Phase Two study consists of 548 non-English major sophomore students in a large-scale survey on the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. The instruments include Questionnaire on the Metacognitive Knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and EFL Reading Comprehension Test. The findings reveal that Chinese tertiary EFL readers have a good command of 2,000-word level and approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability. / The present study sets out to investigate how Chinese tertiary EFL readers utilize metacognitive knowledge in their academic reading process, to discover the possible differences between less successful readers and successful readers in utilizing metacognitive knowledge in their reading and to map out the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. / The study consists of two phases. Five less successful and five successful Chinese tertiary EFL readers participated in the think-aloud reading task and the interviews in Phase One study. Twenty-nine types of metacognitive knowledge were identified and categorized into nine subcategories under two major categories of person knowledge and strategy knowledge following Flavell's metacognitive framework (1979). Less successful readers used more frequently most types of metacognitive knowledge than their successful counterparts. Vocabulary was found to be the major obstacle hindering the students' reading progress for both groups of students. However, successful readers deployed strategy knowledge more flexibly to address the vocabulary gap than less successful readers. Differences were also discovered on the motivational and affective characteristics such as reader role, goal of reading, interest and self-efficacy between the two groups. Successful readers were more actively engaged in reading and provided interpretations of the text on their own authority. They also demonstrated an accurate self-knowledge and higher levels of task-mastery goal and interest toward reading. / The theoretical, empirical and educational contributions of these findings for L2 reading are discussed, as are suggestions for future research. / Li, Jie. / Advisers: Yujing Ni; Kawai Chan. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1923. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 172-193). / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Chui Sze Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 101-105). / Abstracts in English and Chinese. / ABSTRACT --- p.1 / ACKNOWLEDGEMENT --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Background of the Present Study --- p.2 / Chapter 1.3 --- A Response: The Present Study --- p.3 / Chapter 1.4 --- Significance of the Study --- p.3 / Chapter 1.5 --- Research Questions --- p.4 / Chapter 1.6 --- Organization of Thesis --- p.5 / Chapter 1.7 --- Summary --- p.6 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.2 --- Vocabulary and Vocabulary Knowledge --- p.7 / Chapter 2.2.1 --- "The notion of ""word""" --- p.8 / Chapter 2.2.2 --- "What does ""knowing a word"" mean?" --- p.9 / Chapter 2.2.2.1 --- Richards' eight assumptions --- p.9 / Chapter 2.2.2.2 --- Carter's seven characteristics --- p.10 / Chapter 2.2.2.3 --- Nation's model --- p.12 / Chapter 2.3 --- L2 Vocabulary Acquisition --- p.14 / Chapter 2.3.1 --- Development of L2 mental lexicon --- p.14 / Chapter 2.3.1.1 --- L1 versus L2 --- p.15 / Chapter 2.3.1.2 --- Receptive vocabulary versus productive vocabulary --- p.15 / Chapter 2.3.2 --- How vocabulary should be learnt: Explicit versus implicit --- p.17 / Chapter 2.4 --- Vocabulary Testing --- p.20 / Chapter 2.4.1 --- What makes a good vocabulary test --- p.20 / Chapter 2.4.2 --- Breadth versus depth: Some implications for test design --- p.22 / Chapter 2.4.2.1 --- Meara's Eurocentres Vocabulary Size Test --- p.22 / Chapter 2.4.2.2 --- Nation's Vocabulary Levels Test --- p.23 / Chapter 2.4.2.3 --- Wesche and Paribakht's Vocabulary Knowledge Scale --- p.25 / Chapter 2.4.2.4 --- Read's Word Associates Test --- p.26 / Chapter 2.5 --- Educational Context in Hong Kong --- p.28 / Chapter 2.5.1 --- Medium of instruction --- p.29 / Chapter 2.5.2 --- English vocabulary teaching in secondary schools --- p.31 / Chapter 2.5.3 --- Vocabulary studies on Hong Kong tertiary students --- p.33 / Chapter 2.6 --- Summary --- p.35 / Chapter CHAPTER 3 --- RESEARCH DESIGN / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Participants --- p.38 / Chapter 3.2.1 --- Selection of participants --- p.38 / Chapter 3.2.2 --- Profile of participants --- p.40 / Chapter 3.3 --- Instrumentation --- p.43 / Chapter 3.3.1 --- Vocabulary breadth measure --- p.43 / Chapter 3.3.2 --- Vocabulary depth measure --- p.45 / Chapter 3.3.3 --- Personal information sheet --- p.48 / Chapter 3.4 --- Procedures --- p.48 / Chapter 3.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Summary --- p.52 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Introduction --- p.53 / Chapter 4.2 --- Vocabulary Breadth --- p.53 / Chapter 4.2.1 --- Overall performance of Hong Kong university students --- p.54 / Chapter 4.2.2 --- Comparing performance of students with different educational backgrounds --- p.55 / Chapter 4.2.2.1 --- Hong Kong students and mainland China students --- p.55 / Chapter 4.2.2.2 --- Form 6 students and Form 7 students --- p.57 / Chapter 4.2.2.3 --- Students in the three faculties --- p.59 / Chapter 4.2.2.4 --- Students studying through different medium of instruction in secondary schools --- p.62 / Chapter 4.3 --- Vocabulary Depth --- p.66 / Chapter 4.3.1 --- Performance in different aspects of vocabulary knowledge --- p.67 / Chapter 4.3.2 --- Relationship between different aspects of vocabulary knowledge and sentence production --- p.68 / Chapter 4.4 --- Summary --- p.69 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Introduction --- p.71 / Chapter 5.2 --- Vocabulary Size of University Students in Hong Kong --- p.71 / Chapter 5.2.1 --- General vocabulary --- p.71 / Chapter 5.2.2 --- Academic vocabulary --- p.73 / Chapter 5.3 --- Comparison Between the Present Results and Past Studies Conducted in Hong Kong --- p.76 / Chapter 5.3.1 --- Littlewood and Liu (1996) --- p.76 / Chapter 5.3.2 --- Fan (2001) --- p.77 / Chapter 5.4 --- Differences in Vocabulary Breadth --- p.79 / Chapter 5.4.1 --- Hong Kong students and mainland China students --- p.79 / Chapter 5.4.2 --- Form 6 students and Form 7 students --- p.80 / Chapter 5.4.3 --- The faculty factor --- p.81 / Chapter 5.4.4 --- The medium of instruction factor --- p.83 / Chapter 5.5 --- Insights from Students' Quality of Knowledge of Academic Words --- p.84 / Chapter 5.5.1 --- Negligence of morphology and collocation in English vocabulary teaching --- p.84 / Chapter 5.5.2 --- Importance of morphology and collocation for sentence production --- p.86 / Chapter 5.5.3 --- Enhancing effectiveness by incorporating explicit vocabulary teaching into implicit vocabulary learning --- p.87 / Chapter 5.6 --- Summary --- p.92 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Introduction --- p.93 / Chapter 6.2 --- Implications of the Present Study --- p.93 / Chapter 6.2.1 --- Recommendation to the university --- p.93 / Chapter 6.2.1.1 --- Compulsory academic vocabulary courses to first-year university students --- p.93 / Chapter 6.2.1.2 --- Policy on students from mainland China --- p.94 / Chapter 6.2.1.3 --- Policy on Form 6 EAS students --- p.94 / Chapter 6.2.2 --- Recommendation to secondary school English language teachers --- p.95 / Chapter 6.2.3 --- Recommendation to the government --- p.96 / Chapter 6.2.4 --- Recommendation to Hong Kong university students --- p.97 / Chapter 6.3 --- Limitations of the Present Study --- p.97 / Chapter 6.4 --- Suggestions for Further Research --- p.99 / Chapter 6.5 --- Summary --- p.100 / REFERENCES --- p.101

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

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Designed to answer the overarching question: does the implementation of direct vocabulary instruction strategies improve the comprehension of fifth grade students during the social studies lessons? The study included three fifth grade classes in the Corona-Norco Unified School District. To answer the question seven areas were considered: lesson selection, word selection, developing a vocabulary note guide, developing the test with a rubric, making handouts with critical analysis questions, designing semantic maps and semantic feature analysis handouts of the lesson design. Results showed that students who received the direct instruction in vocabulary words benefited greatly and in most cases doubled their score from the pretest to the posttest. The control group showed minimal to no growth from the pretest to the posttest.

published_or_final_version / abstract / Psychology / Master / Master of Philosophy

published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education