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.

Hu, Jingjing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 257-270). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

本文以明初官定程朱理學讀本《四書五經性理大全》的成書和思想反應為中心，旨在探討朱子學在14、15世紀流衍、官學化乃至自我更新的過程。作為士人參加科舉考試的必讀之書，《四書五經性理大全》原則上締造著明代士人的思維結構乃至行事方式，成為他們為學從政的依據和根基。全文主要分為三個部份：第一部份重點討論此書萌生於14世紀的主要學術背景，指出它是在元代浙江、江西、徽州三地朱子學並競發展的多元化局面中醞釀而生的。第二部份首先檢討了明初洪武、永樂兩朝帝王一脈相承卻又有不同的理學取態。同樣尊信理學可以幫助治國，太祖樂於以務實態度來修正和完善朱子學並顯現出他淩駕於道統的情形，而明成祖則將程朱理學視作其政權合法性的依據進而操縱了儒家道統，《大全》正是在明初政治文化微妙而重大轉變中應運而生的。本文接著考察了《大全》的編纂、取材與影響，從中指出編纂地選在北京對成祖遷都部署的配合作用，並分析《大全》內容取材的地域特色，及此特色所受敕撰要求、書籍流通、人事安排等因素的影響；統計其刊行情況以證實《大全》地位在有明一代從未被動搖，在晚明乃至成為商業出版中有利可圖的公共文化資源的情形。本文第三部份重點以15世紀持續出現的多種《大全》反應性著作為分析對象，從中觀察《大全》被作為舉業的讀本、行道的載體、救正時弊乃至變革士人思想的必由取徑，而在地方學官、著名儒者以及土木之變後學者型官員中引發的激烈迴響和對其批評、質疑、修正的相應行動。透過這些討論，本文期望檢討14世紀朱子後學的多元化發展與並競局面、明初帝王的理學取態對於明初理學的官學化進程的實際影響，以及15世紀的菁英士大夫如何運用“統一“後的理學學說來應對現實危機與朱子學發展困境等議題。 / This dissertation studies the formation of and intellectual responses to the Sishu Wujing Xingli Daquan( Great Compendia of the Four Books, Five Classics and Human Nature and Heavenly Principle), which were compiled in the Yongle period (1403-1424), in the context of the spreading and self renewal of Zhu Xi’s philosophical school in the fourteenth and fifteenth centuries. As must-read books for the imperial examinations, the Compendia affected Ming scholars’ mode of thinking and their way of doing things. They also formed the basis of their classical learning and political participation. / The study begins with an analysis of the intellectual background of the Compendia in the fourteenth century. It points out that there were three types of development and competition patterns of Yüan Neo-Confucianism in Zhejiang, Jiangxi and Huizhou. / The research then reviews the important changes of attitude from the Hongwu emperor to the Yongle emperor towards Neo-Confucianism. Although both emperors believed that Neo-Confucianism could help them better govern the country, the Hongwu emperor was keen to see revisions of Zhu Xi’s classical exegesis. To meet his realistic needs he even ignored the Neo-Confucian orthodoxy. The Yongle emperor, however, used Neo-Confucianism as the basis of his political legitimacy and thus manipulated the Neo-Confucian orthodoxy. / This study also discusses the process of compilation, selection of material and Ming editions of the Compendia. It finds that the whole set was compiled in Beijing to parallel the policy of moving the capital from Nanjing to Beijing. It points out that the Compendia are mainly based on the works written by Yüan scholars from Huizhou prefecture, and for a number of reasons: requirement of the Yongle emperor, good circulation of books or classical commentary in late Yüan and early Ming Huizhou area, and arrangement of the editorial personnel. Finally, I analyze the editions of the Compendia published throughout the Ming dynasty to show the reception of them and to confirm its popularity in commercial publishing in the late Ming period. / By focusing on the views of scholars in the fifteenth Century who wrote their books in response to the Compendia, I show how school teachers, Confucian thinkers, and scholar-officials after the Tu-mu incident of 1449 saw the Compendia as teaching materials, vehicle for driving daoxue learning, a way to solve the problems of their times, but also subjected them to criticism, questioning and revision. / This then reveals the influence of the state-sanctioned Cheng-Zhu of Neo-Confucianism and its decline in the course of 14th and 15th centuries. The challenges the school faced in the 15th century formed the background of the marked shift to another approach of Confucian learning in the next century best represented by Wang Yangming. / Detailed summary in vernacular field only. / 朱冶. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 275-293). / 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. / Zhu Ye. / 目錄 --- p.1 / Chapter 第一章 --- 緒論 --- p.5 / Chapter 一、 --- 元代朱子學研究的回顧與展望 --- p.6 / Chapter 二、 --- 明初政治文化與《大全》研究 --- p.11 / Chapter 三、 --- 十五世紀思想史的研究路向 --- p.16 / Chapter 四、 --- 論文結構 --- p.19 / Chapter 第二章 --- 多元並競：元代南方三地朱子學的推廣與認受 --- p.21 / Chapter 第一節 --- 學術譜系的建構與強化以金華吳師道為例 --- p.22 / Chapter 一、 --- 鄉里傳統：“金華四先生“的成立 --- p.22 / Chapter 二、 --- 師友淵源：吳師道與“金華四先生“之一許謙的交往 --- p.25 / Chapter 三、 --- 求助於官：吳師道推廣金華學術的努力 --- p.31 / Chapter 四、 --- “獨得其宗：吳師道對金華學統的強烈自認 --- p.36 / Chapter 第二節 --- 學問自得與道統傳遞以江西虞集為中心 --- p.41 / Chapter 一、 --- 期為“豪傑“：虞集之師吳澄的學術面向與道學承創 --- p.42 / Chapter 二、 --- 文名之外：虞集的理學身份與學問趨向 --- p.51 / Chapter 三、 --- 誰是正學？：虞集拒絶撰寫許謙墓銘的由來及其相關問題 --- p.57 / Chapter 第三節 --- 一宗朱子與著述傳道以新安汪克寬等人為例 --- p.66 / Chapter 一、 --- 羽翼與纂釋：新安朱子學的特色及其影響 --- p.66 / Chapter 二、 --- 挫折與執著：汪克寬的為學、著述及與虞集的學術分野 --- p.80 / Chapter 三、 --- 反思與開新：朱升各經《旁注》的撰作及用意 --- p.87 / 小結 --- p.96 / Chapter 第三章 --- 君師治教：明初洪武、永樂兩朝對待宋元理學的取態 --- p.98 / Chapter 第一節 --- 學以輔政：太祖敕修《書傳會選》的用意及影響 --- p.99 / Chapter 一、 --- 太祖修訂蔡《傳》的背景及用意 --- p.100 / Chapter 二、 --- 《書傳會選》的編纂及內容特色 --- p.107 / Chapter 三、 --- 《書傳會選》的有限影響：以永樂二年的廷試對策為中心 --- p.111 / Chapter 第二節 --- 道治天下：成祖治國理念的演進以《聖學心法》為中心 --- p.114 / Chapter 一、 --- 學在皇家：成祖與帝王教育 --- p.115 / Chapter 二、 --- 治平有道：成祖與《聖學心法》 --- p.116 / Chapter 三、 --- 道在六經：成祖與三部《大全》 --- p.135 / 小結 --- p.145 / Chapter 第四章 --- 垂世立教：《大全》的編纂、取材及其流傳 --- p.147 / Chapter 第一節 --- 纂修地點與編修人員、分工特色 --- p.147 / Chapter 一、 --- 北京：纂修地的安排及用意 --- p.147 / Chapter 二、 --- 人員任用與分工 --- p.151 / Chapter 第二節 --- 《四書五經大全》的內容取材及成因 --- p.161 / Chapter 一、 --- 《大全》的體例、性質與取材的關係 --- p.163 / Chapter 二、 --- 《大全》所選書籍在明初的影響 --- p.165 / Chapter 三、 --- 人事因素與《大全》取材 --- p.172 / Chapter 第三節 --- 《大全》在明代的刊行與流傳 --- p.174 / Chapter 一、 --- 刊行歷史概說 --- p.175 / Chapter 二、 --- 校訂本 --- p.176 / Chapter 三、 --- 增補本、合刊本 --- p.177 / 小結 --- p.178 / Chapter 第五章 --- 十五世紀士人對《大全》的反應及其意義 --- p.181 / Chapter 第一節 --- 地方學官：最初的反應 --- p.181 / Chapter 一、 --- 摘取切要：彭勗及其《書傳大全通釋》 --- p.182 / Chapter 二、 --- “不可泥也：陳璲等人之意見 --- p.185 / Chapter 第二節 --- 儒者的取態：薛瑄及其《讀書錄》 --- p.187 / Chapter 一、 --- 《性理大全》：《讀書錄》的主要閱讀對象 --- p.187 / Chapter 二、 --- 《讀書錄》對《四書五經大全》的具體意見 --- p.190 / Chapter 第三節 --- “一道德與“經世：十五世紀中後期學者型官員對《大全》的修正 --- p.195 / Chapter 一、 --- 理事之道：楊守陳及其《私抄》 --- p.197 / Chapter 二、 --- 經世面向：周洪謨及其《疑辨錄》 --- p.206 / Chapter 三、 --- 以心考之：王恕及其《石渠意見》 --- p.226 / Chapter 四、 --- 輔翼之書：蔡清及其《蒙引》諸書 --- p.235 / 小結 --- p.259 / Chapter 第六章 --- 結論 --- p.261 / Chapter 附錄一： --- 《四書五經性理大全》的明代版本 --- p.266 / 參考文獻 --- p.275

身份转变是成为教师的一个重要部分，不少研究者因此强调教师教育在职前教师专业身份形成中的作用，亦有研究者发现实习是职前教师身份转变的关键阶段。然而到底职前教师是如何通过专业学习来建构和发展期专业身份的，却一直缺乏相关实证研究。有鉴于此，本研究尝试从职前教师专业学习历程中去理解专业身份的建构和发展，从职前教师的视角去考察当前教育实习为他们提供了怎样的身份建构情境。 / 研究以情境视角下的学习观和身份建构观为理论背景(Lave&Wenger,1991; Wenger,1998)，采个案研究方法，通过深度访谈和田野观察来跟踪两所实习学校内的四名高中实习教师的专业学习历程，以理解实习教师的身份建构和改变的过程，并以此为线索梳理了实习情境中影响其身份建构的主要因素及其互动关系。 / 研究发现，实践参与式的学习确实改变着实习教师的专业身份。四个个案实习教师的专业身份经过实习后都在不同方面不同程度地发生了改变。驱使这种改变的最为核心的力量是他们在实习前业已形成的职业承诺和教师角色认知。而它们也是实习教师在实践场域中定位自我的最为关键的两个身份定位点。职业承诺决定了职前教师参与实践和建构身份的意愿。根据自己的学生身份所形成的教师角色认知则是实习教师识读实习情境扮演角色的主要根据。既有的角色认知与实习场域中的角色脚本的冲突则是启动身份重构的关键。 / 另一方面，实习学校的实践文化、实习指导教师所构成的实习情境共同框定了实习教师的实践参与的方式和内容。而实习教师总是基于自己原有的职业承诺和角色认知投入实习情境，与角色对手展开互动。身份的协商正是在这种互动的参与中展开。传记性因素、情境性因素和经历性因素在这个过程中以不同方式影响着身份的协商和建构，而它们三者之间的互动最后形塑了职前教师在整个实习期间的参与轨迹，导向了不同的专业身份。 / 基于此，研究尝试为学界理解职前教师如何通过专业学习以建构其专业身份提供概念框架和实践启示，并提议建立专业身份建构型的教师学习观。 / As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers’ professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction. / Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers’ learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers. / The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers’ professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers’ understanding of the teaching practice context as well as the role playing. The clash between the four student teachers’ concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers’ identities reconstruction. / The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers’ participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities. / On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers’ professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction. / 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. / 张倩. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 304-315). / Abstracts in Chinese and English. / Zhang Qian. / 中文摘要 --- p.I / 英文摘要 --- p.II / 致谢 --- p.IV / 目录 --- p.V / 图表目录 --- p.VII / 导言 --- p.VIII / Chapter 第一章 --- 问题陈述 --- p.1 / Chapter 第一节 --- 研究的缘起--寻惑与解惑的起点 --- p.1 / Chapter 第二节 --- 研究的背景 --- p.3 / Chapter 一、 --- 教师身份的提出 --- p.3 / Chapter 二、 --- “学教的再概念化 --- p.4 / Chapter 三、 --- 情境学习的视角 --- p.5 / Chapter 四、 --- 教育实习的样貌 --- p.6 / Chapter 第三节 --- 研究的目的与问题 --- p.8 / Chapter 第四节 --- 研究的意义 --- p.9 / 本章小结 --- p.12 / Chapter 第二章 --- 文献述评 --- p.13 / Chapter 第一节 --- 西方研究中的“学教 --- p.13 / Chapter 一、 --- “学教研究的脉络梳理 --- p.14 / Chapter 二、 --- 再概念化的“学教 --- p.17 / Chapter 三、 --- 本研究的“学教概念框架 --- p.22 / Chapter 四、 --- 小结 --- p.32 / Chapter 第二节 --- 教师专业身份的研究脉络 --- p.34 / Chapter 一、 --- 教师专业身份的意涵 --- p.35 / Chapter 二、 --- 教师专业身份研究的主要理论脉络 --- p.41 / Chapter 三、 --- 实习教师专业身份研究的现状 --- p.46 / 本章小结 --- p.58 / Chapter 第三章 --- 研究的设计与方法 --- p.59 / Chapter 第一节 --- 研究框架与研究问题 --- p.59 / Chapter 一、 --- 研究的概念框架 --- p.59 / Chapter 二、 --- 相关概念的操作性定义 --- p.61 / Chapter 三、 --- 研究问题的阐述 --- p.63 / Chapter 第二节 --- 研究的设计与方法 --- p.64 / Chapter 一、 --- 质化研究取向 --- p.64 / Chapter 二、 --- 个案研究的策略 --- p.64 / Chapter 三、 --- 研究的整体设计 --- p.65 / Chapter 第三节 --- 研究的效度与伦理 --- p.75 / Chapter 一、 --- 研究的效度 --- p.75 / Chapter 二、 --- 研究伦理 --- p.76 / Chapter 第四节 --- 研究局限 --- p.78 / 本章小结 --- p.79 / Chapter 第四章 --- 实习教师的专业身份发展 --- p.80 / Chapter 第一节 --- 个案实习教师的专业身份发展 --- p.80 / Chapter 一、 --- 薇的专业身份发展 --- p.81 / Chapter 二、 --- 凯的专业身份发展 --- p.96 / Chapter 三、 --- 玲的专业身份发展 --- p.108 / Chapter 四、 --- 慧的专业身份发展 --- p.122 / Chapter 第二节 --- 实习教师专业身份发展的特点 --- p.139 / Chapter 一、 --- 实习前职前教师的专业身份特点 --- p.139 / Chapter 二、 --- 实习前职前教师专业身份的主要区别 --- p.145 / Chapter 三、 --- 实习后职前教师的专业身份特点 --- p.147 / Chapter 第三节 --- 小结 --- p.152 / Chapter 第五章 --- 实习情境中的学教与身份发展 --- p.156 / Chapter 第一节 --- 个案实习教师的实习故事 --- p.156 / Chapter 一、 --- 薇的实习故事 --- p.157 / Chapter 二、 --- 凯的实习故事 --- p.176 / Chapter 三、 --- 玲的实习故事 --- p.191 / Chapter 四、 --- 慧的实习故事 --- p.209 / Chapter 小结 --- p.227 / Chapter 第二节 --- 专业身份的形塑--实习情境的识读与应对 --- p.228 / Chapter 第三节 --- 专业身份的建构--情感体验与自我反思 --- p.236 / Chapter 第四节 --- 小结 --- p.240 / Chapter 第六章 --- 实习教师身份发展的主要影响因素 --- p.243 / Chapter 第一节 --- 传记性因素 --- p.243 / Chapter 第二节 --- 情境性因素 --- p.247 / Chapter 第三节 --- 经历性因素 --- p.263 / Chapter 第四节 --- 小结 --- p.275 / Chapter 第七章 --- 结论 --- p.277 / Chapter 第一节 --- 研究的结论 --- p.277 / Chapter 第二节 --- 研究意义 --- p.285 / Chapter 第三节 --- 研究反思与建议 --- p.292 / Chapter 附录一 --- 第一次访谈提纲 --- p.296 / Chapter 附录二 --- 第二次访谈提纲 --- p.298 / Chapter 附录三 --- 第三次访谈提纲 --- p.300 / Chapter 附录四 --- 文献综述中的“学教 --- p.300 / 参考文献 --- p.304

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

林一鋼. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 227-242). / 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. 227-242). / Lin Yigang.

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).