Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-79).

Thesis (M.S.W.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 87-91).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-79). Also available in print.

Pan, Lin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 173-180). / Abstract also in Chinese. / ABSTRACT --- p.I / 中文摘要 --- p.III / ACKNOWLEDGEMENTS --- p.V / TABLE OF CONTENTS --- p.VI / LIST OF TABLES --- p.IX / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Research-driven Theories of Language Learning Beliefs --- p.6 / Chapter 2.2.1 --- Definition of Beliefs about Language Learning --- p.6 / Chapter 2.2.2 --- Characteristics of Beliefs about Language Learning --- p.9 / Chapter 2.2.3 --- Structure of Language Learning Beliefs --- p.11 / Chapter 2.2.4 --- The Role of Language Learning Beliefs in L2 Learning --- p.13 / Chapter 2.2.5 --- Summary --- p.15 / Chapter 2.3 --- Approaches to the Investigations of Language Learning Beliefs --- p.15 / Chapter 2.3.1 --- The Normative Approach --- p.16 / Chapter 2.3.2 --- The Metacognitive Approach --- p.17 / Chapter 2.3.3 --- The Contextual Approach --- p.18 / Chapter 2.3.4 --- Summary --- p.20 / Chapter 2.4 --- Research in Second/Foreign Language Learning Contexts --- p.21 / Chapter 2.4.1 --- The Impact of Culture on Learning Beliefs --- p.22 / Chapter 2.4.2 --- Sources of Beliefs about Language Learning --- p.25 / Chapter 2.4.3 --- Mismatches between Teachers´ة and Students´ة Learning Beliefs --- p.29 / Chapter 2.4.4 --- The Association between Individual Learning Beliefs and Learning Outcomes --- p.31 / Chapter 2.4.5 --- Summary --- p.33 / Chapter 2.5 --- Rationale for Present Study --- p.33 / Chapter 2.6 --- Summary --- p.34 / Chapter 3 --- RESEARCH METHODOLOGY --- p.36 / Chapter 3.1 --- Introduction --- p.36 / Chapter 3.2 --- Context of the Study --- p.36 / Chapter 3.3 --- Research Design --- p.38 / Chapter 3.4 --- The Pilot Study --- p.40 / Chapter 3.4.1 --- Pilot Testing Survey --- p.40 / Chapter 3.4.1.1 --- Participants --- p.40 / Chapter 3.4.1.2 --- Construction of the Survey --- p.41 / Chapter 3.4.1.3 --- Procedures --- p.43 / Chapter 3.4.1.4 --- Results --- p.43 / Chapter 3.4.2 --- Pilot Study of Semi-structured Interviews --- p.45 / Chapter 3.4.2.1 --- Participants --- p.45 / Chapter 3.4.2.2 --- Design of Interview Protocols --- p.45 / Chapter 3.4.2.3 --- Procedures --- p.46 / Chapter 3.4.2.4 --- Results --- p.47 / Chapter 3.4.3 --- Implications of Pilot Study --- p.48 / Chapter 3.5 --- The Main Study --- p.48 / Chapter 3.5.1 --- Participants --- p.49 / Chapter 3.5.1.1 --- Survey Participants --- p.49 / Chapter 3.5.1.2 --- Selection Criteria for Student Interviewees --- p.49 / Chapter 3.5.2 --- Instrumentation --- p.51 / Chapter 3.5.2.1 --- Survey --- p.51 / Chapter 3.5.2.2 --- Semi-structured Interviews --- p.52 / Chapter 3.5.3 --- Data Collection --- p.52 / Chapter 3.5.3.1 --- Survey --- p.53 / Chapter 3.5.3.2 --- Semi-structured Interviews --- p.53 / Chapter 3.5.4 --- Data Analysis --- p.55 / Chapter 3.5.4.1 --- Survey --- p.55 / Chapter 3.5.4.2 --- Semi-structured Interviews --- p.55 / Chapter 3.5.4.3 --- Triangulation of Data --- p.56 / Chapter 3.6 --- Summary --- p.57 / Chapter 4 --- SURVEY FINDINGS AND DISCUSSION --- p.59 / Chapter 4.1 --- Introduction --- p.59 / Chapter 4.2 --- General Picture of Student Learning Beliefs --- p.59 / Chapter 4.3 --- General Picture of Teacher Learning Beliefs --- p.70 / Chapter 4.4 --- Mismatch between Teachers´ة and Students´ة Learning Beliefs --- p.77 / Chapter 4.5 --- The Relationship between Individual Learning Beliefs and Proficiency Levels --- p.81 / Chapter 4.6 --- Summary --- p.85 / Chapter 5 --- INTERVIEW FINDINGS AND DISCUSSION --- p.86 / Chapter 5.1 --- Introduction --- p.86 / Chapter 5.2 --- Participants´ة Learning Beliefs --- p.87 / Chapter 5.2.1 --- Beliefs about Foreign Language Aptitude --- p.87 / Chapter 5.2.1.1 --- The general existence of specialized abilities for language learning --- p.88 / Chapter 5.2.1.2 --- Beliefs about the characteristics of successful and less successful language learners --- p.91 / Chapter 5.2.2 --- Beliefs about the Difficulty of Language Learning --- p.102 / Chapter 5.2.2.1 --- Difficulty of learning English as a foreign language --- p.103 / Chapter 5.2.2.2 --- Relative difficulty of different language skills --- p.106 / Chapter 5.2.2.3 --- Expectation for success --- p.110 / Chapter 5.2.3 --- Beliefs about the Nature of Language Learning --- p.112 / Chapter 5.2.3.1 --- Role of culture contact and language immersion in language learning --- p.113 / Chapter 5.2.3.2 --- Language learning and learning of other school subjects --- p.117 / Chapter 5.2.3.3 --- Focus of the language learning task --- p.110 / Chapter 5.2.4 --- Beliefs about Learning and Communication Strategies --- p.121 / Chapter 5.2.4.1 --- Pronunciation --- p.123 / Chapter 5.2.4.2 --- Grammar --- p.130 / Chapter 5.2.4.3 --- Vocabulary --- p.132 / Chapter 5.2.4.4 --- Reading --- p.135 / Chapter 5.2.4.5 --- Writing --- p.138 / Chapter S.2.4.6 --- Speaking --- p.140 / Chapter 5.2.5 --- Beliefs about Motivation --- p.145 / Chapter 5.3 --- Discussion --- p.150 / Chapter 5.3.1 --- Sources of Learning Beliefs --- p.150 / Chapter 5.3.2 --- Beliefs Specific to the Hong Kong Learning Context --- p.154 / Chapter 5.4 --- Summary --- p.156 / Chapter 6 --- CONCLUSION --- p.157 / Chapter 6.1 --- Introduction --- p.157 / Chapter 6.2 --- Summary of the Significant Findings --- p.157 / Chapter 6.3 --- Implications of the Research --- p.162 / Chapter 6.3.1 --- Eliminating Learners´ة Inappropriate Learning Beliefs --- p.162 / Chapter 6.3.2 --- "Improving Learners, Perceptions of Foreign Language Aptitude" --- p.164 / Chapter 6.3.3 --- Changing Learners´ة Views about the Difficulty of Foreign Language Learning --- p.165 / Chapter 6.3.4 --- Increasing Learners´ة Knowledge of Accents in Varieties of English --- p.166 / Chapter 6.3.5 --- Providing More Opportunities for Practicing English with Native Speakers --- p.167 / Chapter 6.3.6 --- Adjusting Teachers´ة English Learning Beliefs --- p.167 / Chapter 6.4 --- Limitations of the Present Study --- p.169 / Chapter 6.5 --- Suggestions for Further Studies --- p.170 / Chapter 6.6 --- Summary --- p.172 / REFERENCES --- p.173 / APPENDICES --- p.181 / Appendix A: Sample Questionnaire for Beliefs about Language Learning --- p.181 / Appendix B: Sample Questionnaire on Teachers´ة Beliefs about Language Learning --- p.185 / Appendix C: Sample Semi-structured Interview Protocol --- p.187 / Appendix D: Sample Content Form --- p.192 / Appendix E: Full result of Students' Beliefs about Language Learning Inventory (As Percentage) --- p.194 / Appendix F: Full result of Teachers´ة Beliefs about Language Learning Inventory (As Percentage) --- p.196 / Appendix G: Comparison between Teachers and Students on Language Learning Beliefs (As Percentage) --- p.198

by Lum Wai-mun. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 46-47). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF FIGURES --- p.vi / LIST OF TABLES --- p.vii / LIST OF APPENDIX --- p.viii / ACKNOWLEDGMENTS --- p.ix / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Background --- p.1 / Objective of Study --- p.2 / Methodology --- p.3 / Chapter II. --- STRATEGIC PLANNING --- p.6 / What is strategic planning --- p.6 / Benefits of Adopting Strategic Planning --- p.6 / Chapter III --- STRATEGIC PLANNING IN THE CITY UNIVERSITY OF HONG KONG --- p.8 / Threats and Opportunities in the External Environment --- p.8 / Strength of City University of Hong Kong --- p.10 / Weaknesses of City University of Hong Kong --- p.12 / Mission --- p.13 / Strategies --- p.15 / Chapter IV --- CAREER COUNSELLING SERVICE OF THE CITY UNIVERSITY OF HONG KONG --- p.16 / Background --- p.16 / Its role in Supporting the Corporate Strategies --- p.17 / Chapter V --- STRATEGIC PLANNING FOR THE CAREER COUNSELLING SERVICE --- p.21 / SWOT Analysis --- p.21 / Student Needs Analysis --- p.28 / Chapter VI --- RECOMMENDATIONS FOR CAREER COUNSELLING SERVICE / Strategies --- p.34 / Shared Value --- p.36 / Style --- p.37 / Staff and Skills --- p.37 / Structure --- p.37 / System --- p.38 / Chapter VII --- CONCLUSION AND RECOMMENDATIONS FOR FURTHER STUDIES --- p.40 / APPENDIX --- p.42 / BIBLIOGRAPHY --- p.46

Chen Jing. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2006-2007, design report." / Includes bibliographical references. / Some text in Chinese. / Acknowledgment / Abstract / Chapter 1.0 --- Introduction / Chapter 1.1 --- Issue and scope / Chapter 1.2 --- Modem studies of college design / Chapter 1.3 --- An alternative reading / Chapter 2.0 --- Theory Study / Chapter 2.1 --- Students activity analysis in college / Chapter 2.1.1 --- Living together / Chapter 2.1.2 --- Eating together / Chapter 2.1.3 --- Learning together / Chapter 2.1.4 --- Activating together / Chapter 2.2 --- The development of Chinese traditional college / Chapter 2.2.1 --- Combination of culture and form / Chapter 2.2.2 --- Combination of culture and nature / Chapter 2.2.3 --- Association of the courtyard / Chapter 2.2.4 --- The courtyard shows remarkable environmental advantages / Chapter 3.0 --- Project Analysis / Chapter 3.1 --- Subject analysis / Chapter 3.2 --- Site/context analysis / Chapter 3.3 --- Design process / Chapter 4.0 --- Final Design / Chapter 4.1 --- Concept diagram / Chapter 4.2 --- Plans / Chapter 4.3 --- Sections and elevations / Chapter 4.4 --- Models / Chapter 4.5 --- Final presentation / Bibliography

Cheung Chi Ling Becky. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2005-2006, design report." / Chapter 01 --- STUDIES / Prefabrication Buildings Systems / Container Building Projects / Chapter 02 --- DESIGN PROJECT / Why Shipping Containers / Preliminary Site & Program / Basic Composition Study - The Unit & The Complex / Design Exploration / Five Selected Sites Studies / Final Design

Lee, Shuk Ling Candy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 180-193). / Abstracts in English and Chinese; appendix C also in Chinese. / Abstract --- p.i / Abstract in Chinese --- p.iii / Acknowledgment --- p.iv / Table of contents --- p.v / List of tables --- p.viii / List of figures --- p.ix / Chapter Chapter 1 --- Introduction / Chapter 1.1. --- Background of this study --- p.1 / Chapter 1.2. --- Purpose of this study --- p.4 / Chapter 1.3. --- Scope and delimitation --- p.4 / Chapter 1.4. --- Organization of thesis --- p.5 / Chapter Chapter 2 --- Literature Review / Chapter 2.1. --- Introduction --- p.8 / Chapter 2.2. --- Rape as a sexual offense --- p.8 / Chapter 2.2.1. --- The legal definition of rape --- p.9 / Chapter 2.2.2. --- The social definition of rape --- p.12 / Chapter 2.3. --- Rape myths --- p.13 / Chapter 2.3.1. --- The victim is lying --- p.15 / Chapter 2.3.2. --- The intercourse was consensual --- p.17 / Chapter 2.3.3. --- No damaged was done to the victim --- p.18 / Chapter 2.3.4. --- The victim is blamed --- p.20 / Chapter 2.4. --- Rape myths for male victims only --- p.22 / Chapter 2.4.1. --- "Outside of prisons, male rapes are impossible" --- p.22 / Chapter 2.4.2. --- Rapists and victims are homosexuals --- p.25 / Chapter 2.4.3. --- Males victims are weak --- p.26 / Chapter 2.5. --- Dyadic differences in attribution of rape myths --- p.27 / Chapter 2.6. --- Rape myths in Hong Kong --- p.30 / Chapter 2.7. --- Secondary victimization --- p.32 / Chapter 2.7.1. --- Post-traumatic stress disorder --- p.34 / Chapter 2.7.2. --- Underreporting of rape --- p.35 / Chapter 2.8. --- Conversational practice --- p.38 / Chapter 2.9. --- Metaphor and rape ´ب --- p.44 / Chapter 2.10. --- Summary --- p.49 / Chapter Chapter 3 --- Method / Chapter 3.1. --- Introduction / Chapter 3.2. --- Research questions --- p.51 / Chapter 3.3. --- Research design --- p.52 / Chapter 3.3.1. --- Research procedures --- p.52 / Chapter 3.3.2. --- Participants --- p.53 / Chapter 3.3.3. --- Research setting --- p.55 / Chapter 3.3.4. --- Materials --- p.55 / Chapter 3.4. --- The vignette method --- p.56 / Chapter 3.5. --- Data analysis --- p.61 / Chapter 3.6. --- Feminist standpoint --- p.62 / Chapter 3.7. --- Triangulation --- p.62 / Chapter 3.8. --- Summary --- p.62 / Chapter Chapter 4 --- Results and discussion: Dyadic differences / Chapter 4.1. --- Introduction --- p.64 / Chapter 4.2. --- Summary of the goal and procedure of the study --- p.64 / Chapter 4.3. --- Overview of rape myths --- p.65 / Chapter 4.4. --- Dyadic differences --- p.66 / Chapter 4.4.1. --- Distribution of rape myths 一 female rape --- p.66 / Chapter 4.4.2. --- Distribution of rape myths 一 male rape --- p.68 / Chapter 4.4.3. --- Conversational practices --- p.73 / Chapter 4.4.3.1. --- Who dominates the floor? --- p.73 / Chapter 4.4.3.2. --- Male pauses between turns --- p.79 / Chapter 4.4.3.3. --- The effect of the research context --- p.82 / Chapter 4.5. --- Summary --- p.83 / Chapter Chapter 5 --- Results and discussion: Female rape talk / Chapter 5.1. --- Introduction --- p.85 / Chapter 5.2. --- Rape myths in detail --- p.85 / Chapter 5.2.1. --- Rape myth 1: The victim is lying --- p.86 / Chapter 5.2.1.1. --- Women are evil --- p.87 / Chapter 5.2.1.2. --- Women take pride of their sex appeal --- p.89 / Chapter 5.2.1.3. --- Rape is an easy accusation to make --- p.90 / Chapter 5.2.1.4. --- Rape is a shame and should be concealed from anyone --- p.93 / Chapter 5.2.1.5. --- Discussion --- p.94 / Chapter 5.2.2. --- Rape myth 2: The intercourse was consensual --- p.95 / Chapter 5.2.2.1. --- "Women never mean ""no""" --- p.96 / Chapter 5.2.2.2. --- Victims must have struggled hard --- p.97 / Chapter 5.2.2.3. --- Discussion --- p.98 / Chapter 5.2.3. --- Rape myth 3: No damage was done to the victim --- p.99 / Chapter 5.2.3.1. --- Raped women are impure --- p.100 / Chapter 5.2.3.2. --- Rape has done no damage to dissolute women --- p.101 / Chapter 5.2.3.3. --- Discussion --- p.102 / Chapter 5.2.4. --- Rape myth 4: The victim is blamed --- p.103 / Chapter 5.2.4.1. --- The public sphere is dangerous to females --- p.104 / Chapter 5.2.4.2. --- Victims are accused of their reckless behaviors --- p.107 / Chapter 5.2.4.3. --- Good things happen to good people; bad things happen to bad people --- p.112 / Chapter 5.2.4.4. --- Discussion --- p.113 / Chapter 5.3. --- Summary --- p.116 / Chapter Chapter 6 --- Results and discussion: Male rape talk / Chapter 6.1. --- Introduction --- p.119 / Chapter 6.2. --- Male rape myths in detail --- p.119 / Chapter 6.2.1. --- Rape myth 1: Outside of prisons，male rape cannot happen --- p.119 / Chapter 6.2.1.1. --- Male rape is unexpected --- p.120 / Chapter 6.2.1.2. --- The male victim is relatively blameless --- p.122 / Chapter 6.2.1.3. --- Discussion --- p.124 / Chapter 6.2.2. --- Rape myth 2: Rapists and victims are homosexuals --- p.125 / Chapter 6.2.2.1. --- The rapist is homosexual because rape is a sexually motivated crime --- p.126 / Chapter 6.2.2.2. --- Male victims are construed as feminine --- p.129 / Chapter 6.2.2.3. --- Homophobia --- p.132 / Chapter 6.2.2.4. --- Discussion --- p.134 / Chapter 6.2.3. --- Rape myth 3: Male victims are weak --- p.136 / Chapter 6.2.3.1. --- Males should have the ability to resist --- p.136 / Chapter 6.2.3.2. --- Male rape victims are of young age --- p.138 / Chapter 6.2.3.3. --- Discussion --- p.139 / Chapter 6.3. --- Summary --- p.140 / Chapter Chapter 7 --- Results and discussion: Metaphors in rape talk / Chapter 7.1. --- Introduction --- p.142 / Chapter 7.2. --- Metaphors --- p.142 / Chapter 7.2.1. --- Female rape is science; male rape is supernatural --- p.143 / Chapter 7.2.2. --- The rapist is a wolf; rape is preying; the victim is a prey --- p.146 / Chapter 7.2.3. --- The act of rape is holding in the hand --- p.149 / Chapter 7.2.4. --- Rape is war --- p.151 / Chapter 7.3. --- Discussion --- p.152 / Chapter 7.4. --- Summary --- p.158 / Chapter Chapter 8 --- Conclusion / Chapter 8.1. --- Introduction --- p.150 / Chapter 8.2. --- Summary --- p.160 / Chapter 8.2.1. --- How do Hong Kong students of mixed- and same-sex dyads talk about rape? --- p.160 / Chapter 8.2.2. --- How are rape myths constructed through conversations of dyads about female and male rape? --- p.162 / Chapter 8.2.3. --- What metaphors do the dyads use when discussing rape? --- p.166 / Chapter 8.3. --- Limitation --- p.168 / Chapter 8.4. --- Contributions --- p.169 / Chapter 8.5. --- Recommendations --- p.172 / Chapter 8.6. --- Suggestions for further research --- p.176 / References --- p.180 / Appendices / Appendix A Participant information --- p.194 / Appendix B Personal information questionnaire --- p.200 / Appendix C The vignettes --- p.201 / Appendix D Consent form --- p.203

Leung Yuen-fun Rachel. / Thesis submitted in: May 2004. / One leaflet mounted. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references. / Abstracts in English and Chinese. / Chapter Chapter One: --- Historical Background / The discovery of the kiln sites --- p.1 / The naming of Changsha ware --- p.3 / The beginning of production --- p.5 / Chapter Chapter Two: --- Development of Changsha ware / Duration of operation --- p.10 / Stages of development --- p.11 / Reasons for decline --- p.15 / Chapter Chapter Three: --- Glaze and Kiln Characteristics of Changsha ware / Body --- p.18 / Shaping method --- p.19 / Glazes --- p.19 / Kiln --- p.21 / Chapter Chapter Four: --- Classification of Changsha ware in the Art Museum collection / Introduction --- p.24 / Daily household wares --- p.25 / Cultural and scholar's articles --- p.44 / Toys --- p.47 / Potter's tool --- p.51 / Chapter Chapter Five: --- Decoration of Changsha ware in the Art Museum collection / Introduction --- p.53 / Decorative technique --- p.54 / Decorative motif --- p.59 / Chapter Chapter Six: --- Changsha ware as reflections of daily life / Custom and religion --- p.78 / Games --- p.94 / Childhood education --- p.98 / Cross cultural Communication --- p.100 / Chapter Chapter Seven: --- Conclusion --- p.102

Wong, Kin Hung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 190-198). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i. / ABSTRACT (CHINESE) --- p.iii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xix / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Significance of this Study --- p.3 / Chapter 1.4 --- Organization of this Thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Orientation towards Language --- p.6 / Chapter 2.2.1 --- Structuralist Notions --- p.6 / Chapter 2.2.2 --- Poststructuralist Notions --- p.7 / Chapter 2.3 --- Orientation towards Identity --- p.9 / Chapter 2.3.1 --- Structuralist Notions --- p.9 / Chapter 2.3.2 --- Poststructuralist Notions --- p.10 / Chapter 2.4 --- Language and Identity --- p.13 / Chapter 2.4.1 --- Code Switching --- p.14 / Chapter 2.5 --- "Language, Identity and Culture" --- p.15 / Chapter 2.6 --- "Attitude, Motivation and Willingness to Communicate (WTC)" --- p.17 / Chapter 2.6.1 --- Attitude --- p.17 / Chapter 2.6.2 --- Motivation --- p.19 / Chapter 2.6.1 --- Social Psychological Perspective --- p.19 / Chapter 2.6.2 --- Sociocultural Perspective --- p.20 / Chapter 2.6.3 --- Willingness to Communicate (WTC) --- p.22 / Chapter 2.7 --- Language Use and Cultural Identity in Hong Kong --- p.24 / Chapter 2.7.1 --- Political and Sociolinguistic Background of Hong Kong --- p.24 / Chapter 2.7.2 --- Surveys of Cultural Identity in Hong Kong --- p.26 / Chapter 2.7.3 --- Empirical Studies on Cultural Identity and Language Attitudes in Hong Kong --- p.30 / Chapter 2.7.3.1 --- Cultural Identity and Language Attitudes towards the Use of English --- p.30 / Chapter 2.7.3.2 --- Cultural Identity and Language Attitudes towards the Use of Cantonese --- p.32 / Chapter 2.7.3.3 --- Cultural Identity and Language Attitudes towards the Use of Cantonese-English Code mixing --- p.33 / Chapter 2.7.3.4 --- Cultural Identity and Language Attitudes towards the Use of Putonghua --- p.34 / Chapter 2.7.3.5 --- Specific Studies with English Majors in Hong Kong --- p.36 / Chapter 2.8 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.38 / Chapter 3.2 --- Research Design --- p.38 / Chapter 3.3 --- Participants --- p.38 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.38 / Chapter 3.3.2 --- Demographic and Language Background --- p.40 / Chapter 3.4 --- Instrumentation --- p.48 / Chapter 3.4.1 --- Questionnaire Survey --- p.48 / Chapter 3.4.2 --- Semi-structured Interview --- p.49 / Chapter 3.4.3 --- Autobiographical Account --- p.50 / Chapter 3.4.4 --- Triangulation --- p.50 / Chapter 3.5 --- Data Collection and Processing --- p.50 / Chapter 3.5.1 --- Semi-structured Interview --- p.51 / Chapter 3.5.2 --- Questionnaire Survey --- p.51 / Chapter 3.5.3 --- Autobiographical Account --- p.52 / Chapter 3.6 --- Data Analysis --- p.52 / Chapter 3.7 --- Validity and Reliability --- p.52 / Chapter 3.8 --- Ethics --- p.53 / Chapter 3.9 --- Limitation --- p.53 / Chapter 3.10 --- Summary --- p.54 / Chapter CHAPTER 4 --- BENNY'S STORY / Chapter 4.1 --- Introduction --- p.56 / Chapter 4.2 --- Benny's Story --- p.56 / Chapter 4.2.1 --- Language and Cultural Socialization --- p.56 / Chapter 4.2.1.1 --- Influence of Family --- p.56 / Chapter 4.2.1.2 --- Influence of Formal Education --- p.58 / Chapter 4.2.1.3 --- Influence of Local Community --- p.59 / Chapter 4.2.1.4 --- Influence of Travel --- p.60 / Chapter 4.2.2 --- Language Learning and Use --- p.62 / Chapter 4.2.2.1 --- Language Proficiency --- p.62 / Chapter 4.2.2.2 --- Language Attitudes --- p.62 / Chapter 4.2.2.2.1 --- Towards Cantonese --- p.62 / Chapter 4.2.2.2.2 --- Towards English --- p.62 / Chapter 4.2.2.2.3 --- Towards Hong Kong Accented English --- p.63 / Chapter 4.2.2.2.4 --- Towards Putonghua --- p.64 / Chapter 4.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.64 / Chapter 4.2.2.2.6 --- Towards Other Language Varieties --- p.65 / Chapter 4.2.2.3 --- Motivation and Investment in Language Learning --- p.66 / Chapter 4.2.2.3.1 --- English --- p.66 / Chapter 4.2.2.3.2 --- Putonghua --- p.67 / Chapter 4.2.2.3.3 --- Other Languages --- p.68 / Chapter 4.2.2.4 --- Language Use in Different Contexts --- p.68 / Chapter 4.2.2.4.1 --- Speaking to a Native Speaker of English --- p.68 / Chapter 4.2.2.4.2 --- Speaking to a Cantonese Speaker --- p.69 / Chapter 4.2.2.4.3 --- Speaking to a Chinese who could not Speak Cantonese --- p.69 / Chapter 4.2.2.4.4 --- Speaking to Mainland Chinese Exchange Students in Hong Kong --- p.70 / Chapter 4.2.2.4.5 --- Speaking to Chinese in Mainland China.… --- p.70 / Chapter 4.2.2.4.6 --- Speaking to East Asians in Travel --- p.70 / Chapter 4.2.3 --- Identity --- p.71 / Chapter 4.2.3.1 --- Self-Construal --- p.71 / Chapter 4.2.3.1.1 --- Chinese and English Names --- p.72 / Chapter 4.2.3.2 --- Identity Triggers --- p.72 / Chapter 4.2.3.2.1 --- Handover of Hong Kong --- p.73 / Chapter 4.2.3.2.2 --- Chinese People and Chinese News --- p.73 / Chapter 4.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.74 / Chapter 4.2.3.3.1 --- In China --- p.74 / Chapter 4.2.3.3.2 --- In Other Places --- p.75 / Chapter 4.2.3.4 --- Identity and Language Use --- p.76 / Chapter 4.2.3.5 --- Summary --- p.79 / Chapter CHAPTER 5 --- DORIS' STORY / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Doris' Story --- p.80 / Chapter 5.2.1 --- Language and Cultural Socialization --- p.80 / Chapter 5.2.1.1 --- Influence of Family --- p.80 / Chapter 5.2.1.2 --- Influence of Formal Education --- p.81 / Chapter 5.2.1.3 --- Influence of Local Community --- p.82 / Chapter 5.2.1.4 --- Influence of Travel --- p.83 / Chapter 5.2.2 --- Language Learning and Use --- p.84 / Chapter 5.2.2.1 --- Language Proficiency --- p.84 / Chapter 5.2.2.2 --- Language Attitudes --- p.84 / Chapter 5.2.2.2.1 --- Towards Cantonese --- p.84 / Chapter 5.2.2.2.2 --- Towards English --- p.84 / Chapter 5.2.2.2.3 --- Towards Hong Kong Accented English --- p.85 / Chapter 5.2.2.2.4 --- Towards Putonghua --- p.86 / Chapter 5.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.86 / Chapter 5.2.2.3 --- Motivation and Investment in Language Learning --- p.88 / Chapter 5.2.2.3.1 --- English --- p.88 / Chapter 5.2.2.3.2 --- Putonghua --- p.89 / Chapter 5.2.2.4 --- Language Use in Different Contexts --- p.89 / Chapter 5.2.2.4.1 --- Speaking to a native speaker of English --- p.89 / Chapter 5.2.2.4.2 --- Speaking to a Cantonese speaker --- p.90 / Chapter 5.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.91 / Chapter 5.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.91 / Chapter 5.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.91 / Chapter 5.2.2.4.6 --- Speaking to East Asians in Travel --- p.91 / Chapter 5.2.3 --- Identity --- p.92 / Chapter 5.2.3.1 --- Self-Construal --- p.92 / Chapter 5.2.3.1.1 --- Chinese and English Names --- p.94 / Chapter 5.2.3.2 --- Identity Triggers --- p.94 / Chapter 5.2.3.2.1 --- Travel Experience --- p.94 / Chapter 5.2.3.2.2 --- Chinese People and Chinese News --- p.95 / Chapter 5.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.97 / Chapter 5.2.3.3.1 --- In China --- p.97 / Chapter 5.2.3.3.2 --- In Other Places --- p.97 / Chapter 5.2.3.4 --- Identity and Language Use --- p.98 / Chapter 5.2.3.5 --- Summary --- p.99 / Chapter CHAPTER 6 --- MAGGIE'S STORY / Chapter 6.1 --- Introduction --- p.100 / Chapter 6.2 --- Maggie's Story --- p.100 / Chapter 6.2.1 --- Language and Cultural Socialization --- p.100 / Chapter 6.2.1.1 --- Influence of Family --- p.100 / Chapter 6.2.1.2 --- Influence of Formal Education --- p.101 / Chapter 6.2.1.3 --- Influence of Local Community --- p.102 / Chapter 6.2.1.4 --- Influence of Travel --- p.103 / Chapter 6.2.2 --- Language Learning and Use --- p.103 / Chapter 6.2.2.1 --- Language Proficiency --- p.103 / Chapter 6.2.2.2 --- Language Attitudes --- p.104 / Chapter 6.2.2.2.1 --- Towards Cantonese --- p.104 / Chapter 6.2.2.2.2 --- Towards English --- p.104 / Chapter 6.2.2.2.3 --- Towards Hong Kong Accented English --- p.106 / Chapter 6.2.2.2.4 --- Towards Putonghua --- p.106 / Chapter 6.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.106 / Chapter 6.2.2.3 --- Motivation and Investment in Language Learning --- p.107 / Chapter 6.2.2.3.1 --- English --- p.107 / Chapter 6.2.2.3.2 --- Putonghua --- p.108 / Chapter 6.2.2.4 --- Language Use in Different Contexts --- p.108 / Chapter 6.2.2.4.1 --- Speaking to a native speaker of English… --- p.109 / Chapter 6.2.2.4.2 --- Speaking to a Cantonese speaker --- p.109 / Chapter 6.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.109 / Chapter 6.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.109 / Chapter 6.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.110 / Chapter 6.2.2.4.6 --- Speaking to East Asians in Travel --- p.110 / Chapter 6.2.3 --- Identity --- p.110 / Chapter 6.2.3.1 --- Self-Construal --- p.110 / Chapter 6.2.3.1.1 --- Chinese and English Names --- p.111 / Chapter 6.2.3.2 --- Identity Triggers --- p.112 / Chapter 6.2.3.2.1 --- Travel Experiences --- p.112 / Chapter 6.2.3.2.2 --- Handover of Hong Kong --- p.114 / Chapter 6.2.3.2.4 --- Chinese People and Chinese News --- p.114 / Chapter 6.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.115 / Chapter 6.2.3.3.1 --- In China --- p.115 / Chapter 6.2.3.3.2 --- In Other Places --- p.115 / Chapter 6.2.3.4 --- Identity and Language Use --- p.116 / Chapter 6.2.3.5 --- Summary --- p.117 / Chapter CHAPTER 7 --- VICKY'S STORY / Chapter 7.1 --- Introduction --- p.119 / Chapter 7.2 --- Vicky's Story --- p.119 / Chapter 7.2.1 --- Language and Cultural Socialization --- p.119 / Chapter 7.2.1.1 --- Influence of Family --- p.119 / Chapter 7.2.1.2 --- Influence of Formal Education --- p.120 / Chapter 7.2.1.3 --- Influence of Local Community --- p.123 / Chapter 7.2.1.4 --- Influence of Travel --- p.124 / Chapter 7.2.2 --- Language Learning and Use --- p.125 / Chapter 7.2.2.1 --- Language Proficiency --- p.125 / Chapter 7.2.2.2 --- Language Attitudes --- p.126 / Chapter 7.2.2.2.1 --- Towards Cantonese --- p.126 / Chapter 7.2.2.2.2 --- Towards English --- p.126 / Chapter 7.2.2.2.3 --- Towards Hong Kong Accented English --- p.127 / Chapter 7.2.2.2.4 --- Towards Putonghua --- p.128 / Chapter 7.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.129 / Chapter 7.2.2.2.6 --- Towards Other Language Varieties --- p.129 / Chapter 7.2.2.3 --- Motivation and Investment in Language Learning --- p.129 / Chapter 7.2.2.3.1 --- English --- p.129 / Chapter 7.2.2.3.2 --- Putonghua --- p.130 / Chapter 7.2.2.3.3 --- Other Languages --- p.131 / Chapter 7.2.2.4 --- Language Use in Different Contexts --- p.131 / Chapter 7.2.2.4.1 --- Speaking to a native speaker of English… --- p.131 / Chapter 7.2.2.4.2 --- Speaking to a Cantonese speaker --- p.132 / Chapter 7.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.132 / Chapter 7.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.132 / Chapter 7.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.132 / Chapter 7.2.2.4.6 --- Speaking to East Asians in Travel --- p.133 / Chapter 7.2.3 --- Identity --- p.133 / Chapter 7.2.3.1 --- Self-Construal --- p.133 / Chapter 7.2.3.1.1 --- Chinese and English Names --- p.134 / Chapter 7.2.3.2 --- Identity Triggers --- p.135 / Chapter 7.2.3.2.1 --- Travel Experience --- p.135 / Chapter 7.2.3.2.2 --- Overseas Residential Experience --- p.136 / Chapter 7.2.3.2.3 --- Handover of Hong Kong --- p.137 / Chapter 7.2.3.2.4 --- Chinese People and Chinese News --- p.137 / Chapter 7.2.3.3 --- Perceptions of Cultural Identity in Different Context --- p.138 / Chapter 7.2.3.3.1 --- In China --- p.138 / Chapter 7.2.3.3.2 --- In Other Places --- p.138 / Chapter 7.2.3.4 --- Identity and Language Use --- p.139 / Chapter 7.2.3.5 --- Summary --- p.141 / Chapter CHAPTER 8 --- WENDY'S STORY / Chapter 8.1 --- Introduction --- p.142 / Chapter 8.2 --- Wendy's Story --- p.142 / Chapter 8.2.1 --- Language and Cultural Socialization --- p.142 / Chapter 8.2.1.1 --- Influence of Family --- p.142 / Chapter 8.2.1.2 --- Influence of Formal Education --- p.143 / Chapter 8.2.1.3 --- Influence of Local Community --- p.144 / Chapter 8.2.1.4 --- Influence of Travel --- p.145 / Chapter 8.2.2 --- Language Learning and Use --- p.146 / Chapter 8.2.2.1 --- Language Proficiency --- p.146 / Chapter 8.2.2.2 --- Language Attitudes --- p.146 / Chapter 8.2.2.2.1 --- Towards Cantonese --- p.146 / Chapter 8.2.2.2.2 --- Towards English --- p.147 / Chapter 8.2.2.2.3 --- Towards Hong Kong Accented English --- p.148 / Chapter 8.2.2.2.4 --- Towards Putonghua --- p.148 / Chapter 8.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.149 / Chapter 8.2.2.2.6 --- Towards Other Language Varieties --- p.149 / Chapter 8.2.2.3 --- Motivation and Investment in Language Learning --- p.150 / Chapter 8.2.2.3.1 --- English --- p.150 / Chapter 8.2.2.3.2 --- Putonghua --- p.150 / Chapter 8.2.2.3.3 --- Other Languages --- p.150 / Chapter 8.2.2.4 --- Language Use in Different Context --- p.151 / Chapter 8.2.2.4.1 --- Speaking to a native speaker of English --- p.151 / Chapter 8.2.2.4.2 --- Speaking to a Cantonese speaker --- p.151 / Chapter 8.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.151 / Chapter 8.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.152 / Chapter 8.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.152 / Chapter 8.2.2.4.6 --- Speaking to East Asians in Travel --- p.152 / Chapter 8.2.3 --- Identity --- p.152 / Chapter 8.2.3.1 --- Self-Construal --- p.152 / Chapter 8.2.3.1.1 --- Chinese and English Names --- p.153 / Chapter 8.2.3.2 --- Identity Triggers --- p.154 / Chapter 8.2.3.2.1 --- Travel Experience --- p.154 / Chapter 8.2.3.2.2 --- Overseas Residential Experience --- p.155 / Chapter 8.2.3.2.3 --- Chinese People and Chinese News --- p.155 / Chapter 8.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.155 / Chapter 8.2.3.3.1 --- In China --- p.155 / Chapter 8.2.3.3.2 --- In Other Places --- p.156 / Chapter 8.2.3.4 --- Identity and Language Use --- p.156 / Chapter 8.2.3.5 --- Summary --- p.157 / Chapter CHAPTER 9 --- DISCUSSION AND CONCLUSIONS / Chapter 9.1 --- Introduction --- p.158 / Chapter 9.2 --- Guiding Question One --- p.158 / Chapter 9.2.1 --- Attitudes towards Cantonese --- p.158 / Chapter 9.2.2 --- Attitudes towards English --- p.160 / Chapter 9.2.3 --- Attitudes towards Putonghua --- p.164 / Chapter 9.2.4 --- Attitudes towards Code-mixing of Cantonese and English --- p.166 / Chapter 9.3 --- Guiding Question Two --- p.168 / Chapter 9.3. --- Motivation towards Cantonese --- p.168 / Chapter 9.3.2 --- Motivation towards English --- p.169 / Chapter 9.3.3 --- Motivation towards Putonghua --- p.171 / Chapter 9.3.4 --- Motivation towards Code-mixing of Cantonese and English --- p.173 / Chapter 9.4 --- Guiding Question Three --- p.174 / Chapter 9.4.1 --- Use of English --- p.174 / Chapter 9.4.2 --- Use of Putonghua --- p.177 / Chapter 9.4.3 --- Use of Code-mixing of Cantonese and English --- p.179 / Chapter 9.5 --- Guiding Question Four --- p.180 / Chapter 9.5.1 --- Cultural Identity --- p.180 / Chapter 9.5.2 --- Self-construal --- p.182 / Chapter 9.6 --- Summary of Findings --- p.183 / Chapter 9.7 --- Implications --- p.186 / Chapter 9.7.1 --- For EFL Learners --- p.186 / Chapter 9.7.2 --- For English Teachers --- p.187 / Chapter 9.8 --- Limitations of the Present Study --- p.188 / Chapter 9.9 --- Suggestions for Further Study --- p.189 / REFERENCES --- p.190 / APPENDIX A Questionnaire 1 (Personal Information and Language Attitudes) --- p.199 / APPENDIX B Questionnaire 2 (Strength of Cultural Identity) --- p.202 / APPENDIX C Interview Protocols (Interview 1: Language Choice) --- p.203 / APPENDIX D Interview Protocols (Interview 2: Cultural Identity) --- p.205 / APPENDIX E Interview Protocols (Interview 3: Language Background and Cultural Identity) --- p.206 / APPENDIX F Guiding Question for Autobiographical Account of Second Language Learning --- p.207 / APPENDIX G Consent Form --- p.208