by Lee Kit Ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 196-207). / Abstract --- p.i-ii / Acknowledgment --- p.iii / Chapter Chapter One --- Introduction / Chapter 1.1. --- Background to the Study --- p.1-6 / Chapter 1.2 --- Aims and Objectives of the Study --- p.7 / Chapter 1.3 --- Research Questions --- p.8 / Chapter 1.4 --- Significance of the Study --- p.9-10 / Chapter 1.5 --- Definition of Terms --- p.11 / Chapter Chapter Two --- Literature Review / Chapter 2.1 --- Nature of Change --- p.12-15 / Chapter 2.2 --- Approaches to Implementation Studies --- p.16-18 / Chapter 2.3 --- Factors Influencing Implementation --- p.19-42 / Chapter 2.3.1 --- Factors Related to the Characteristics of the Innovation / Chapter 2.3.2 --- Factors Related to Teachers / Chapter 2.3.3 --- "Factors Related to the Principal, Local and External Facilitators" / Chapter 2.3.4 --- Factors Related to the Adopting School / Chapter Chapter Three --- The Background and Nature of the Innovation / Chapter 3.1 --- Existing Three-Year Hospital-Based Certificate Programme --- p.43-50 / Chapter 3.1.1 --- The Characteristics of the Curriculum / Chapter 3.1.2 --- Inadequacies of the Three-Year Hospital-based Certificate Programme / Chapter 3.2 --- A Need for Change --- p.51 -63 / Chapter 3.2.1 --- Traditional Approach to Care / Chapter 3.2.2 --- The Nursing Process : A New Approach of Patient Care / Chapter 3.2.3 --- Differences Between Traditional Approach of Care and the Nursing Process Approach of Care / Chapter 3.2.4 --- Abilities Required to Practising the Nursing Process / Chapter 3.2.5 --- A New Curriculum is Required for the Practice of the Nursing Process / Chapter 3.3 --- The Curriculum Innovation in a School of Nursing --- p.64-73 / Chapter 3.3.1 --- Introduction / Chapter 3.3.2 --- The Promotion and Adoption of the New Curriculum / Chapter 3.3.3 --- Characteristics of the New Curriculum / Chapter Chapter Four --- Research Design / Chapter 4.1 --- Introduction --- p.74-75 / Chapter 4.2 --- The Research Strategy - A Qualitative Case Study --- p.76-84 / Chapter 4.2.1 --- A Qualitative Strategy / Chapter 4.2.2 --- A Case Study Approach / Chapter 4.2.3 --- Techniques for Data Collection / Chapter 4.2.4 --- Data Collection Procedures / Chapter 4.3 --- Data Collection --- p.85-112 / Chapter 4.3.1 --- Training and Pilot Work on Interviewing and Observation Skills / Chapter 4.3.2 --- Data Collection / Chapter 4.3.3 --- Data Analysis and Interpretation / Chapter 4.3.4 --- Some Methodological Issues / Chapter Chapter Five --- Implemented Curriculum / Chapter 5.1 --- Teaching and Learning Activities --- p.113 -122 / Chapter 5.1.1 --- Introduction / Chapter 5.1.2 --- Characteristics of Classroom Teaching / Chapter 5.2 --- The Teaching Content --- p.123-132 / Chapter 5.2.1 --- Introduction / Chapter 5 .2.2 --- The Concept of Total Patient Care / Chapter 5.2.3 --- The Application of the Nursing Process Steps / Chapter 5.2.4 --- Involvement of the Patient / Chapter Chapter Six --- Factors Influencing the Implementation / Chapter 6.1 --- Introduction --- p.133-136 / Chapter 6.2 --- Factors Related to the Characteristics of the New Curriculum --- p.137 -143 / Chapter 6.2.1 --- Practicality / Chapter 6.2.2 --- Complexity / Chapter 6.3 --- Factors Related to the Hospital System --- p.144 -160 / Chapter 6.3.1 --- Enormous Gap Between Theory and Practice / Chapter 6.3.2 --- Over Emphasis on Students' Worker Role / Chapter 6.4 --- Factor Related to the Hong Kong Nursing Board Examination System --- p.161-166 / Chapter 6.5 --- Factors Related to the School --- p.167 -181 / Chapter 6.5.1 --- Lack of Time / Chapter 6.5.2 --- Lack of Resources and Support / Chapter 6.5.3 --- Insufficient Collaboration Among Teachers / Chapter Chapter Seven --- Discussion and Recommendations / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Major Problems and Recommendations --- p.183 -194 / Chapter 7.3 --- Conclusion --- p.195-196 / Bibliography --- p.196-207 / Appendix 1 The Purposes and Questions of Interviews --- p.209 -212 / Appendix 2 Classroom Observation Checklist --- p.213 -214 / Appendix 3 Levels and Number of Students Interviewed --- p.215 / Appendix 4 Characteristics of the Clinical Nurses Interviewed --- p.216-217 / Appendix 5 Major Duties of Student in a Local Hospital --- p.218 / Appendix 6 Analysis of the Hong Kong Nursing Board (Part I) Registration Examination Papers --- p.219 -226 / Appendix 7 Staff Development and In-service Training Programmes in the Period of Study (1991-1993) --- p.227 -230 / Appendix 8 Curriculum Document --- p.231 -248

汉字作为日语的组成部分，在日本人的生活中承担着重要角色。随着社会背景的改变，汉字政策作为日本的国语国策也发生着变化。2010年，日本文化厅公布了《改定常用汉字表》，此表共包括2,136个汉字，新增了196个汉字，这是自1981年颁布《常用汉字表》以来第一次修订汉字表。常用汉字的改定已成事实，并将于2012年推行，这意味着常用汉字的增加将对日后汉字的学习带来重大影响。 / 本论文的目的在于探究使用简体字的中国中上级日语学习者对于改定常用汉字的习得意识以及习得状况。在对汉字在日本的演变历史、历次常用汉字表改定的经纬以及中日汉字字音、字形的比较等进行研究之后，笔者在国内的4所大学做了问卷调查，对象为137名日语专业三年级学生，其中72%的学生通过了1级和2级日语能力考试。 / 结果显示，中国大学生普遍认为汉字的读音最难；虽然通过日语1、2级的学生人数占多数，但是从汉字字形的习得结果来看，正确率仍然比较低。 / 从以上可知，改定常用汉字的习得对于中国学生来说，仍有很多地方需要改进。中日两国汉字有许多相同和不同之处，如何巧妙地母语优势学习日语汉字，同时又避开来自母语的负面干涉，是有待进一步讨论的课题。 / Kanji plays an important role in the daily life of Japanese people. Policies regarding kanji change when the social context changes. The current Jōyō kanji list issued in 2010 consists of 2,136 characters. It is a slightly modified version of the Jōyō kanji which was introduced in 1981 as the standardized list of “common kanji. A modified version of the Jōyō kanji will be put into effect in 2012, this version increases the number of kanji and will have a strong impact on kanji learning. / This paper examines the experience of using the Jōyō kanji system and the usage of modified Jōyō kanji among the advanced Japanese language learners whose first language is mandarin. This paper composes 3 sections. First, the author examines the history of kanji in Japan and the previous modifications of the Jōyō kanji; Second, a comparison between simplified Chinese kanji and Japanese kanji; Lastly, the author conducted a survey in 4 universities in China with 137 students, among which 72% have passed JLPT (the Japanese-Language Proficiency Test) level 1 and level 2. / The results of the survey reveal the following: 1. mainland Chinese students consider that the reading of kanji is the most difficult; 2. although most of the students have passed JLPT 1 and JLPT 2, their accuracy of writing kanji is still low. / In conclusion, there is still room for improvement for mainland Chinese students when learning Jōyō kanji. There are common places and differences between simplified Chinese characters and Japanese kanji. For the Chinese Japanese language learners, how to take advantage of the similarities between the two systems and recognize the differences between the systems is something to be investigated in further studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 常海霞. / "2012年8月". / "2012 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 197-201). / Abstract in Chinese and English. / Chang Haixia. / Chapter 0 --- 序章 --- p.1 / Chapter 0.1 --- 先行研究的问题点 --- p.1 / Chapter 0.2 --- 研究动机与研究问题 --- p.3 / Chapter 0.3 --- 研究意义 --- p.4 / Chapter 0.4 --- 研究结论 --- p.5 / Chapter 0.5 --- 研究大纲 --- p.9 / Chapter 1 --- 汉字的传入以及发展、变迁 --- p.10 / Chapter 1.1 --- 汉字传入 --- p.10 / Chapter 1.2 --- 汉字音训的出现 --- p.11 / Chapter 1.3 --- 从万叶假名到假名的演变 --- p.14 / Chapter 2 --- 汉字作为现代国语政策的展开 --- p.18 / Chapter 2.1 --- 明治时期至战前的汉字政策变革 --- p.18 / Chapter 2.2 --- 汉字作为现代国语政策的展开 --《当用汉字表》 --- p.25 / Chapter 2.3 --- 汉字作为现代国语政策的展开 --《常用汉字表》 --- p.31 / Chapter 2.3.1 --- 《常用汉字表》改定的原委 --- p.31 / Chapter 2.3.2 --- 《常用汉字表》的性格 --- p.32 / Chapter 2.3.3 --- 《常用汉字表》的音训以及字体 --- p.33 / Chapter 2.3.4 --- 人名用汉字 --- p.33 / Chapter 2.4 --- 汉字作为现代国语政策的展开 --《改定常用汉字表》 --- p.34 / Chapter 2.4.1 --- 汉字与情报化社会 --- p.34 / Chapter 2.4.2 --- 《改定常用汉字表》改定的原委 --- p.38 / Chapter 2.4.3 --- 《改定常用汉字表》的性格 --- p.41 / Chapter 2.4.4 --- 《改定常用汉字表》的字数、音训以及字体 --- p.42 / Chapter 2.4.5 --- 关于固有名词的改定 --- p.45 / Chapter 3 --- 日语汉字与中国汉字的对应关系 --- p.48 / Chapter 3.1 --- 中日两国汉字的读音比较 --- p.48 / Chapter 3.1.1 --- 中日两国汉字的音韵 --- p.48 / Chapter 3.1.2 --- 日语改定常用汉字与中国汉字在读音上的联系与差异 --- p.56 / Chapter 3.1.3 --- 小结 --- p.75 / Chapter 3.2 --- 日语改定常用汉字与中国常用汉字在字形上的联系与差异 --- p.75 / Chapter 3.2.1 --- 中国汉字字形的改革道路 --- p.75 / Chapter 3.2.2 --- 日本汉字字形的改革道路以及与中国汉字字形政策的对比 --- p.81 / Chapter 3.2.3 --- 字形上日语改定常用汉字中日区别 --- p.84 / Chapter 3.3 --- 总结 --- p.86 / Chapter 4 --- 对于中国中上级日语学习者日语常用汉字的习得状况研究 --- p.87 / Chapter 4.1 --- 第二语言习得理论的先行研究概观 --- p.87 / Chapter 4.1.1 --- 误用分析 --- p.88 / Chapter 4.1.2 --- 中间语言研究 --- p.97 / Chapter 4.1.3 --- 常用汉字习得情况的先行研究概观 --- p.100 / Chapter 4.1.4 --- 先行研究的问题点 --- p.102 / Chapter 4.2 --- 预备调查 --- p.103 / Chapter 4.2.1 --- 预备调查背景及内容介绍 --- p.103 / Chapter 4.2.2 --- 汉字使用意识的调查结果分析 --- p.107 / Chapter 4.2.3 --- 常用汉字的使用状况结果分析 --- p.116 / Chapter 4.2.4 --- 总结 --- p.132 / Chapter 4.3 --- 正式调查 --- p.127 / Chapter 4.3.1 --- 正式调查背景介绍 --- p.134 / Chapter 4.3.2 --- 中国学生汉字意识调查结果 --- p.135 / Chapter 4.3.3 --- 汉字音读习得情况 --- p.142 / Chapter 4.3.4 --- 汉字训读习得情况 --- p.158 / Chapter 4.3.5 --- 改定常用汉字的书写情况 --- p.170 / Chapter 4.3.6 --- 常用汉字的书写情况 --- p.174 / Chapter 4.3.7 --- 对于常用汉字的书写情况的误用调查结果 --- p.179 / Chapter 5 --- 终章 --- p.185 / Chapter 附录1 --- 《改定常用汉字表》追加的196个汉字 --- p.188 / Chapter 附录2 --- 中文版问卷调查内容 --- p.188 / Chapter 附录3 --- 日文版问卷调查内容 --- p.193 / Chapter 附录4 --- 日本漢字能力検定 --- p.195 / p.197

Leung Chung-hong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 178-193). / Abstracts in English and Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT (English version) --- p.ii / ABSTRACT (Chinese version) --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.x / LIST OF FIGURES --- p.xi / LIST OF APPENDICES --- p.xii / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Phraseology and second language acquisition --- p.1 / Chapter 1.3 --- Phrasal verbs in ESL/EFL students --- p.3 / Chapter 1.4 --- The proposed particle-based learning (PBL) of phrasal verbs --- p.5 / Chapter 1.5 --- Cognitive semantic framework for PBL --- p.6 / Chapter 1.5.1 --- The theory of conceptual metaphors --- p.6 / Chapter 1.5.2 --- The theory of image schemas --- p.7 / Chapter 1.5.3 --- A cognitive semantic approach to teaching phrasal verbs --- p.8 / Chapter 1.6 --- Research gaps and research implications --- p.9 / Chapter 1.7 --- Organization of this thesis --- p.10 / Chapter CHAPTER TWO: --- ESL/EFL LEARNING OF ENGLISH PHRASAL VERBS --- p.13 / Chapter 2.1 --- Introduction --- p.13 / Chapter 2.2 --- General views on phrasal verbs in ESL/EFL learning --- p.14 / Chapter 2.2.1 --- Phrasal verbs in SLA research --- p.14 / Chapter 2.2.2 --- ESL/EFL learners' phraseological incompetence and ignorance --- p.15 / Chapter 2.2.3 --- Summary --- p.17 / Chapter 2.3 --- Avoidance behaviour of phrasal verbs in ESL/EFL learners --- p.17 / Chapter 2.3.1 --- Definition of avoidance --- p.18 / Chapter 2.3.2 --- Causes of avoidance --- p.20 / Chapter 2.3.3 --- Four previous studies on avoidance of phrasal verbs --- p.22 / Chapter 2.3.3.1 --- Dagut and Laufer's study (1985) --- p.24 / Chapter 2.3.3.2 --- Hulstijn and Marchena's study (1989) --- p.25 / Chapter 2.3.3.3 --- Laufer and Eliasson's study (1993) --- p.26 / Chapter 2.3.3.4 --- Liao and Fukuya's study (2002) --- p.27 / Chapter 2.4 --- Avoidance of figurative phrasal verbs --- p.28 / Chapter 2.5 --- Summary --- p.31 / Chapter CHAPTER THREE: --- "PHRASAL VERBS, CONCEPTUAL METAPHORS AND IMAGE SCHEMAS" --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Phrasal verbs as a category of multi-word verbs --- p.34 / Chapter 3.3 --- Multi-word verbs --- p.34 / Chapter 3.3.1 --- The syntactic frame of multi-word verbs --- p.36 / Chapter 3.3.2 --- The semantic frame of multi-word verbs --- p.37 / Chapter 3.3.3 --- Summary --- p.37 / Chapter 3.4 --- Defining phrasal verbs --- p.39 / Chapter 3.4.1 --- """VPC and literal + figurative"" as phrasal verbs" --- p.41 / Chapter 3.4.2 --- """VPC + VPP and literal + figurative"" as phrasal verbs" --- p.46 / Chapter 3.5 --- A cognitive approach to the understanding of phrasal verbs (Part I) --- p.49 / Chapter 3.5.1 --- The meaning of the particles in phrasal verbs --- p.50 / Chapter 3.5.2 --- "The metaphorical extension of the spatial, prototypical particles" --- p.51 / Chapter 3.5.3 --- A cognitive schematic representation of particles in phrasal verbs --- p.54 / Chapter 3.5.4 --- Summary --- p.58 / Chapter 3.6 --- The theory of conceptual metaphors --- p.59 / Chapter 3.6.1 --- Metaphor as ordinary everyday language --- p.59 / Chapter 3.6.2 --- Conceptual metaphor as a cross-domain mapping --- p.61 / Chapter 3.7 --- The theory of image schemas --- p.64 / Chapter 3.7.1 --- Image schemas as the basis for thought and understanding --- p.65 / Chapter 3.7.2 --- Examples of image schemas --- p.66 / Chapter 3.7.2.1 --- The PATH schema --- p.66 / Chapter 3.7.2.2 --- The CONTAINER schema --- p.68 / Chapter 3.7.3 --- Image schemas as the underlying logic of conceptual metaphors --- p.69 / Chapter 3.7.4 --- Image schemas in relation to words --- p.71 / Chapter 3.7.5 --- Summary: A hierarchical framework --- p.72 / Chapter 3.8 --- A cognitive approach to the understanding of phrasal verbs (Part II) --- p.74 / Chapter 3.8.1 --- A new classification of phrasal verbs based on the cognitive semantic framework --- p.74 / Chapter 3.8.2 --- Rationale for the particle-based learning (PBL) --- p.77 / Chapter 3.8.3 --- The particle-based learning model (PBLM) --- p.80 / Chapter 3.8.4 --- Conclusion --- p.86 / Chapter CHAPTER FOUR: --- RESEARCH QUESTIONS AND METHODOLOGY --- p.87 / Chapter 4.1 --- Introduction --- p.87 / Chapter 4.2 --- Metaphorical competence and motivation --- p.87 / Chapter 4.3 --- Research questions and hypotheses --- p.89 / Chapter 4.4 --- Research methodology --- p.91 / Chapter 4.4.1 --- Subjects --- p.91 / Chapter 4.4.2 --- Materials --- p.91 / Chapter 4.4.2.1 --- Elicitation of phrasal verbs for test --- p.91 / Chapter 4.4.2.2 --- Materials design --- p.95 / Chapter 4.4.2.2.1 --- Pre-test paper --- p.95 / Chapter 4.4.2.2.2 --- Teaching and learning paper --- p.96 / Chapter 4.4.2.2.3 --- Post-test paper --- p.98 / Chapter 4.4.2.2.4 --- Questionnaire --- p.99 / Chapter 4.4.2.2.5 --- One-week delay test paper --- p.99 / Chapter 4.4.3 --- Procedures --- p.99 / Chapter 4.4.4 --- Scoring system --- p.103 / Chapter CHAPTER FIVE: --- GENERAL RESULTS FROM SPSS --- p.105 / Chapter 5.1 --- Introduction --- p.105 / Chapter 5.2 --- Results of pre-test and pro-test --- p.106 / Chapter 5.2.1 --- The output of SPSS --- p.106 / Chapter 5.2.2 --- General description --- p.107 / Chapter 5.3 --- Results of Hypothesis1 --- p.108 / Chapter 5.3.1 --- The output of SPSS --- p.108 / Chapter 5.3.2 --- General description --- p.109 / Chapter 5.3.3 --- Conclusion --- p.110 / Chapter 5.4 --- Results of Hypothesis2 --- p.110 / Chapter 5.4.1 --- The output of SPSS --- p.110 / Chapter 5.4.2 --- General description --- p.111 / Chapter 5.4.3 --- Conclusion --- p.112 / Chapter 5.5 --- Results of Hypothesis 3 --- p.112 / Chapter 5.5.1 --- The mean score for each question --- p.113 / Chapter 5.5.2 --- The output of SPSS --- p.114 / Chapter 5.5.3 --- General description --- p.114 / Chapter 5.5.4 --- Conclusion --- p.114 / Chapter 5.6 --- Summary --- p.115 / Chapter CHAPTER SIX: --- GENERAL DISCUSSIONS OF RESULTS --- p.117 / Chapter 6.1 --- Introduction --- p.117 / Chapter 6.2 --- Discussion of Hypothesis1 --- p.117 / Chapter 6.2.1 --- General evaluation of Hypothesis1 --- p.117 / Chapter 6.2.2 --- Conceptual metaphors and image schemas as embodied motivation --- p.119 / Chapter 6.2.3 --- English as a satellite-framed language --- p.123 / Chapter 6.2.4 --- Visualization and dual coding theory --- p.124 / Chapter 6.2.5 --- Consolidation and elaboration in vocabulary acquisition --- p.127 / Chapter 6.3 --- Discussion of Hypothesis2 --- p.130 / Chapter 6.3.1 --- General evaluation of Hypothesis2 --- p.130 / Chapter 6.3.2 --- The cognitive linguistic view on polysemous words --- p.132 / Chapter 6.3.3 --- Effective guessing based on core meaning --- p.135 / Chapter 6.4 --- Discussion of Hypothesis3 --- p.136 / Chapter 6.4.1 --- General evaluation of Hypothesis3 --- p.136 / Chapter 6.4.2 --- Discussion of six questions of questionnaire --- p.137 / Chapter 6.4.3 --- Fallacies in traditional phrasal verb learning --- p.140 / Chapter 6.4.4 --- Metaphoric triangle for phrasal verb learning --- p.142 / Chapter 6.5 --- Summary --- p.144 / Chapter CHAPTER SEVEN: --- PEDAGOGICAL IMPLICATIONS AND CONCLUSION --- p.149 / Chapter 7.1 --- Introduction --- p.149 / Chapter 7.2 --- Traditional approach to phrasal verbs in Hong Kong English textbooks --- p.150 / Chapter 7.3 --- Pedagogical implications of PBL on phrasal verb learning --- p.155 / Chapter 7.3.1 --- Forewords to pedagogical application of PBL --- p.156 / Chapter 7.3.2 --- Sample learning materials --- p.158 / Chapter 7.3.2.1 --- Sample One (lower intermediate to intermediate level) --- p.159 / Chapter 7.3.2.2 --- Sample Two (upper intermediate to advanced level) --- p.165 / Chapter 7.3 --- Conclusion to pedagogical implications --- p.171 / Chapter 7.4 --- An overall conclusion of the present study --- p.173 / Chapter 7.4.1 --- Limitations --- p.173 / Chapter 7.4.2 --- Suggestions for future research --- p.175 / Chapter 7.4.3 --- Author's expectation of PBL on phrasal verb learning --- p.176 / REFERENCES --- p.178 / APPENDICES 1-19 --- p.194

早期口語習得研究假設被動句的賓語通過“論元移位“ (A-movement) 移到主語位置。Huang (1999)和 Tang (2000, 2001) 認為粤語被動句和漢語被動句類似，都通過空運算元移位形成，即空運算元通過“非論元移位“(A’-movement) 從內嵌 VP的賓語位置移到時態短語(TP)指定語的位置。經過謂語化後，這個空語類受主語約束。 / 漢語被動句習得研究顯示兒童較遲獲得長被動句 (Chang, 1986; Xu and Yang, 2008; Liu and Ning, 2009)。粤語表被動的「畀」存在一詞多義形式，除了表示被動，還有表示給予的「畀」，表示與格的「畀」，以及表示允許的「畀」。Wong (2004) 發現表被動的「畀」最難習得。 / 本研究從普遍語法 (UG)的角度來考察粤語「畀」字被動句的獲得情況，旨在探討聾童如何習得粤語「畀」字被動句，他們是否經歷與健聽兒童相似的習得過程。同時，進一步研究聾童是否掌握粤語「畀」字被動句內部的語法關係，包括基本的句法語序，內嵌使役結構的有終結性“telic“，以及空運算元和主句主語的約束關係。本研究採用了三種實驗方法：圖片選擇、圖片描述，以及圖片判斷。參與此項研究的被試有 18名 7;03至 12;06之間的聾童，40名 3;03至 7;05之間的健聽兒童，以及作為控制組的 20名健聽成人。 / 圖片選擇和圖片描述實驗的結果表明聾童和健聽兒童在粤語「畀」字被動句的發展中經歷了相似的習得過程。他們表達含光杆動詞的被動句沒有什麼困難。光杆動詞，比如“踢“，若自身帶有“終結體“(+telic) 的特徵，在粤語被動句中是合語法的。但是，當需要使用動補複合動詞 (RVC) 來表達一個事件的有終結性特徵時，聾童與健聽兒童的表現則不同。聾童很難以這種有終結性的特徵解讀這個內嵌的使役結構。取而代之，他們保留用光杆動詞結構來表達單單一個動作或一個結果。亦有不少聾童使用兩個連接的短語，以前一個表達動作，後一個表達結果。圖片判斷實驗的結果顯示，隨著“語言接收年齡“(receptive language age) 的提高，聾童對可加強被動義的標記「親」(-can1)意識也逐漸提高。在「畀」字句中，含被動義的標記「親」用於限制: (a) 句子在表允許和表被動的歧義，使句子解讀為被動義; (b) 主句主語和內嵌賓語的約束關係。 / 為深入瞭解聾童「畀」字被動句的獲得，本研究同時考察了他們能否區別「畀」字的一詞多義形式及其相應的句法結構，包括表給予的「畀」和表允許的「畀」。研究結果顯示「畀」字被動句帶有兩個小句，且含空運算元移位，這給聾童被動句的習得造成了極大的困難。儘管表允許的「畀」也帶有兩個小句，含賓語控制結構，相對而言仍比被動句容易習得。表給予的「畀」為單句，我們假設應發展得較早，但是在本研究中卻發現比表允許的「畀」更遲習得。事實上，聾童在產出粤語 IDOC (即 [N bei2 DO IO], DO 代表直接賓語而 IO代表間接賓語) 語序時有困難，可是卻會採用漢語語法的語序 DOC (即 [N bei2 IO DO])。我們認為這可能是漢語書面語的輸入對聾童更為“可接收 （accessible）所致；相比之下，由於聽力受損，他們通過聽覺接收的粤語口語輸入卻受到了限制。 / Earlier acquisition studies of passives in spoken languages assume A-movement of the object to the subject position. Huang (1999) and Tang (2000, 2001) claim that Cantonese passives, similar to Mandarin passives, involve null operator movement from the object position of the embedded VP via A’movement to the specifier position of the intermediate TP. This null category is then bound by a base-generated subject through predication. / Acquisition studies of Mandarin passives show that children acquire long passives late (Chang, 1986; Xu and Yang, 2008; Liu and Ning, 2009). As for Cantonese, Wong (2004) found that passive bei2 is most difficult among the different polysemous bei2, namely transfer bei2 ‘give’, dative bei2, and permissive bei2 ‘let’. / In the current study, we approach the acquisition of Cantonese passive bei2 from a UG perspective. We aim to see how deaf children acquire passive bei2, whether they go through a similar acquisition process as their typical hearing counterparts. We also want to see if they have developed knowledge about the grammatical relations involved with passive bei2, namely the basic syntactic order, the telicity encoded in the embedded causative structure, and the binding relationship between the null operator and the matrix subject. Three experimental procedures were developed: a picture selection task, a picture description task and a picture verification task. 18 deaf children (7;03-12;06), 40 younger hearing children (3;03-7;05) and 20 hearing adults as controls participated in this study. / The results in the picture selection and the picture description task show that the deaf children and the hearing children went through a similar acquisition process in the development of passive bei2. They did not seem to encounter difficulty in producing passives bei2 involving a bare verb which is inherently +telic such as ‘kick’, which is acceptable in Cantonese. However, when coming to using a resultative verb compound (RVC) to encode the +telic aspect of the eventuality, the deaf subjects’ performance differed from the hearing subjects in demonstrating difficulty in encoding a telic causative event structure. Instead, they maintained a bare verb structure to encode either an activity or a result. A number of deaf children also used two conjoined phrases, with the first encoding an activity and the second a result. The results of the picture verification task show that as a function of receptive language age, the deaf children in our study were sensitive to the presence of the adversative marker -can1, which is used to restrict (a) the interpretation of an ambiguous permissive/passive sentence to a passive reading, and (b) the binding relation between the matrix subject and the embedded object involved. / To deepen our understanding of deaf children’s acquisition of passive bei2, part of the project is to examine if they could identify the other polysemous bei2s, including transfer bei2 and permissive bei2 as they involve different linguistic structures. The results show that passive bei2 which requires a biclausal structure plus null operator movement poses as the most difficult construction to be acquired by deaf children. Although permissive bei2 also invokes a biclausal structure with object control, it is relatively easier than passive bei2. Unexpectedly, transfer bei2 is found to be more difficult than permissive bei2 although the structure is monoclausal and assumed to be developmentally early in typically developed children. In fact, the deaf subjects have experienced difficulty in producing the IDOC order (i.e. [N bei2 DO IO], where DO represents Direct Object and IO represents Indirect Object), a required word order in Cantonese; instead, they resorted to the DOC (i.e. [N bei2 IO DO]) order which reflects the Mandarin grammar. We propose that it is due to the more ‘accessible’ input from printed written Chinese, which follows the Mandarin grammar, as against the less accessible Cantonese input through the auditory mode. / 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. / Yiu, Kun Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 232-242). / Abstracts also in Chinese; appendix 1 includes Chinese. / Abstract --- p.ii / Acknowledgement --- p.vi / Table of Contents --- p.viii / List of Figures --- p.xiii / List of Tables --- p.xvi / Abbreviations --- p.xvii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1. --- Introduction --- p.1 / Chapter 1.2. --- Spoken Language Acquisition by Deaf Children --- p.3 / Chapter 1.3. --- Berent’s (2004) Characterization of Bi-modal Bilingual Acquisition --- p.5 / Chapter 1.4. --- The Current Research --- p.7 / Chapter 1.5. --- Organization of the Thesis --- p.10 / Chapter Chapter 2 --- Deafness and Language Acquisition --- p.12 / Chapter 2.1. --- Introduction --- p.12 / Chapter 2.2. --- General Descriptions about the Deaf Situation in HK --- p.12 / Chapter 2.3. --- The Effects of Deafness on Language Acquisition --- p.13 / Chapter 2.4. --- Factors Affecting Language Acquisition of Deaf Children --- p.14 / Chapter 2.5. --- Acquisition of Syntax by Deaf Children: Theoretical Assumptions . --- p.14 / Chapter 2.5.1. --- Acquisition Studies on Syntactic Development of Deaf Children . --- p.15 / Chapter 2.5.2. --- Interim Discussion --- p.17 / Chapter 2.6. --- Problematic Domains in Syntactic Acquisition --- p.18 / Chapter 2.6.1. --- Problems in the I-system --- p.20 / Chapter 2.6.2. --- Problems in the C-system --- p.20 / Chapter 2.6.3. --- Problems in the D-system --- p.21 / Chapter 2.6.4. --- Interim Summary --- p.22 / Chapter 2.6.5. --- Problems in Acquiring Syntactic Movement --- p.23 / Chapter 2.6.6. --- Problems with Interpreting Empty Categories --- p.30 / Chapter 2.7. --- Summary --- p.31 / Chapter Chapter 3 --- Morpho-syntactic Analysis of Passive bei2 Construction and the Polysemous Forms of bei2 --- p.33 / Chapter 3.1. --- Introduction --- p.33 / Chapter 3.2. --- Cantonese Passives --- p.33 / Chapter 3.2.1. --- Types of Passives in Cantonese --- p.35 / Chapter 3.2.2. --- Grammatical Relations in Cantonese bei2 Passives --- p.38 / Chapter 3.2.3. --- Morpho-syntactic Analysis of Cantonese bei2 Construction --- p.39 / Chapter 3.2.4. --- The Movement Approach --- p.40 / Chapter 3.2.5. --- A Complementation Approach to Cantonese Passives --- p.44 / Chapter 3.2.6. --- Telicity and Delimiting Elements of the Embedded Predicate --- p.51 / Chapter 3.2.7. --- Interim Discussion --- p.55 / Chapter 3.3. --- Polyesmous Forms of bei2 ‘give’ in Cantonese --- p.56 / Chapter 3.4. --- Transfer bei2 in Cantonese --- p.57 / Chapter 3.4.1. --- The Inverted Double Object Construction (IDOC) in Cantonese --- p.58 / Chapter 3.4.2. --- Derivation of the Transfer bei2 Construction --- p.59 / Chapter 3.4.3. --- Two Non-Canonical Transfer bei2 Construction in Cantonese --- p.60 / Chapter 3.4.4. --- Animacy Effects --- p.63 / Chapter 3.5. --- Permissive bei2 Construction in Cantonese --- p.64 / Chapter 3.5.1. --- Permissive bei2 as Object Control Sentences --- p.65 / Chapter 3.5.2. --- Selection of Non-finite Embedded Clause --- p.70 / Chapter 3.6. --- Ambiguity between Permissive and Passive bei2 --- p.71 / Chapter 3.7. --- Summary --- p.73 / Chapter Chapter4 --- Acquiring Bei2 in Cantonese: A Review of Previous Studies . --- p.75 / Chapter 4.1. --- Introduction --- p.75 / Chapter 4.2. --- Acquisition of Cantonese bei2 Passives --- p.75 / Chapter 4.3. --- Acquisition of Passives in Mandarin --- p.77 / Chapter 4.4. --- Issues in the Acquisition of Passives --- p.79 / Chapter 4.4.1. --- Age of Acquisition --- p.79 / Chapter 4.4.2. --- Passives with Actional vs Non-actional Verbs --- p.81 / Chapter 4.4.3. --- Lexical-semantics of the Verb Phrase of Passives --- p.83 / Chapter 4.5. --- Acquisition of Cantonese bei2 Passives by Deaf Children --- p.84 / Chapter 4.6. --- Acquisition of Passives by Deaf Children in Other Languages --- p.87 / Chapter 4.7. --- Acquisition of Other Polysemous Forms --- p.88 / Chapter 4.7.1. --- Acquisition of Permissive bei2 --- p.88 / Chapter 4.7.2. --- Acquisition of Control --- p.88 / Chapter 4.7.3. --- Acquisition of Transfer bei2 --- p.90 / Chapter 4.8. --- Acquisition Predictions --- p.91 / Chapter 4.8.1. --- How do Deaf Children Acquire Passive bei2 in Cantonese? --- p.91 / Chapter 4.8.2. --- What is the Sequence of Acquisition among the three Polysemous bei2? . --- p.91 / Chapter 4.8.3. --- Do Deaf Children Follow a Different Pathway from Hearing Children? --- p.92 / Chapter Chapter 5 --- Methodology --- p.93 / Chapter 5.1. --- Background --- p.93 / Chapter 5.2. --- Subjects --- p.94 / Chapter 5.2.1. --- Deaf Subjects --- p.94 / Chapter 5.2.2. --- Hearing Subjects --- p.101 / Chapter 5.3. --- Experimental Design --- p.102 / Chapter 5.4. --- Picture Selection (PS) - A Comprehension Task --- p.103 / Chapter 5.4.1. --- Design of Test Items --- p.103 / Chapter 5.4.2. --- Verbs Used in the Test Items --- p.104 / Chapter 5.4.3. --- Items for Transfer bei2 --- p.105 / Chapter 5.4.4. --- Items for Permissive bei2 --- p.106 / Chapter 5.4.5. --- Items for Passive bei2 --- p.108 / Chapter 5.4.6. --- Items for Zoeng1 and Active Sentences --- p.108 / Chapter 5.4.7. --- Experimental Procedure --- p.110 / Chapter 5.5. --- Picture Description (PD) - An Elicited Production Task --- p.111 / Chapter 5.5.1. --- Design of Test Items --- p.112 / Chapter 5.5.2. --- Items for Transfer bei2 --- p.113 / Chapter 5.5.3. --- Items for Permissive bei2 --- p.115 / Chapter 5.5.4. --- Items for Passive bei2 --- p.117 / Chapter 5.5.5. --- Active Sentences --- p.120 / Chapter 5.5.6. --- Testing Procedure --- p.121 / Chapter 5.6. --- Picture Verification (PV) - A Judgment Task --- p.123 / Chapter 5.6.1. --- Can1 as the Disambiguating Cue --- p.124 / Chapter 5.6.2. --- Experimental Design --- p.126 / Chapter 5.6.3. --- The Test Items --- p.129 / Chapter 5.7. --- Experimental Procedures --- p.132 / Chapter Chapter 6 --- Results --- p.133 / Chapter 6.1. --- Introduction --- p.133 / Chapter 6.2. --- Performance in Passive bei2 --- p.136 / Chapter 6.2.1. --- Picture Selection (PS) Task --- p.136 / Chapter 6.2.2. --- Picture Description (PD) Task --- p.139 / Chapter 6.2.3. --- Active Sentences (Controls) --- p.139 / Chapter 6.2.4. --- Passive bei2 with an Embedded Bare Verb --- p.141 / Chapter 6.2.5. --- Resultative Passives --- p.148 / Chapter 6.2.6. --- Subjects’ Performance on the Embedded VP --- p.152 / Chapter 6.2.7. --- Reversibility of the NPs --- p.157 / Chapter 6.2.8. --- The Picture Verification (PV) Task --- p.161 / Chapter 6.2.9. --- Is -can1 an Effective Disambiguating Cue? --- p.161 / Chapter 6.2.10. --- Interim Summary --- p.170 / Chapter 6.3. --- Performance on Transfer bei2 and Permissive bei2 --- p.171 / Chapter 6.3.1. --- Picture Selection (PS) Task --- p.171 / Chapter 6.3.2. --- Picture Description (PD) Task --- p.176 / Chapter 6.3.3. --- Acquisition of Transfer bei2 --- p.176 / Chapter 6.3.4. --- Acquisition of Permissive bei2 --- p.183 / Chapter 6.3.5. --- The Three Polysemous Forms in the PD Task --- p.191 / Chapter 6.3.6. --- The Three Polysemous Forms in Both the PS and PD Tasks --- p.193 / Chapter 6.3.7. --- Performance by Level/Group in Both the PS and PD Tasks --- p.196 / Chapter Chapter 7 --- General Discussion and Conclusion --- p.199 / Chapter 7.1. --- Introduction --- p.199 / Chapter 7.2. --- The Acquisition of Passive bei2 Construction in Cantonese --- p.199 / Chapter 7.2.1. --- Knowledge about the Grammatical Relations in Passive bei2 --- p.200 / Chapter 7.2.2. --- Knowledge about the Syntactic Order of Passive bei2 --- p.202 / Chapter 7.2.3. --- Knowledge about the Reversible and Non-Reversible Passives --- p.203 / Chapter 7.2.4. --- Knowledge about a +Telic Embedded Predicate --- p.204 / Chapter 7.2.5. --- Knowledge about Co-indexation and Null Operator Movement . --- p.206 / Chapter 7.3. --- Acquisition of Polysemous Forms of bei2 --- p.207 / Chapter 7.3.1. --- Order of Difficulty --- p.207 / Chapter 7.3.2. --- Acquisition of Transfer bei2 --- p.209 / Chapter 7.3.3. --- Acquisition of Permissive bei2 --- p.211 / Chapter 7.3.4. --- Developmental Pathway of Deaf Children’s Grammatical Knowledge --- p.213 / Chapter 7.4. --- Limitations of the Research --- p.214 / Chapter 7.5. --- Conclusions --- p.217 / Chapter 7.5.1. --- Get to Know the Acquisition Process of Passive bei2s and Other Polysemous Forms --- p.217 / Chapter 7.5.2. --- Age Factor in Research on Language Development of Deaf Children . --- p.218 / Chapter 7.5.3. --- Understanding Language Development of Deaf Children --- p.220 / Chapter 7.5.4. --- Practical Implications --- p.223 / Chapter Appendix 1: --- Test items of the experiment --- p.225 / Chapter Appendix 2: --- Correct Responses in the Picture Selection Task (All hearing adult subjects, N=20) --- p.231 / References --- p.232

蘇月華. / 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 87-94a / Su Yuehua [So Suet Wah]. / Chapter 第一章 --- 導言 --- p.1-3 / 研究背景 --- p.1 / 研究意義 --- p.1 / 「閱讀理解能力」的界定 --- p.2 / 「成績稍遜閱讀者」與「一般閱讀者」的界定 --- p.3 / 研究問題 --- p.3 / Chapter 第二章 --- 理論基礎 --- p.4-22 / Perfetti的閱讀能力的認知因素理論 --- p.4-9 / 閱讀能力的性質 --- p.4 / 閱讀能力的認知因素 --- p.4 / 認知因素的能力差異 --- p.6 / 閱讀能力的認知因素模式 --- p.7 / Anderson 的 ACT 衍生理論 --- p.10-16 / 記憶系統和知識表象 --- p.11 / 記憶擴散激活理論 --- p.11 / 認知技能的獲取 --- p.12 / 閱讀理解與ACT衍生理論 --- p.13 / Kintsch & van Dijk 的閱讀理解模式 --- p.17-22 / 篇章的語義結構 --- p.17 / 篇章的理解過程 --- p.18 / 影響篇章理解的因素 --- p.21 / Chapter 第三章 --- 文獻綜述 --- p.23-33 / 有關優與劣閱讀者的研究 --- p.23 / 字詞方面 --- p.23 / 句義方面 --- p.26 / 篇章方面 --- p.29 / 測量閱讀的工具 --- p.34 / Chapter 第四章 --- 研究設計 --- p.36-46 / 研究假設 --- p.36 / 研究方法 --- p.37 / 對象 --- p.37 / 工具 --- p.37 / 測試程序 --- p.42 / 評分方式 --- p.43 / 資料分析和統計 --- p.44 / Chapter 第五章 --- 結果與討論 --- p.47-79 / 研究資料結果 --- p.47 / 九項測驗的因素分析 --- p.47 / 分組比較一 一九項測驗結果 --- p.49 / 分組比較一 一三個閱讀範疇結果 --- p.54 / 分級比較一 一三個閱讀範疇結果 --- p.58 / 分組比較一 一五項反應時間結果 --- p.61 / 各項分數與反應時間的關係 --- p.66 / 討論部分 --- p.69 / 字詞方面的差異 --- p.69 / 句子方面的差異 --- p.72 / 篇章方面的差異 --- p.75 / Chapter 第六章 --- 結論、研究限制及建議 --- p.80-85 / 結論 --- p.80 / 研究限制 --- p.83 / 建議 --- p.84 / 參考文獻 --- p.85-94 / 附件 / 附件一：中一集體測試試題 --- p.95 / 附件二 ：中三集體測試試題 --- p.105 / 附件三：中一和中三個人電腦測試試題 --- p.115

Mak Ho-Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 139-147). / Abstract and questionnaires in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1 / Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3 / Chapter 1.2 --- A Response: The Present Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter 1.4 --- Organization of this Thesis --- p.6 / Chapter 2 --- REVIEW OF LITERATURE --- p.8 / Chapter 2.1 --- Notion of Language Proficiency --- p.8 / Chapter 2.1.1 --- Language Proficiency in General --- p.8 / Chapter 2.1.2 --- Oral Language Proficiency --- p.9 / Chapter 2.1.3 --- Working Definition of Oral Language Proficiency --- p.11 / Chapter 2.2 --- Communicative Language Teaching and Learning --- p.13 / Chapter 2.3 --- Task-based Learning --- p.15 / Chapter 2.3.1 --- Definition of 'Task' --- p.15 / Chapter 2.3.2 --- Tasks for Second Language Learning --- p.17 / Chapter 2.3.3 --- Guidelines for Incorporating Element of Learners' Active Involvement in Task Design --- p.22 / Chapter 2.3.4 --- Task-based Instructions --- p.25 / Chapter 2.4 --- Related Theories in Task-based Learning and Teaching --- p.28 / Chapter 2.4.1 --- Input Hypothesis --- p.28 / Chapter 2.4.2 --- Interaction Hypothesis --- p.28 / Chapter 2.4.3 --- Output Hypothesis --- p.29 / Chapter 2.4.4 --- Humanistic Education and Experiential Learning --- p.31 / Chapter 2.4.5 --- Learner-centredness --- p.32 / Chapter 2.4.6 --- Cooperative Learning and Group-based Learning --- p.33 / Chapter 2.4.6.1 --- Cooperative learning --- p.33 / Chapter 2.4.6.2 --- Language development through (cooperative) group work --- p.34 / Chapter 2.5 --- Immersion Programmes --- p.36 / Chapter 2.5.1 --- Formal Immersion --- p.37 / Chapter 2.5.2 --- Non-formal Immersion Programmes --- p.39 / Chapter 2.5.2.1 --- "Approach to programme implementation: A ""Short, Sharp, Shock"" [3-S] Procedure" --- p.40 / Chapter 2.5.2.2 --- English-speaking environment --- p.40 / Chapter 2.5.2.3 --- Relaxing and enjoyable learning environment --- p.40 / Chapter 2.5.2.4 --- Flexibility in time management and sufficient room for dynamism --- p.41 / Chapter 2.5.2.5 --- Cooperative and supportive learning environment --- p.41 / Chapter 2.6 --- Summary of the Chapter --- p.44 / Chapter 2.7 --- Research Questions --- p.45 / Chapter 3 --- DESIGN OF THE STUDY --- p.46 / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- General and Specific Research Hypotheses --- p.47 / Chapter 3.3 --- Selection of Subjects --- p.48 / Chapter 3.4 --- Group Leaders and Their Roles in the Study --- p.49 / Chapter 3.5 --- Identification and Classification of Tasks for the Immersion Programme --- p.50 / Chapter 3.6 --- Selection of Tasks --- p.53 / Chapter 3.6.1 --- Interactivity-oriented Task --- p.53 / Chapter 3.6.2 --- Fluency-oriented Tasks --- p.54 / Chapter 3.6.3 --- Accuracy-oriented Tasks --- p.55 / Chapter 3.6.4 --- Integrated Tasks --- p.55 / Chapter 3.6.5 --- General Characteristics of Tasks Selected --- p.55 / Chapter 3.7 --- Non-formal Immersion Programme --- p.57 / Chapter 3.7.1 --- Characteristics of Non-formal Immersion Programme --- p.57 / Chapter 3.7.2 --- Sequencing and Grading Tasks --- p.59 / Chapter 3.8 --- Construction of Research Instruments --- p.62 / Chapter 3.8.1 --- Oral Proficiency Interview --- p.62 / Chapter 3.8.2 --- Students' Pre-programme and Post-programme Questionnaire --- p.63 / Chapter 3.8.3 --- Subjects' Perception / Evaluation of Task Effectiveness --- p.64 / Chapter 3.8.4 --- Post-programme Semi-structured Narrative Journal --- p.64 / Chapter 3.9 --- Previous Design Experience --- p.65 / Chapter 3.10 --- Experimental Procedure --- p.66 / Chapter 3.10.1 --- Overview of the Experimental Procedure --- p.66 / Chapter 3.10.2 --- Administering the Orientation for Group Leaders --- p.68 / Chapter 3.10.3 --- Administering the Pre- and the Post-programme Interview --- p.69 / Chapter 3.10.4 --- The Non-formal Immersion Programme --- p.70 / Chapter 3.10.4.1 --- Administrating the programme --- p.70 / Chapter 3.10.4.2 --- Implementation of tasks --- p.70 / Chapter 3.10.4.3 --- Leaders' daily programme evaluation --- p.72 / Chapter 3.10.5 --- Administrating Subjects' Evaluation of Task Effectiveness --- p.73 / Chapter 3.10.6 --- Administrating Team Leader's Observation --- p.74 / Chapter 3.10.7 --- Administrating Post-programme Semi-structured Reflective Journal --- p.74 / Chapter 3.10.8 --- Administrating Post-programme Questionnaire and Oral Language Proficiency Interview --- p.74 / Chapter 3.11 --- Methods of Data Analysis --- p.74 / Chapter 3.11.1 --- Pre-and Post-programme Questionnaires --- p.75 / Chapter 3.11.2 --- Pre- and Post-Programme Oral Interviews --- p.76 / Chapter 3.11.3 --- Subjects' Evaluation of Task Effectiveness --- p.76 / Chapter 3.11.4 --- Qualitative Data from Reflective Journal and from Team Leader's Fieldnotes --- p.78 / Chapter 3.12 --- Summary of Chapter 3 --- p.79 / Chapter 4 --- DATA ANALYSIS --- p.80 / Chapter 4.1 --- Introduction --- p.80 / Chapter 4.2 --- Immersion Effect on Subjects' Oral English Proficiency --- p.81 / Chapter 4.3 --- Task Effectiveness --- p.83 / Chapter 4.3.1 --- Perceived Effectiveness of Task-Types in Enhancing Accuracy --- p.84 / Chapter 4.3.2 --- Perceived Effectiveness of Task-Types in Enhancing Fluency --- p.85 / Chapter 4.3.3 --- Perceived Effectiveness of Task-Types in Enhancing Interactivity --- p.86 / Chapter 4.3.4 --- "Effectiveness of Accuracy-oriented Task-type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.87 / Chapter 4.3.5 --- "Effectiveness of Fluency-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.6 --- "Effectiveness of Interactivity-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.7 --- "Effectiveness of Integrated Task Type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.90 / Chapter 4.3.8 --- Summary of Section 4.3 --- p.91 / Chapter 4.3.8.1 --- Accuracy enhancement --- p.91 / Chapter 4.3.8.2 --- Fluency-enhancement --- p.91 / Chapter 4.3.8.3 --- Interactivity enhancement --- p.92 / Chapter 4.4 --- A Brief Summary of the Quantitative Results --- p.92 / Chapter 4.5 --- The Research Hypotheses Tested --- p.93 / Chapter 4.6 --- Reflective Journal --- p.95 / Chapter 4.6.1 --- "Providing an ""English Speaking Environment""" --- p.97 / Chapter 4.6.2 --- Enhancing Subjects' Confidence in Speaking and Using English --- p.99 / Chapter 4.6.3 --- Evaluating Subjects' Overall Performance in Programme --- p.100 / Chapter 4.6.4 --- Helping to Acquire a Higher Level of Communicative Fluency --- p.100 / Chapter 4.6.5 --- "Helping to Acquire a Higher Level of Accuracy (Pronunciation, Accent, and Stress)" --- p.100 / Chapter 4.6.6 --- Helping to Acquire a Higher Level of Interactivity --- p.101 / Chapter 4.6.7 --- "Stimulating and Developing ""Creativity""" --- p.102 / Chapter 4.6.8 --- Additional Comments --- p.102 / Chapter 4.7 --- Summary of the Major Findings --- p.105 / Chapter 4.8 --- Summary of the Chapter --- p.106 / Chapter 5 --- DISCUSSION --- p.107 / Chapter 5.1 --- Introduction --- p.107 / Chapter 5.2 --- The Impact of the Programme on Learners' Attitudes and Language Learning Behaviour --- p.107 / Chapter 5.2.1 --- Humanistic (Language) Education --- p.108 / Chapter 5.2.2 --- Experiential Learning --- p.111 / Chapter 5.2.3 --- Cooperative Learning --- p.112 / Chapter 5.2.4 --- Learner-centredness Task-based Design --- p.114 / Chapter 5.2.5 --- "A Short, Sharp, Shock (3S) Learning Experience" --- p.115 / Chapter 5.3 --- Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.1 --- General Discussion of the Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.2 --- Roles of Designated Tasks in Pinpointing Specific Proficiency Area(s) --- p.118 / Chapter 5.4 --- Sequencing of Tasks for a Balanced Language Development --- p.119 / Chapter 5.5 --- Summary of Chapter Five --- p.123 / Chapter 6 --- CONCLUSION --- p.124 / Chapter 6.1 --- Limitations of the Present Research --- p.124 / Chapter 6.2 --- Pedagogical Implications --- p.125 / Chapter 6.2.1 --- Implications for Curriculum / Programme Designs --- p.125 / Chapter 6.2.2 --- The Classroom Implications --- p.129 / Chapter 6.3 --- Suggestions for Further Research --- p.135 / Chapter 6.4 --- Summary --- p.137 / Chapter 7 --- REFERENCE --- p.139

"2002年7月31日". / 論文(哲學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 168-181). / 附中英文摘要. / "2002 nian 7 yue 31 ri". / Lun wen (zhe xue shuo shi)--Xianggang zhong wen da xue, 2002. / Can kao wen xian (leaves 168-181). / Fu Zhong Ying wen zhai yao. / 目錄 --- p.i / 目錄摘要 --- p.iii / Abstract --- p.iv / 鳴謝 --- p.v / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1. --- 研究背景 --- p.1 / Chapter 1.2. --- 硏究意義 --- p.2 / Chapter 1.3. --- 研究目的與研究問題 --- p.3 / Chapter 第二章 --- 文獻綜述(I) --- p.8 / Chapter 2.1. --- 何謂資訊科技教育 --- p.8 / Chapter 2.2. --- IT的重要性：一個「資訊年代」的議論 --- p.9 / Chapter 2.3. --- 推行資訊科技教育的理念 --- p.10 / Chapter 2.4. --- 香港資訊科技教育的實施策略 --- p.11 / Chapter 2.5. --- IT的憧憬與現實：如何實施的問題 --- p.14 / Chapter 第三章 --- 文獻綜述(II) --- p.22 / Chapter 3.1. --- 「課程實施」的理論探索 --- p.22 / Chapter 3.2. --- 資訊科技教育下的教師角色與工作 --- p.32 / Chapter 3.3. --- 「教師工作」與「課程實施」的互動 --- p.41 / Chapter 3.4. --- 小結 --- p.49 / Chapter 第四章 --- 硏究設計與方法 --- p.50 / Chapter 4.1. --- 硏究的思考進路與理論架構 --- p.50 / Chapter 4.2. --- 硏究方法 --- p.52 / Chapter 4.3. --- 資料搜集與分析 --- p.56 / Chapter 4.4. --- 硏究信度與效度 --- p.62 / Chapter 4.5. --- 硏究倫理問題 --- p.63 / Chapter 4.6. --- 硏究限制 --- p.64 / Chapter 第五章 --- 資料整理及分析 --- p.66 / Chapter 5.1. --- 受訪者的背景資料 --- p.66 / Chapter 5.2. --- 受訪者所屬學校的IT政策 --- p.72 / Chapter 5.3. --- 「甚麼是資訊科技教育´」ؤ教師的定義 --- p.77 / Chapter 5.4. --- 教師如何使用IT --- p.83 / Chapter 5.5. --- 從教師工作處境脈絡理解資訊科技教育的實施 --- p.87 / Chapter 5.6. --- 教師工作的自主與被動 --- p.120 / Chapter 5.7. --- 實施資訊科技教育與教師工作分配 --- p.124 / Chapter 5.8. --- 教師工作的自我界定 --- p.135 / Chapter 第六章 --- 問題討論及結果歸納 --- p.139 / Chapter 6.1. --- 有關硏究問題的討論 --- p.139 / Chapter 6.2. --- 硏究結果的要點歸納 --- p.150 / Chapter 第七章 --- 啓示與總結 --- p.152 / Chapter 7.1. --- 研究結果的啓示 --- p.152 / Chapter 7.2. --- 對政策發展的建議與反思 --- p.157 / Chapter 7.3. --- 結語 --- p.164 / 參考書目 --- p.168 / Bibliography --- p.170

published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

published_or_final_version / Education / Doctoral / Doctor of Philosophy

The policy on “Teaching English through English” has been proposed by the Hong Kong Government for decades. However, teachers find it difficult to follow the policy and the use of Cantonese is necessary due to the realistic need of students. The present study aims to investigate the patterns and functions of the use of Cantonese in English lessons, and to examine English teachers’ and students’ views towards the use of Cantonese in English classroom. This study involved three S4 teachers and twelve students from their classes. Data was collected through audio recording of lessons and interviews with teacher and student participants. The results show that Cantonese was widely used for teaching vocabulary, explaining relatively complicated tasks and classroom management. Teachers seldom reverted to the target language once they have switched to Cantonese. Both the teacher and student participants believed that the use of Cantonese could facilitate the teaching and learning of grammar and vocabulary. Also, it was effective in maintaining classroom discipline, enhancing communication within the classroom, and creating a conducive learning environment. Despite the perceived pedagogical value of Cantonese in English classroom, findings suggest that teachers tended to use Cantonese as a time-saving device rather than a facilitative teaching tool, and the potential pedagogical functions of using Cantonese in English classroom were not fully utilized because of the teachers’ lack of strategic planning when using it. It is important for English teachers to reflect on their language choice, and to develop an awareness of using Cantonese effectively to facilitate students’ learning of English. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics