published_or_final_version / Public Administration / Master / Master of Social Sciences

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Mak Tsz-wai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references. / Abstracts in English and Chinese. / Abstracts --- p.5-6 / Chapter Chapter1 --- Introduction --- p.7-16 / Chapter Chapter2 --- Literature Review --- p.17-53 / Chapter Chapter3 --- Methodological Approach --- p.54-66 / Chapter Chapter4 --- The Rise and Emergence of Management Education in Hong Kong --- p.67-83 / Chapter Chapter5 --- Institutionalization of Management Education in the Formal Educational System ´ؤ An Analysis of the Curriculum of B.B.A. Program of CUHK --- p.84-126 / Chapter Chapter6 --- Social Effects of Management Education as a Form of Elite Knowledge ´ؤ An Analysis of Hong Kong Journal of Business Management --- p.127-149 / Chapter Chapter7 --- Social Effects of Management Education as a form of Collective Reality ´ؤ An Analysis of the Hong Kong Manager --- p.150-167 / Conclusion --- p.168-172 / Appendix A / Appendix B / Appendix C / Appendix D / Reference

Kung, Eton. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 208-228). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

published_or_final_version / Architecture / Master / Master of Architecture

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Language Studies / Master / Master of Arts

據稿本複印 / 論文(碩士)--香港中文大學教育學部,1986. / 參考文獻: leaves 153-171 / Chapter 第一章： --- 導論 --- p.1 / Chapter 1 --- 問題說明 --- p.1 / Chapter 2 --- 研究目的 --- p.3 / Chapter 3 --- 研究範圍 --- p.5 / Chapter 第二章： --- 香港課程發展的背景及現況 --- p.6 / Chapter 1 --- 香港政治體制的特點 --- p.6 / Chapter 2 --- 香港教育規劃的特點 --- p.11 / Chapter 3 --- 香港課程發展的特點 --- p.17 / Chapter 第三章： --- 文獻評述及理論架構 --- p.31 / Chapter 1 --- 課程革新與發展 --- p.31 / Chapter 2 --- 政治教育 --- p.50 / Chapter 3 --- 決策釐訂 --- p.57 / Chapter 4 --- 本研究之理論架構 --- p.76 / Chapter 5 --- 本研究之假設 --- p.90 / Chapter 第四章： --- 研究方法 --- p.92 / Chapter 第五章： --- 研究結果及討論 --- p.100 / 參考書目 --- p.153 / 附錄 --- p.172

Tjan Yuet Fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-117). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS / ABSTRACT / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT STUDY --- p.1 / Chapter 1.1.1 --- The need for enlarging EFL learners' vocabulary size in Hong Kong --- p.1 / Chapter 1.1.2 --- Task-based learning in English classrooms in Hong Kong --- p.2 / Chapter 1.2 --- SIGNIFICANCE OF THE PRESENT STUDY --- p.3 / Chapter 1.3 --- RESEARCH OBJECTIVES --- p.4 / Chapter 1.4 --- ORGANIZATION OF THESIS --- p.4 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- ROLE OF VOCABULARY KNOWLEDGE IN L2 ACQUISITION --- p.6 / Chapter 2.2 --- ROLE OF INCIDENTAL VOCABULARY LEARNING IN L2 ACQUISIITON --- p.8 / Chapter 2.3 --- INCIDENTAL VOCABULARY ACQUISITION IN L2 LEARNER-LEARNER ORAL INTERACTION TASKS --- p.9 / Chapter 2.3.1 --- Incidental vocabulary acquisition in L2 oral context --- p.9 / Chapter 2.3.1.1 --- Significance of oral context --- p.10 / Chapter 2.3.1.2 --- Current studies on L2 incidental vocabulary acquisition in oral context --- p.11 / Chapter 2.3.2 --- Learner-learner oral interaction tasks --- p.12 / Chapter 2.3.2.1 --- Significance of learner-learner interaction from the perspective of acquisition --- p.12 / Chapter 2.3.2.2 --- Significance of learner-learner interaction tasks from the perspective of pedagogy --- p.13 / Chapter 2.4 --- FACTORS CONDUCIVE TO L2 INCIDENTAL VOCABULARY ACQUISITION --- p.14 / Chapter 2.4.1 --- Noticing --- p.14 / Chapter 2.4.2 --- Depth of processing --- p.15 / Chapter 2.4.3 --- Role of input comprehension in L2 incidental vocabulary acquisition --- p.16 / Chapter 2.4.3.1 --- Theoretical claims for the significance of input comprehension --- p.16 / Chapter 2.4.3.2 --- Theoretical claims against the significance of input comprehension --- p.17 / Chapter 2.4.3.3 --- Empirical evidence for the significance of input comprehension --- p.18 / Chapter 2.4.3.4 --- Empirical evidence against the significance of input comprehension --- p.18 / Chapter 2.4.4 --- Role of negotiation in L2 incidental vocabulary acquisition --- p.19 / Chapter 2.4.4.1 --- Negotiation --- p.19 / Chapter 2.4.4.2 --- Comprehending negotiated input and L2 incidental vocabulary acquisition --- p.20 / Chapter 2.4.4.2.1 --- Theoretical claims for the significance of negotiated input --- p.20 / Chapter 2.4.4.2.2 --- Theoretical claims against the significance of negotiated input --- p.21 / Chapter 2.4.4.2.3 --- Empirical evidence for the significance of negotiated input --- p.22 / Chapter 2.4.4.2.4 --- Empirical evidence against the significance of negotiated input --- p.22 / Chapter 2.4.4.3 --- Producing negotiated output and L2 incidental vocabulary acquisition --- p.24 / Chapter 2.4.4.3.1 --- Theoretical claims for the significance of negotiated output --- p.24 / Chapter 2.4.4.3.2 --- Theoretical claims against the significance of negotiated output --- p.26 / Chapter 2.4.4.3.3 --- Empirical evidence on the significance of negotiated output --- p.26 / Chapter 2.5 --- LACK OF RESEARCH ON THIS AREA IN THE HONG KONG CONTEXT --- p.28 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.28 / Chapter 2.7 --- SUMMARY OF THE CHAPTER --- p.30 / Chapter CHAPTER THREE: --- RESEARCH DESIGN --- p.31 / Chapter 3.1 --- SELECTION OF SUBJECTS --- p.31 / Chapter 3.2 --- INSTRUMENTATON --- p.32 / Chapter 3.2.1 --- Test items --- p.33 / Chapter 3.2.2 --- Pretest --- p.34 / Chapter 3.2.3 --- Task sheets --- p.35 / Chapter 3.2.4 --- Posttests --- p.36 / Chapter 3.2.5 --- Questionnaire --- p.37 / Chapter 3.3 --- TREATMENTS --- p.37 / Chapter 3.3.1 --- Treatments on Group I and II --- p.38 / Chapter 3.3.2 --- Treatment on Group III --- p.40 / Chapter 3.4 --- EXPERIMENTAL PROCEDURES --- p.44 / Chapter 3.5 --- METHODS OF DATA ANALYSIS --- p.44 / Chapter 3.5.1 --- Relationship between comprehension and negotiation --- p.45 / Chapter 3.5.2 --- Relationship between comprehension and L2 incidental vocabulary acquisition --- p.45 / Chapter 3.5.3 --- Relationship between negotiation and L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.4 --- Relative effects of producing negotiated output and receiving negotiated input on L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.5 --- Relationship between the nature of negotiation and L2 incidental vocabulary acquisition --- p.47 / Chapter 3.5.5.1 --- Length of negotiated word form --- p.47 / Chapter 3.5.5.2 --- Word frequency --- p.47 / Chapter 3.5.5.3 --- Number of clarification requests and confirmation checks --- p.48 / Chapter 3.5.5.4 --- Length of explanation --- p.48 / Chapter 3.5.6. --- Data from the questionnaire --- p.49 / Chapter 3.6 --- SUMMARY OF THE CHAPTER --- p.49 / Chapter CHAPTER FOUR: --- RESEARCH FINDINGS --- p.51 / Chapter 4.1 --- "SUBJECTS' INPUT COMPREHENSION, IMMEDIATE WORD GAINS AND WORD RETENTION: A GENERAL PICTURE" --- p.52 / Chapter 4.2 --- RELATIONSHIP BETWEEN INPUT COMPREHENSION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.56 / Chapter 4.2.1 --- Correlations between Gp I's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.2 --- Correlations between Gp II's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.3 --- Correlations between Gp II's comprehension scores of directions and their two posttest results --- p.57 / Chapter 4.2.4 --- Correlations between Gp III's comprehension scores of test item meanings and their two posttest results --- p.58 / Chapter 4.2.5 --- Correlations between Gp III's comprehension scores of directions and their two posttest results --- p.58 / Chapter 4.2.6 --- Conclusion --- p.59 / Chapter 4.3 --- EFFECT OF INPUT WITH MEANING NEGOTIATION ON L2 INCIDENTAL VOCABULARY ACQUSITION --- p.60 / Chapter 4.3.1 --- Comparing Gp II and Gp III's comprehension scores of test item meanings --- p.60 / Chapter 4.3.2 --- Comparing Gp II and Gp III's comprehension scores of directions --- p.61 / Chapter 4.3.3 --- Comparing Gp II and Gp III's 1st and 2nd posttest results --- p.61 / Chapter 4.3.4 --- Conclusion --- p.62 / Chapter 4.4 --- RELATIVE EFFECTIVENESS OF RECEIVING NEGOTIATED INPUT AND PRODUCING NEGOTIATED OUTPUT IN L2 INCIDENTAL VOCABULARY ACQUISTION --- p.63 / Chapter 4.4.1 --- Comparing Gp I and Gp III's 1st and 2nd posttest results --- p.63 / Chapter 4.4.2 --- Comparing Gp I and Gp II's 1st and 2nd posttest results --- p.64 / Chapter 4.4.3 --- Conclusion --- p.65 / Chapter 4.5 --- RESEARCH HYPOTHESES TESTED --- p.65 / Chapter 4.5.1 --- Testing the first hypothesis --- p.65 / Chapter 4.5.2 --- Testing the second hypothesis --- p.65 / Chapter 4.5.3 --- Testing the third hypothesis --- p.66 / Chapter 4.6 --- RELATIONSHIP BETWEEN THE PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.66 / Chapter 4.6.1 --- Length of negotiated word form --- p.66 / Chapter 4.6.2 --- Word frequency --- p.67 / Chapter 4.6.2.1 --- Word frequency produced by Gp I and Gp II --- p.67 / Chapter 4.6.2.2 --- Word frequency heard by Gp I and Gp II --- p.68 / Chapter 4.6.3 --- Number of clarification requests and confirmation checks --- p.68 / Chapter 4.6.4 --- Length of explanation --- p.69 / Chapter 4.6.5 --- Conclusion --- p.70 / Chapter 4.7 --- SUBJECTS' FAMILIARITY WITH ORAL INTERACTION TASKS AND LEARNING STYLES WHEN ENCOUNTERING NEW L2 WORDS --- p.70 / Chapter 4.8 --- SUBJECTS' COMMENTS ON THE TASKS --- p.72 / Chapter 4.9 --- SUMMARY OF THE CHAPTER --- p.73 / Chapter CHAPTER FIVE: --- DISCUSSION OF RESEARCH FINDINGS --- p.74 / Chapter 5.1 --- ROLE OF INPUT COMPREHENSION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.74 / Chapter 5.1.1 --- Subjects' comprehension of test adjective meanings and incidental vocabulary acquisition --- p.75 / Chapter 5.1.2 --- The different cognitive processing involved in comprehension and word acquisition --- p.76 / Chapter 5.2 --- ROLE OF MEANING NEGOTIATION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.77 / Chapter 5.2.1 --- Effect of negotiated input on L2 incidental vocabulary acquisition --- p.78 / Chapter 5.2.1.1 --- Subjects 'meaning negotiation and comprehension --- p.78 / Chapter 5.2.1.2 --- Noticing raised by meaning negotiation --- p.79 / Chapter 5.2.2 --- Role of Negotiated output in L2 incidental vocabulary acquisition --- p.82 / Chapter 5.2.2.1 --- Noticing raised by negotiated output --- p.82 / Chapter 5.2.2.2 --- Failure to strengthen the form-meaning link --- p.83 / Chapter 5.3 --- PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITON --- p.86 / Chapter 5.3.1 --- Length of negotiated word form --- p.86 / Chapter 5.3.2 --- Word frequency --- p.87 / Chapter 5.3.2.1 --- Word frequency heard by subjects --- p.87 / Chapter 5.3.2.2 --- Word frequency produced by subjects --- p.88 / Chapter 5.3.3 --- Number of clarification requests and confirmation checks --- p.89 / Chapter 5.3.4 --- Length of explanation --- p.89 / Chapter 5.4 --- SUMMARY OF THE CHAPTER --- p.91 / Chapter CHAPTER SIX: --- CONCLUSION --- p.93 / Chapter 6.1 --- PEDAGOGICAL IMPLICATIONS --- p.93 / Chapter 6.1.1 --- Incidental learning of L2 adjectives in oral interaction tasks --- p.95 / Chapter 6.1.2 --- Implementation of oral interaction tasks in Hong Kong EFL classrooms --- p.95 / Chapter 6.1.3 --- Meaning negotiation as a task demand --- p.95 / Chapter 6.1.4 --- Choice of unfamiliar adjectives used in the tasks --- p.97 / Chapter 6.2 --- LIMITATIONS OF THE PRESENT RESEARCH --- p.97 / Chapter 6.2.1 --- Small subject size --- p.98 / Chapter 6.2.2 --- Experimental setting instead of the real classroom setting --- p.99 / Chapter 6.2.3 --- A single 45-minute task instead of a longitudinal program --- p.99 / Chapter 6.2.4 --- Encounter of the test adjectives and their meanings between the 1st and 2nd posttests --- p.100 / Chapter 6.2.5 --- Investigating receptive word knowledge only in the posttests --- p.100 / Chapter 6.3 --- SUGGESTIONS FOR FURTHER RESEARCH --- p.101 / Chapter 6.4 --- SUMMARY OF THE CHAPTER --- p.102 / REFERENCES --- p.104

Cheung Po-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Page / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Rationale for the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter Chapter 2 --- Inferencing and Its Relationship to Learning Strategy and Reading / Chapter 2.1 --- Overview of Learning Strategies --- p.6 / Chapter 2.1.1 --- Definitions of a Strategy --- p.6 / Chapter 2.1.2 --- Classification of Learning Strategies --- p.7 / Chapter 2.1.3 --- Use of Strategies by 'Good' and 'Poor' Language Learners --- p.10 / Chapter 2.1.4 --- Importance of Learning Strategy Training for L2 Learner --- p.11 / Chapter 2.2 --- General Theories Related to Reading --- p.14 / Chapter 2.2.1 --- Definitions of Reading --- p.14 / Chapter 2.2.2 --- Conventional Models in Reading --- p.14 / Chapter 2.2.2.1 --- Bottom-up Processing --- p.14 / Chapter 2.2.2.2 --- Top-down Processing --- p.16 / Chapter 2.2.2.3 --- Interactive Processing --- p.16 / Chapter 2.2.2.4 --- Schema Theory --- p.19 / Chapter 2.2.2.5 --- Relationship between Connection of Ideas in a Text and The Theories --- p.20 / Chapter 2.3 --- Inferencing --- p.21 / Chapter 2.3.1 --- Definitions of Inferencing --- p.21 / Chapter 2.3.2 --- Inferencing Strategies of 'Skilled' and 'Less Skilled' Language Learners --- p.27 / Chapter 2.3.2.1 --- Challenges for Second Language (L2) Students --- p.27 / Chapter 2.3.3 --- Approaches to Investigate Inferencing --- p.28 / Chapter 2.3.3.1 --- Experimental Approach --- p.28 / Chapter 2.3.3.2 --- Case Study Approach --- p.31 / Chapter 2.3.4 --- Further Investigation of Inferencing Strategy Training Program --- p.32 / Chapter 2.3.4.1 --- Areas Recommended for Future Research --- p.32 / Chapter 2.4 --- Summary --- p.33 / Chapter Chapter 3 --- Methodology / Chapter 3.1 --- Design Characteristics --- p.34 / Chapter 3.2 --- Construction of Instruments --- p.35 / Chapter 3.2.1 --- Training Passages --- p.35 / Chapter 3.2.2 --- Reading Ability Test --- p.39 / Chapter 3.2.3 --- Pre and Posttest --- p.39 / Chapter 3.2.4 --- Background Questionnaire --- p.40 / Chapter 3.2.5 --- Reading Behavior Questionnaire --- p.40 / Chapter 3.2.6 --- Response Questionnaire --- p.41 / Chapter 3.2.7 --- Observation Form --- p.41 / Chapter 3.2.8 --- Guessing Game --- p.42 / Chapter 3.2.9 --- Self-monitoring Checklist --- p.43 / Chapter 3.3 --- Pilot-testing of Materials --- p.43 / Chapter 3.3.1 --- Subjects --- p.44 / Chapter 3.3.2 --- Procedures --- p.44 / Chapter 3.3.3 --- Modifications --- p.46 / Chapter 3.4 --- Study --- p.48 / Chapter 3.4.1 --- Subjects --- p.48 / Chapter 3.4.2 --- Observer --- p.49 / Chapter 3.4.3 --- Experimental Procedures --- p.49 / Chapter 3.4.3.1 --- Overview of Procedure --- p.50 / Chapter 3.4.3.1.1 --- Administering of Pretest --- p.51 / Chapter 3.4.3.1.2 --- Treatment of Two Groups --- p.52 / Chapter 3.4.3.1.3 --- Lecture --- p.52 / Chapter 3.4.3.1.3.1 --- Pre-reading Activity --- p.53 / Chapter 3.4.3.1.3.2 --- Guessing Game --- p.53 / Chapter 3.4.3.1.3.3 --- Summary of Exercise --- p.54 / Chapter 3.4.3.1.3.4 --- Discussion of Answers --- p.54 / Chapter 3.4.3.1.3.5 --- Response Questionnaire --- p.55 / Chapter 3.4.3.1.4 --- Administering of Posttest --- p.55 / Chapter 3.4.3.1.5 --- Interviews --- p.56 / Chapter 3.4.3.1.6 --- Diary --- p.56 / Chapter 3.5 --- Data Analysis --- p.56 / Chapter Chapter 4 --- Research Findings / Chapter 4.1 --- General Picture --- p.58 / Chapter 4.2 --- Hypotheses Tested --- p.59 / Chapter 4.2.1 --- Hypothesis1 --- p.60 / Chapter 4.2.2 --- Hypothesis2 --- p.61 / Chapter 4.3 --- Subjects' Responses --- p.64 / Chapter 4.3.1 --- Background Questionnaire --- p.64 / Chapter 4.3.2 --- Response Questionnaire --- p.71 / Chapter 4.3.3 --- Reading Behavior Questionnaire --- p.77 / Chapter 4.3.4 --- Interviews --- p.78 / Chapter 4.3.4.1 --- Attitudes Towards The Cloze Exercises --- p.80 / Chapter 4.3.4.2 --- Usefulness of The Training --- p.86 / Chapter 4.3.4.3 --- Applicability of The Inferencing Skills --- p.87 / Chapter 4.3.4.4 --- Time --- p.91 / Chapter 4.3.4.5 --- Attention Level --- p.95 / Chapter 4.3.4.6 --- Instructor's Performance --- p.99 / Chapter 4.3.4.7 --- Subjects' Suggestions for Improving The Course --- p.103 / Chapter 4.3.4.7.1 --- Use of Words in the Passages --- p.103 / Chapter 4.3.4.7.2 --- Medium of Instruction --- p.103 / Chapter 4.3.4.7.3 --- Classroom Atmosphere --- p.104 / Chapter 4.3.4.7.4 --- Others --- p.105 / Chapter 4.4 --- Observer's Responses --- p.106 / Chapter 4.4.1 --- Observation Forms --- p.106 / Chapter 4.4.1.1 --- Structure of The Training Lesson --- p.106 / Chapter 4.4.1.2 --- Instructor's Performance --- p.107 / Chapter 4.4.1.3 --- Classroom Atmosphere --- p.108 / Chapter 4.4.1.4 --- Overall Comments --- p.110 / Chapter 4.4.2 --- Interviews --- p.111 / Chapter 4.4.2.1 --- Pre-training --- p.111 / Chapter 4.4.2.1.1 --- Difficult Area for Students in Learning English --- p.111 / Chapter 4.4.2.1.2 --- Strategies for Reading --- p.112 / Chapter 4.4.2.1.3 --- Difficulties --- p.113 / Chapter 4.4.2.2 --- Post-training --- p.113 / Chapter 4.4.2.2.1 --- Observer's Perception on Subject's Interest --- p.113 / Chapter 4.4.2.2.2 --- Introduction of More Strategies --- p.114 / Chapter 4.4.2.2.3 --- Subjects' Improvement --- p.116 / Chapter 4.4.2.2.4 --- Overall Comments on The Training --- p.116 / Chapter 4.5 --- Instructor's Diary --- p.117 / Chapter 4.6 --- Summary --- p.124 / Chapter Chapter 5 --- Discussion on Research Findings / Chapter 5.1 --- Hypothesis1 --- p.125 / Chapter 5.2 --- Hypothesis2 --- p.128 / Chapter 5.3 --- Problems Revealed from The Study --- p.130 / Chapter 5.3.1 --- Levei of Difficulty of Words Used in The Passages --- p.130 / Chapter 5.3.2 --- Subjects' Reaction to The Structure of The Lesson --- p.132 / Chapter 5.3.3 --- Lack of Motivation of the Subjects --- p.134 / Chapter 5.3.4 --- Lack of Teaching Experience of The Instructor (Researcher) --- p.135 / Chapter 5.3.5 --- Misleading Responses to The Response Questionnaires (RQs) --- p.136 / Chapter 5.4 --- Summary --- p.137 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Major Findings --- p.138 / Chapter 6.2 --- Limitations of The Study --- p.140 / Chapter 6.3 --- Pedagogical Implications --- p.142 / Chapter 6.4 --- Recommendations for Future Research --- p.144 / Chapter 6.5 --- Summary --- p.145 / Appendices --- p.146 / References --- p.278