by Anna Ho Mei Ling. / P. ii in wrong order. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 219-229). / Some appendixes in Chinese. / Abstract --- p.i / Acknowledgments --- p.ii / Table of Contents --- p.iii / Chapter 1. --- Introduction / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- The Teaching and Learning of English in the Three Cities under Study --- p.3 / Chapter 1.2.1 --- The Teaching and Learning of English in Guangzhou (Mainland China) --- p.3 / Chapter 1.2.1a --- The China English Syllabus --- p.3 / Chapter 1.2.1b --- The Role of English in China --- p.4 / Chapter 1.2.2. --- The Teaching and Learning of English in Hong Kong --- p.5 / Chapter 1.2.2a --- The Hong Kong English Syllabus --- p.5 / Chapter 1.2.2b --- The Role of English in Hong Kong --- p.6 / Chapter 1.2.3 --- The Teaching and Learning of English in Kaohsiung (Taiwan) --- p.7 / Chapter 1.2.3a. --- The Taiwan English Syllabus --- p.7 / Chapter 1.2.3b. --- The Role of English in Taiwan --- p.8 / Chapter 1.2.4 --- Summary of Section 1.2 --- p.8 / Chapter 1.3 --- Objectives of the Research --- p.9 / Chapter 1.4 --- Significance of the Research --- p.9 / Chapter 1.5. --- Organization of the Thesis --- p.10 / Chapter II. --- Review of the Literature / Chapter 2.1 --- Relevant Studies on Tasks --- p.11 / Chapter 2.1.1 --- Task-Based Research in SLA --- p.12 / Chapter 2.1.2 --- Support from Psycholinguists --- p.13 / Chapter 2.1.3 --- Defining Tasks --- p.15 / Chapter 2.1.3a --- Terminological Ambiguity --- p.15 / Chapter 2.1.3b --- Long's Definition of Tasks --- p.15 / Chapter 2.1.3c --- Nunan's Definition of Tasks --- p.16 / Chapter 2.1.3d --- Breen's Definition of Tasks and Swale's Criticism --- p.16 / Chapter 2.1.3e --- The Present Researcher's Position --- p.17 / Chapter 2.1.4 --- Littlewood's Task Continuum --- p.19 / Chapter 2.1.5 --- Task Involvement and Its Features --- p.21 / Chapter 2.1.6 --- A Brief Summary --- p.25 / Chapter 2.2 --- Relevant Studies on Motivation --- p.25 / Chapter 2.2.1 --- Socio-Psychological Perspectives of Motivation --- p.25 / Chapter 2.2.2 --- Educational-Psychological Perspective of Motivation --- p.26 / Chapter 2.2.3 --- Krashen's Filter Hypothesis --- p.27 / Chapter 2.2.4 --- Defining Motivation --- p.28 / Chapter 2.2.4a --- Gardner's Definition --- p.28 / Chapter 2.2.4b --- Nseendi's Definition of Motivation and Its Relationship with Tasks --- p.29 / Chapter 2.2.4c --- The Present Researcher's Position --- p.31 / Chapter 2.2.5 --- Keller's ARCS Model --- p.31 / Chapter 2.3 --- Mapping Littlewood's Task Involvement Features into Keller's ARCS Model --- p.34 / Chapter 2.3.1 --- "Attention in Relation to Active Participation, Contribution of Ideas and Interactive Learning" --- p.35 / Chapter 2.3.2 --- Keller's Relevance as Compared to Littlewood's Relevance --- p.36 / Chapter 2.3.3 --- Confidence in Relation to Contribution of Ideas and Scaffolding --- p.36 / Chapter 2.3.4 --- Keller's Satisfaction as Compared to Nseendi's Activity Enjoyment and Nunan's Completion of an Act --- p.37 / Chapter 2.4 --- Task Involvement Features Studied in the Present Research --- p.37 / Chapter III. --- Selection of Tasks / Chapter 3.1 --- Selecting the Tasks --- p.39 / Chapter 3.2 --- Classifying the Task Types --- p.41 / Chapter 3.3 --- The Task Type of Each Task --- p.43 / Chapter 3.3.1 --- Translation as Pre-Communicative Work --- p.46 / Chapter 3.3.2 --- Reading Comprehension Questions --- p.47 / Chapter 3.3.4 --- Authentic Listening (Using Authentic Materials) --- p.48 / Chapter IV. --- Design of the Study / Chapter 4.1 --- Data Gathering --- p.50 / Chapter 4.2 --- Pilot Studies --- p.50 / Chapter 4.3 --- Instruments --- p.51 / Chapter 4.3.1 --- The Questionnaire --- p.51 / Chapter 4.3.1a --- Development of the Questionnaire --- p.51 / Chapter 4.3.1b --- Structure of the Questionnaire --- p.52 / Chapter 4.3.1c --- Administration of the Questionnaire --- p.54 / Chapter 4.3.2 --- Classroom Observation and Follow-up Interviews --- p.54 / Chapter 4.4 --- Subjects --- p.55 / Chapter 4.4.1 --- Number of Schools in the Three Cities --- p.56 / Chapter 4.4.2 --- The Sampling of Subjects --- p.56 / Chapter 4.4.2a --- Sampling of Subjects in Guangzhou --- p.57 / Chapter 4.4.2b --- Sampling of Subjects in Hong Kong --- p.57 / Chapter 4.4.2c --- Sampling of Subjects in Kaohsiung --- p.58 / Chapter 4.4.3 --- Total Subjects in the Study --- p.59 / Chapter 4.5 --- Methods of Analysis --- p.59 / Chapter 4.5.1 --- Data Analysis in Chapter 5 --- p.59 / Chapter 4.5.2 --- Data Analysis in Chapter 6 --- p.61 / Chapter 4.6 --- Data for Future Research --- p.63 / Chapter V. --- Data Analysis : Task Use and Task Frequency of Use / Chapter 5.1 --- Task Use and Task Frequency --- p.64 / Chapter 5.1.1 --- Dictation --- p.67 / Chapter 5.1.2 --- Decontextualized Grammar Exercises --- p.70 / Chapter 5.1.3 --- Translation --- p.73 / Chapter 5.1.4 --- Dialogue Reading --- p.75 / Chapter 5.1.5 --- Reading Comprehension --- p.80 / Chapter 5.1.6 --- Listen & Do --- p.84 / Chapter 5.1.7 --- Guided Writing --- p.89 / Chapter 5.1.8 --- Meaningful Grammar Practice --- p.93 / Chapter 5.1.9 --- Guessing Game --- p.97 / Chapter 5.1.10 --- Rehearsed Role Play --- p.101 / Chapter 5.1.11 --- Reading Street Map --- p.104 / Chapter 5.1.12 --- Authentic Listening Task --- p.106 / Chapter 5.1.13 --- Opinion Seeking Task --- p.111 / Chapter 5.1.14 --- Problem Solving Task --- p.115 / Chapter 5.1.15 --- Action Research --- p.120 / Chapter 5.1.16 --- Responsive Writing --- p.123 / Chapter 5.2 --- Summary on Task Use and Task Frequency --- p.127 / Chapter 5.2.1 --- Comparison on Task Types Reported as Being Used --- p.127 / Chapter 5.2.1a --- Commonly Used Task Types Reported by the Guangzhou Respondents --- p.131 / Chapter 5.2.1b --- Commonly Used Task Types Reported by the Hong Kong Respondents --- p.131 / Chapter 5.2.1c --- Commonly Used Task Types Reported by the Kaohsiung Respondents --- p.132 / Chapter 5.2.2 --- Comparison on Task Types Reported as Being Frequently Used --- p.133 / Chapter 5.2.2a --- Frequently Used Task Types Reported by the Guangzhou Respondents --- p.137 / Chapter 5.2.2b --- Frequently Used Task Types Reported by the Hong Kong Respondents --- p.137 / Chapter 5.2.2c --- Frequently Used Task Types Reported by the Kaohsiung Respondents --- p.137 / Chapter VI. --- Data Analysis: Task Motivation and Task Involvement Features / Chapter 6.1 --- Task Motivation --- p.139 / Chapter 6.2 --- Task Motivation and Task Involvement---Reported by the Guangzhou Respondents --- p.145 / Chapter 6.2.1 --- Task Motivation and Confidence Building --- p.151 / Chapter 6.2.2 --- Task Motivation and Active Participation --- p.151 / Chapter 6.2.3 --- Task Motivation and Room for Idea Contribution --- p.152 / Chapter 6.2.4 --- Task Motivation and Interactive Learning --- p.153 / Chapter 6.3 --- Task Motivation and Task Involvement---Reported by the Hong Kong Respondents --- p.155 / Chapter 6.3.1 --- Task Motivation and Confidence Building --- p.160 / Chapter 6.3.2 --- Task Motivation and Active Participation --- p.161 / Chapter 6.3.3 --- Task Motivation and Room for Idea Contribution --- p.162 / Chapter 6.3.4 --- Task Motivation and Interactive Learning --- p.163 / Chapter 6.4 --- Task Motivation and Task Involvement---Reported by the Kaohsiung Respondents --- p.165 / Chapter 6.4.1 --- Task Motivation and Confidence Building --- p.170 / Chapter 6.4.2 --- Task Motivation and Active Participation --- p.171 / Chapter 6.4.3 --- Task Motivation and Room for Idea Contribution --- p.172 / Chapter 6.4.4 --- Task Motivation and Interactive Learning --- p.173 / Chapter 6.5 --- Task Motivation and Task Involvement---An Inter-City Comparison --- p.175 / Chapter 6.5.1 --- Authentic Communication Reported by the Respondents in the Three Cities --- p.175 / Chapter 6.5.2 --- Communicative Practice Reported by the Respondents in the Three Cities --- p.177 / Chapter 6.5.2a --- Task Motivation and Confidence Building in Communicative Practice --- p.177 / Chapter 6.5.2b --- Task Motivation and Active Participation in Communicative Practice --- p.177 / Chapter 6.5.2c --- Task Motivation and Room for Idea Contribution in Communicative Practice --- p.178 / Chapter 6.5.2d --- Task Motivation and Interactive Learning in Communicative Practice --- p.179 / Chapter 6.5.3 --- Pre-Communicative Work Reported by the Respondents in the Three Cities --- p.181 / Chapter 6.5.3a --- Task Motivation and Confidence Building in Pre-Communicative Work --- p.181 / Chapter 6.5.3b --- Task Motivation and Active Participation in Pre-Communicative Work --- p.182 / Chapter 6.5.3c --- Task Motivation and Room for Idea Contribution in Pre-Communicative Work --- p.182 / Chapter 6.5.3d --- Task Motivation and Interactive Learning in Pre-Communicative Work --- p.183 / Chapter VII. --- Discussion and Conclusion / Chapter 7.1 --- Motivation Features Reported in Different Task Types --- p.185 / Chapter 7.1.1 --- Motivation Features in Authentic Communication --- p.185 / Chapter 7.1.2 --- Motivation Features in Structured Communication --- p.187 / Chapter 7.1.3 --- Motivation Features in Communication Practice --- p.187 / Chapter 7.1.4 --- Motivation Features in Pre-Communicative Work --- p.191 / Chapter 7.1.5 --- Is Authentic Listening an Authentic Communication Task? --- p.194 / Chapter 7.1.6 --- "A Closer Look at Listen & Do, Reading Comprehension and Dialogue Reading" --- p.195 / Chapter 7.1.7 --- Translation as Pre-Communicative Work --- p.197 / Chapter 7.2 --- The Teaching and Learning of English in the Three Cities --- p.198 / Chapter 7.2.1 --- A Brief Review of the Findings --- p.199 / Chapter 7.2.2 --- The Role of English --- p.201 / Chapter 7.2.3 --- The Use of English in the Classroom --- p.203 / Chapter 7.2.4 --- Methodology in English Language Teaching (ELT) Practised in the Three Cities --- p.204 / Chapter 7.2.4a --- The ELT Methodology Practised in Guangzhou Classrooms --- p.205 / Chapter 7.2.4b --- The ELT Methodology Practised in Hong Kong Classrooms --- p.207 / Chapter 7.2.4c --- The ELT Methodology Practised in Kaohsiung Classrooms --- p.208 / Chapter 7.2.5 --- Public Examination Pressure --- p.210 / Chapter 7.2.6 --- Teachers --- p.212 / Chapter 7.3 --- Conclusion and Recommendations --- p.213 / Chapter 7.3.1 --- Major Findings --- p.213 / Chapter 7.3.2 --- Implications and Recommendations --- p.214 / Chapter 7.3.3 --- Limitations of the Present Research and Difficulties Encountered --- p.217 / Chapter 7.3.4 --- The Need for Future Research --- p.218 / Bibliography (English Text) --- p.219 / Bibliography (Chinese Text) --- p.228 / Appendices --- p.230 / Glossary --- p.265

曾麗珠. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 108-115. / Zeng Lizhu [Zang Lai Zhu]. / 撮要 --- p.1 / Chapter 第一章 --- 研究問題 --- p.2 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 --- 儒家倫理?東亞現代化 / Chapter (一） --- 韋伯的理論及現代的挑戰 --- p.6 / Chapter (二） --- 從儒定倫理的理論層面作評述 --- p.13 / Chapter (三） --- 具備中國文化特色的東亞商人文化 --- p.18 / Chapter (四） --- 小結 --- p.25 / Chapter 第二節 --- 課程社會學與德育課程 / Chapter (?) --- 課程界說 --- p.27 / Chapter (二） --- 意識型態?課程 --- p.28 / Chapter (三） --- 儒家的意識型態與德育課程 --- p.31 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究目的 --- p.35 / Chapter 第二節 --- 研究對象 --- p.36 / Chapter 第三節 --- 兩地?科書的編纂 / Chapter (一） --- 台灣教科書的編纂過程 --- p.40 / Chapter (二） --- 香港?科書的編纂 --- p.41 / Chapter 第四節 --- 研究工具 / Chapter (一） --- 分析架構 --- p.42 / Chapter (二） --- 量表?各項的涵義及細目 --- p.47 / Chapter 第五節 --- 研究假設 --- p.51 / Chapter 第六節 --- 研究方法 --- p.53 / Chapter 第七節 --- 研究限制 --- p.54 / Chapter 第八節 --- 先導研究 --- p.55 / Chapter 第四章 --- 研究結果與分析（?） (港台兩地?科書?的儒家概念的分析比較） / Chapter 第一節 --- 研究的焦點及分析方法 --- p.57 / Chapter 第二節 --- 兩地?科書?容分析結果比較 --- p.60 / Chapter 第三節 --- 總結 --- p.63 / Chapter 第五章 --- 研究結果與分析（二） (港台兩地?科書?的儒家概念分佈情況比較） / Chapter 第一節 --- 研究焦點 --- p.64 / Chapter 第二節 --- 兩地?科書中的道德概念在各儒家倫理 範疇分佈情況比較 --- p.65 / Chapter 第三節 --- 兩地?科書的德育概念在各實踐層次 的分佈情況比較 --- p.75 / Chapter 第四節 --- 總結 --- p.97 / Chapter 第六章 --- 總結 / Chapter 第一節 --- 研究結果綜合 --- p.99 / Chapter 第二節 --- 研究結果剖析 --- p.102 / Chapter 第三節 --- 研究意義 --- p.105 / Chapter 第四節 --- 研究限制 --- p.107 / 【附錄】 一.英文參考書目 --- p.108 / Chapter 二. --- 中文參考書目 --- p.112 / Chapter 三. --- 教科書?容分析結果 --- p.116 / Chapter 四. --- 圖目次 --- p.145 / Chapter 五. --- 表目次 --- p.146

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

Ng, Chun Ho. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 123-128). / Abstracts in English and Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENT --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Reasons for Carrying out the Present Study --- p.2 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter 1.4 --- Research Questions --- p.7 / Chapter 1.5 --- Organization of Thesis --- p.8 / Chapter 1.6 --- Summary --- p.9 / Chapter CHAPTER 2 --- LITERATURE REIVEW / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Importance of Vocabulary --- p.11 / Chapter 2.3 --- Vocabulary Knowledge --- p.12 / Chapter 2.3.1 --- Definition of a ´بword´ة --- p.12 / Chapter 2.3.2 --- Definition of knowing a word --- p.13 / Chapter 2.3.2.1 --- Richards' eight assumptions --- p.14 / Chapter 2.3.2.2 --- Carter's seven characteristics --- p.16 / Chapter 2.3.2.3 --- Nation's model --- p.18 / Chapter 2.3.3 --- Receptive vocabulary versus productive vocabulary --- p.20 / Chapter 2.4 --- Vocabulary Learning and Acquisition --- p.21 / Chapter 2.4.1 --- L1 vocabulary VS L2 vocabulary --- p.21 / Chapter 2.4.2 --- Incidental learning versus Explicit learning --- p.22 / Chapter 2.5 --- Vocabulary Testing --- p.24 / Chapter 2.5.1 --- Vocabulary measuring instruments --- p.24 / Chapter 2.5.2 --- Vocabulary frequency levels --- p.26 / Chapter 2.5.3 --- Laufer and Nation (1999)'s Productive Vocabulary Levels Test --- p.27 / Chapter 2.6 --- Local Education System ´ؤ English Language Teaching and Medium of Instruction Policy --- p.28 / Chapter 2.6.1 --- Current trend in language testing --- p.28 / Chapter 2.6.2 --- Vocabulary wordlist --- p.29 / Chapter 2.6.3 --- Medium of instruction --- p.30 / Chapter 2.7 --- Recent Relevant Vocabulary Studies in Hong Kong --- p.33 / Chapter 2.7.1 --- Littlewood and Liu (1996) --- p.34 / Chapter 2.7.2 --- Barber (1999) --- p.34 / Chapter 2.7.3 --- Cobb and Horst (2000) --- p.35 / Chapter 2.7.4 --- Fan (2001) --- p.36 / Chapter 2.7.5 --- Chui (2004) --- p.37 / Chapter 2.8 --- The Need for Further Studies --- p.37 / Chapter 2.9 --- Summary --- p.40 / Chapter CHAPTER 3 --- RESEARCH DESIGN / Chapter 3.1 --- Introduction --- p.41 / Chapter 3.2 --- Participants --- p.42 / Chapter 3.2.1 --- Selection of participants --- p.41 / Chapter 3.2.2 --- Profile of participants --- p.44 / Chapter 3.2.2.1 --- Different streams of studies --- p.45 / Chapter 3.2.2.2 --- Participants' mother tongue and their English learning experience --- p.47 / Chapter 3.2.2.3 --- Participants' results in English in HKCEE --- p.47 / Chapter 3.2.2.4 --- Participants' results in HKCEE --- p.49 / Chapter 3.3 --- Instrumentation --- p.51 / Chapter 3.3.1 --- Questionnaire --- p.51 / Chapter 3.3.2 --- Vocabulary test --- p.52 / Chapter 3.3.3 --- Measuring productive vocabulary knowledge --- p.54 / Chapter 3.3.4 --- Vocabulary breadth measure --- p.55 / Chapter 3.4 --- Procedures --- p.57 / Chapter 3.5 --- Data Analysis --- p.59 / Chapter 3.6 --- Summary --- p.60 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Vocabulary Breadth --- p.61 / Chapter 4.2.1 --- Overall performance of Hong Kong senior secondary school students --- p.62 / Chapter 4.2.2 --- Comparing performance of students with different educational backgrounds --- p.64 / Chapter 4.2.2.1 --- "Students in the Science, Business, and Arts streams" --- p.64 / Chapter 4.2.2.2 --- Students from Chinese-medium schools and English-medium schools --- p.67 / Chapter 4.2.2.3 --- Students using textbooks written in different languages --- p.70 / Chapter 4.3 --- Correlation Between Students' Vocabulary Size and Their Success in English in HKCEE --- p.73 / Chapter 4.4 --- Common Mistakes in Students' Answers --- p.77 / Chapter 4.5 --- Summary --- p.78 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Vocabulary Size of Senior Secondary School Students in Hong Kong --- p.80 / Chapter 5.2.1 --- General vocabulary --- p.80 / Chapter 5.2.2 --- "Problems encountered in reading, listening, speaking and listening" --- p.82 / Chapter 5.2.3 --- Academic vocabulary --- p.86 / Chapter 5.3 --- Comparison between the Present Study and Past Research Conducted in Hong Kong --- p.87 / Chapter 5.3.1 --- Chui (2004) --- p.87 / Chapter 5.4 --- Medium of Instruction Policy --- p.93 / Chapter 5.4.1 --- Effects of medium of instruction on vocabulary learning of Hong Kong senior secondary school students --- p.95 / Chapter 5.4.2 --- Effects of language of textbooks on vocabulary learning of Hong Kong senior secondary school students --- p.104 / Chapter 5.5 --- Significant Patterns Regarding the Performance of Participants of Different English Results in the HKCEE in the Vocabulary Test --- p.111 / Chapter 5.6 --- Summary --- p.112 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Introduction --- p.113 / Chapter 6.2 --- Implications of the Present Study --- p.113 / Chapter 6.2.1 --- Recommendation to secondary school English teachers --- p.113 / Chapter 6.2.2 --- Recommendation to secondary schools in Hong Kong --- p.116 / Chapter 6.2.3 --- Recommendation to the Hong Kong Government --- p.117 / Chapter 6.3 --- Limitations of the Present Study --- p.118 / Chapter 6.4 --- Suggestions for Further Research --- p.120 / Chapter 6.5 --- Summary --- p.121 / REFERNCES --- p.123 / APPENDICES / Appendix A Invitation Letter to Schools in Hong Kong --- p.129 / Appendix B Questionnaire for the Research Study --- p.130 / Appendix C Productive Vocabulary Levels Test --- p.132 / Appendix D Suggested Answers for the Productive Vocabulary Levels Test --- p.136 / "Appendix E Table 11 (Results of Scheffe Post-hoc Test for Comparing the Mean Scores of Students in Different Streams, Science, Arts and Business.)" --- p.137 / Appendix F Table 18 (Results of post-hoc test comparing the scores of students achieving different English grades in the HKCEE.) --- p.139 / Appendix G Table 27 (Results of post-hoc tests comparing the mean scores of students in different groups using different combinations of medium of instruction in junior forms and senior forms) --- p.144 / Appendix H Table 32 (Results of post-hoc test comparing the scores of students using textbooks written in different combinations of languages in junior forms and senior forms in the vocabulary test) --- p.159

Mak, Hok Kiu Edward. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 262-276). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

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