix B --- Consent form --- p.391 / Chapter Appendix C --- The out-of-class English activity participation and perceived level of autonomy of the six case participants at the tertiary level --- p.392 / Chapter Appendix D --- Survey used in the main study --- p.393 / Chapter Appendix E --- First interview protocol used in the main study --- p.399 / Chapter Appendix F --- Second interview protocol used in the main study --- p.404 / Chapter Appendix G --- Guidelines of the language learning journal --- p.410 / Chapter Appendix H --- Perceived English language learning responsibility --- p.411 / Chapter Appendix I --- Perceived English language learning ability --- p.412 / Chapter Appendix J --- Out-of-class English activities at the secondary level --- p.413 / Chapter Appendix K --- Out-of-class English activities at the tertiary level --- p.414 / Chapter Appendix L --- Correlations between out-of-class English activity participation and perceived level of autonomy at the secondary level --- p.415 / Chapter Appendix M --- Correlations between the out-of-class English activity participation and perceived level of autonomy at the tertiary level --- p.416

An electronic DCT questionnaire, which was specially designed, pilot-tested, and refined, served as the chief instrument. Thirty students participated in the study and formed three cultural groups: ten native English-speaking American students (NS), ten Hong Kong Chinese learners of English (HKCLE) and ten Mainland Chinese learners of English (MLCLE). They completed the e-DCTs online and participated in stimulated recall sessions afterwards in which they were prompted to recall their thought processes while on task. Six American professors evaluated and commented on a random sample of the e-mails (30% of the corpus). The e-mail data were coded with a modified version of the CCSARP (Cross Cultural Speech Acts Realisation Patterns) manual; open-coding and thematic analysis were applied to the stimulated recalls and recipient feedback, with the aid of NVivo 8. / Concerning the interlanguage aspect of the requests, the major findings were: In making status-unequal requests to their professors, students from all three cohorts tended to be indirect in general. The two learners' groups demonstrated a fairly strong pragmalinguistic control in realising specific indirect requesting strategies with a variety of forms; they relied heavily on the conventionally indirect strategy of Query Preparatory (QP). By contrast, NSs exhibited greater flexibility in their strategy choices, which ranged from very direct to indirect. The CLEs were particularly weak in employing certain syntactic devices as downgraders; to compensate, they made excessive use of lexical/phrasal modifiers and external mitigating moves to soften the requestive force. / MLCLEs were found to always be the least confident group in terms of their language use, as compared to the HKCLE group, which was the most confident. The measurements of power difference and social distance were rather approximate among the three cohorts. NSs were more apt to lessen the power distinction and stress the mutuality of 'showing respect', whereas CLEs were inclined to accentuate unequal power distributions, and emphasise the hierarchical asymmetry. Imposition degree was found to be the most dynamic of the three variables. The reasons for its use were multi-faceted, encompassing diverse affective, cognitive, and social factors. / The audience (American professors) perceived that the students were both direct and polite in making requests. The NSs were found to be the most polite and most satisfactory group in terms of their linguistic production. (Mis)matches were identified between the expectations of the e-mail writers and their receivers. Case analyses revealed disparity in student performance and variations in their developmental progress in terms of pragmalinguistic competence, sociopragmatic awareness, and intercultural communicative competence. Based on the findings, pedagogical implications are discussed. Finally, the thesis concludes with suggestions for future studies. / The present study investigated the speech act realisation of requests in student-professor e-mail communication at a university in Hong Kong. This mixed-method study employed an electronic version of DCTs (Discourse Completion Tasks), stimulated recalls, and audience judgements to investigate the verbal behaviour of both native speakers of English and non-native speakers (Hong Kong and Mainland Chinese) who were students at the university. / Pan, Ping. / Advisers: Gwendolyn Gong; Jane Jackson. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 348-363). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

蘇子 = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 290-306). / 中英文摘要. / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Su Zi = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 290-306).

陳潔貞. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 267-283). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 267-283). / Chen Jiezhen.

背景: 高擬真情境模擬（HFS）已成為一種流行的護理教育教學法，能讓學生安全及有效地利用高擬真情境模擬人練習護理。許多西方的研究報告指出，HFS對護理學生的自信心培育、解決問題的能力和批判性思維均有正面影響。然而，對本地護理學生所做的研究有限。基於文化差異，以及不同的學習風格，西方國家的證據未必能套用在香港的護理學生身上。 / 目的: 本研究志在探討高級護理文憑課程的學生對研究員研發的高擬真情境模擬訓練課程(HFSTP)的滿意度，及HFSTP對學生的學習自信及批判性思維發展的影響。 / 研究方法: 這項研究採用了混合方法研究設計，分為兩個階段。第一階段為準實驗性研究，利用前測後測設計，以探討HFSTP對護理學生的自信心、滿意度以及批判性思維發展的影響。共90位護理學高級文憑課程二年級學生，按他們就讀課程的要求，參加了第一階段的研究。而HFSTP是参照科爾布的經驗學習週期所研發，當中包括兩個1小時的小組研討和兩個1小時HFS實驗室培訓。第一階段的研究採用了四份問卷，包括學生滿意度和學習中自信量表（SCL），批判性思維調查（CTS），仿真設計量表（SDS）和人口表。而在SCL得分最高及最低各12位學生會被邀請參加第二階段的焦點團體訪談。這階段研究以半結構化面試指南來探索學生們對HFSTP的看法。所得數據以內容分析法作分析。 / 結果: 配對t檢驗結果表明，SCL和CTS的後測平均分均顯著高於前測（P = 0.001）。而對HFSTP的設計評價，學生評定保真度和匯報會為HFSTP學習中最重要的元素。大部份學生在定性訪談中表示滿意這嶄新的學習方法。根據定性數據分析的結果得出四大主題：（1）模擬臨床環境，（2）整體護理經驗，（3）信息和反思的思維，及（4）HFS的用量，研究人員得出結論，參照科爾布的經驗學習週期所研發的高擬真情境模擬訓練課程，是一種有效的教學策略，它能有效地提高學生的學習自信及培養出批判性思維。同時，學生表示滿意這次課程的安排。至於這次研究結果對護理教育，護理實務和高等教育管理的影響將會在這論文的最後部份發表。 / Background: High-fidelity simulation (HFS) has become a popular teaching method in nursing education that allows students to practice their nursing care skills safely and effectively on human patient stimulators. Many studies have reported the positive impacts of nursing students’ learning experience with the use of HFS on their development of self-confidence, problem solving and critical thinking. However, studies done on local nursing students are limited. Acknowledging that there may be cultural differences in the learning styles between Chinese and non-Chinese people, the existing evidence mainly come from western countries, which may have limited generalizability to Hong Kong nursing students. / Aims: This study aims to examine the satisfaction of the higher diploma nursing students on the researcher-developed high-fidelity simulation training program (HFSTP), and the effects of HFSTP on the students’ self-confidence in learning and development in critical thinking. / Methods: A mixed methods study design was used in two phases. In Phase I, a quasi-experimental, one-group pretest-posttest design was employed to investigate the effects of HFSTP on nursing students’ satisfaction, self-confidence, and critical thinking development. A total of 90 year 2 higher diploma nursing students participated in the Phase I study. The Kolb’s experiential learning cycle guided the development of the HFSTP including two 1-hour simulation tutorials and two 1-hour HFS laboratory and debriefing sessions. Four questionnaires including Student Satisfaction and Self-Confidence in Learning (SCL), Critical Thinking Survey (CTS), Simulation Design Scale (SDS), and a Demographic Sheet were employed in the Phase I study. In Phase II, a focus-group interview was conducted to explore students’ perception of HFSTP. A total of 24 students from the highest or lowest scores in the posttest SCL in Phase I were invited for the focus group interview. A self-developed semi-structured interview guide was used to explore the participants’ perception of the HFSTP. Content analysis was used for data analysis. / Results: Results of paired t-test indicated that the mean scores of both SCL and CTS in the posttest were significantly higher than those of the pretest (p = <0.001). With regard to the evaluation of the design of HFSTP, the participants rated the fidelity and debriefing sessions as the most important learning features in the HFSTP. In the qualitative interview, most of the students expressed satisfaction towards the learning of HFSTP. Four main themes (1) A mimic clinical environment, (2) Holistic care experience, (3) Information and reflective thinking, and (4) Dosage of the HFS, emerged from the analysis of the qualitative data based on students’ perceptions of having HFSTP as a new teaching strategy. Researcher concluded that the HFSTP, which is based on Kolb’s experiential learning cycle, is an effective teaching strategy for promoting nursing students’ self-confidence in learning and critical thinking development. Students were satisfied with the program design. Fidelity and debriefing sessions were reported as the two most important learning features of the HFSTP. Implications of the findings for nursing education, nursing practice and higher education administration will be presented at the end of the paper. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Fong, Wan Ching Kathryn. / Thesis (D.Nurs.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 154-161). / Abstracts also in Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Introduction --- p.1 / Background of the Study --- p.1 / Justification for the Study --- p.5 / Research Questions --- p.6 / Conceptual and Operational Definitions --- p.7 / Significance of the Study --- p.9 / Overview of the Study --- p.10 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.12 / Introduction --- p.12 / Search Strategy --- p.13 / Development of Simulation --- p.13 / History of Simulation Learning in Nursing Education --- p.16 / HFS used in Nursing Education --- p.17 / Self-Confidence in Learning --- p.25 / Satisfaction with Learning Experience --- p.37 / Critical Thinking --- p.43 / Theoretical Framework: Kolb’s Experiential Learning Cycle --- p.48 / Conclusion --- p.52 / Chapter CHAPTER THREE --- METHODOLOGY --- p.55 / Introduction --- p.55 / Research Questions --- p.56 / Aims --- p.56 / Research Objectives --- p.56 / Research Design --- p.57 / Setting --- p.61 / Phase I Study --- p.63 / Phase II Study --- p.83 / Ethical Issues --- p.90 / Pilot Study --- p.91 / Summary --- p.91 / Chapter CHAPTER FOUR --- RESULTS --- p.93 / Introduction --- p.93 / Research Hypotheses --- p.94 / Phase I Study --- p.94 / Phase II Study --- p.105 / Summary --- p.126 / Chapter CHAPTER FIVE --- DISCUSSION --- p.128 / Introduction --- p.128 / Participant Recruitment and Response --- p.128 / Issues of Dropouts and Participant Non-attendance --- p.129 / Discussion on Study Findings --- p.129 / The Use of Assessment Tools --- p.142 / Limitations of the Study --- p.143 / Implications for Nursing Education --- p.144 / Implications for Nursing Practice --- p.146 / Implications for Higher Education Administration --- p.148 / Recommendations for Future Studies --- p.150 / Conclusions --- p.151 / REFERENCES --- p.154

by Choi Lai Kun, Annie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves [122]-125). / Acknowledgements / Chapter Chapter 1 --- Second Language Acquisition Research: Background and the Present Study / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Rationale for the Present Study --- p.4 / Chapter 1.2.1 --- Literature Background --- p.4 / Chapter 1.2.2 --- Finiteness in Verb Complementation as the Target for Research --- p.9 / Chapter 1.2.3 --- Differences between L1 (Cantonese) and L2 (English) --- p.12 / Chapter 1.2.4 --- Minimal Effect of Formal Instruction and Negative Evidence --- p.18 / Chapter 1.2.5 --- Research Issues --- p.19 / Chapter Chapter 2 --- Grammatical Analysis and Theoretical Issues / Chapter 2.1 --- Introduction --- p.21 / Chapter 2.2 --- Definition of Finiteness --- p.21 / Chapter 2.2.1 --- Properties of Finiteness --- p.21 / Chapter 2.2.2 --- Tense of the That-Clause and the Infinitival Clause --- p.23 / Chapter 2.2.3 --- The Infinitival Particle TO --- p.24 / Chapter 2.2.4 --- Modality of the That-Clause and the Infinitival Clause --- p.25 / Chapter 2.3 --- Classification of Clausal Complement Taking Verbs --- p.27 / Chapter 2.3.1 --- A Syntactic Classification --- p.28 / Chapter 2.3.2 --- A Semantic Classification --- p.32 / Chapter 2.4 --- Theoretical Issues on Syntactic-Semantic Mappings --- p.36 / Chapter 2.4.1 --- Canonical Structural Realization (Grimshaw 1981) --- p.37 / Chapter 2.4.2 --- Correspondence between Syntactic Structure and Conceptual Structure (Jackendoff 1991) --- p.37 / Chapter 2.4.3 --- Bootstrapping Proposals on the Acquisition of Verb Meaning --- p.43 / Chapter 2.4.4 --- Syntactic-Semantic Mappings of Clausal Complements --- p.47 / Chapter 2.5 --- Review of SLA Literature --- p.48 / Chapter 2.5.1 --- L1 Transfer in L2 Verb Lexis --- p.48 / Chapter 2.5.2 --- Semantics-Syntax Correspondence in SLA (Juffs 1994) --- p.51 / Chapter 2.5.3 --- Language Transfer (Martohardjono & Flynn 1993) --- p.56 / Chapter 2.5.4 --- Argument Structure in SLA (White 1991) --- p.59 / Chapter 2.6 --- Hypotheses to the Research Issues --- p.62 / Chapter Chapter 3 --- The Experiments / Chapter 3.1 --- Experiment I --- p.69 / Chapter 3.1.1 --- Introduction --- p.69 / Chapter 3.1.2 --- Subjects --- p.71 / Chapter 3.1.3 --- Procedure --- p.71 / Chapter 3.1.4 --- Logic and Hypotheses of the Test --- p.72 / Chapter 3.1.5 --- Results of the Experiment --- p.82 / Chapter 3.1.6 --- Analysis of the Results --- p.87 / Chapter 3.2 --- The Follow-up Test --- p.100 / Chapter 3.2.1 --- The Test --- p.100 / Chapter 3.2.2 --- Subjects --- p.105 / Chapter 3.2.3 --- Procedure --- p.106 / Chapter 3.2.4 --- Analysis of the Results --- p.106 / Chapter Chapter 4 --- Conclusion / Chapter 4.1 --- Conclusion --- p.112 / Chapter 4.2 --- Future Research --- p.121 / References / Appendix I / Appendix II