by Lui Ling-yee. / Thesis (M.A.)--Chiense University of Hong Kong, 1981. / Bibliography: leaves 94-97.

Ng Wai Chuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 123-126). / Abstracts in English and Chinese. / ABSTRACT (English version) / ABSTRACT (Chinese version) / ACKNOWLEDGMENTS / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Significance of the study --- p.3 / Chapter 1.3 --- Organization of the thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Theory: Video and L2 acquisition --- p.5 / Chapter 2.3 --- Selection and preparation of lesson materials --- p.8 / Chapter 2.4 --- Film in the L1 classroom --- p.10 / Chapter 2.5 --- Film in the L2 classroom --- p.11 / Chapter 2.5.1 --- Listening comprehension --- p.11 / Chapter 2.5.2 --- Oral skills --- p.14 / Chapter 2.5.3 --- Writing --- p.15 / Chapter 2.5.4 --- Critical thinking --- p.17 / Chapter 2.5.5 --- "Language: Vocabulary, idioms, slang" --- p.21 / Chapter 2.5.6 --- Communicative performance --- p.22 / Chapter 2.5.7 --- Cross-cultural issues --- p.24 / Chapter 2.5.8 --- Complementing literary works --- p.25 / Chapter 2.5.9 --- Movie tie-in novels --- p.26 / Chapter 2.6 --- The Hong Kong context --- p.27 / Chapter 2.7 --- Conclusion: The need for further study --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Research design: The case study approach --- p.33 / Chapter 3.2 --- Research questions --- p.34 / Chapter 3.3 --- Subjects --- p.35 / Chapter 3.3.1 --- The course ELT 3104 --- p.35 / Chapter 3.3.2 --- Instructor A --- p.37 / Chapter 3.3.3 --- The students --- p.37 / Chapter 3.4 --- Data collection --- p.38 / Chapter 3.4.1 --- Questionnaire survey --- p.38 / Chapter 3.4.2 --- Semi-structured interviews --- p.39 / Chapter 3.4.3 --- Naturalistic classroom observation --- p.40 / Chapter 3.4.4 --- Text analysis --- p.41 / Chapter 3.5 --- The pilot study --- p.41 / Chapter 3.5.1 --- Classroom observation --- p.42 / Chapter 3.5.2 --- Pilot questionnaire survey --- p.43 / Chapter 3.6 --- Conclusion --- p.44 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Questionnaire survey --- p.45 / Chapter 4.1.1 --- Pre-course questionnaire --- p.45 / Chapter 4.1.2 --- Post-course questionnaire --- p.47 / Chapter 4.2 --- Interviews --- p.48 / Chapter 4.2.1 --- Instructor A's interviews --- p.48 / Chapter 4.2.2 --- Brief student profiles and interview summaries --- p.50 / Chapter 4.3 --- Classroom observation --- p.55 / Chapter 4.4 --- Text analysis --- p.57 / Chapter 4.4.1 --- Course syllabus and schedule --- p.57 / Chapter 4.4.2 --- Lecture handouts --- p.57 / Chapter 4.4.3 --- Presentation handouts --- p.58 / Chapter 4.4.4 --- Final term paper --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter CHAPTER 5 --- ANALYSIS AND DISCUSSION / Chapter 5.1 --- Revised research questions --- p.60 / Chapter 5.2 --- Film and ESL: Students' past experience --- p.61 / Chapter 5.2.1 --- Authentic and natural language --- p.62 / Chapter 5.2.2 --- Benefits of using English captions --- p.63 / Chapter 5.2.3 --- "Listening, speaking, and conversation" --- p.65 / Chapter 5.2.4 --- Doorway to other cultures --- p.65 / Chapter 5.2.5 --- Analytical and critical thinking --- p.67 / Chapter 5.3 --- The course ELT 3104: Factors affecting the learning process --- p.68 / Chapter 5.3.1 --- The instructor --- p.69 / Chapter 5.3.1.1 --- "Personality, interest, philosophy, and approach" --- p.69 / Chapter 5.3.1.2 --- The role of the facilitator --- p.70 / Chapter 5.3.1.3 --- Students' views of Instructor A --- p.71 / Chapter 5.3.2 --- The students --- p.73 / Chapter 5.3.2.1 --- Cinematic sophistication --- p.73 / Chapter 5.3.2.2 --- English proficiency --- p.74 / Chapter 5.3.2.3 --- Personal interests --- p.75 / Chapter 5.3.2.4 --- Grouping --- p.77 / Chapter 5.3.2.5 --- Motivation --- p.80 / Chapter 5.3.3 --- Student-centered approach --- p.83 / Chapter 5.3.4 --- Choice of film --- p.86 / Chapter 5.3.5 --- Cultural differences --- p.90 / Chapter 5.3.6 --- Film knowledge covered --- p.94 / Chapter 5.3.7 --- Workload and other classroom factors --- p.98 / Chapter 5.3.7.1 --- Assignments --- p.98 / Chapter 5.3.7.2 --- Classroom atmosphere --- p.99 / Chapter 5.3.7.3 --- Lesson time --- p.100 / Chapter 5.4 --- The effectiveness of the course --- p.102 / Chapter 5.4.1 --- Students' self-assessment --- p.103 / Chapter 5.4.2 --- Instructor A's comments --- p.107 / Chapter 5.4.3 --- Students' term papers --- p.110 / Chapter 5.5 --- Conclusion --- p.114 / Chapter CHAPTER 6 --- IMPLICATIONS & CONCLUSION / Chapter 6.1 --- Summary of research questions and findings --- p.115 / Chapter 6.2 --- Pedagogical implications --- p.116 / Chapter 6.3 --- Limitations of the present study --- p.118 / Chapter 6.4 --- Recommendations for further studies & conclusion --- p.121 / BIBLIOGRAPHY --- p.123 / APPENDICES --- p.127

《莊子》自1881年透過巴爾福（Frederic Henry Balfour）的英譯傳入英語世界後，由於東西思維與文化差異，乃至部分內容的誤譯，以及《莊子》的閱讀困難等問題，致使英語學界的《莊子》研究百多年多一直徘徊在重複翻譯的階段，進一步就《莊子》文哲研究的拓展，相對顯得薄弱。中國學者對英語學界《莊子》研究的關注、討論及其成果的利用，更屬罕見。這對已然置身於世界文化語境的《莊子》研究而言，情況並不理想。 / 本文〈英語學界《莊子》文獻學研究〉，旨在從文獻學角度切入，總結英語學界的《莊子》文獻研究狀況，並提出文獻研究對解決《莊子》閱讀及翻譯困難的作用，以期對英語學界的《莊子》研究、中英學界《莊子》研究的交流，以至其他中國古籍的研究有所裨益。 / 第一章「緒論」，交代本論文的研究動機，英語學界《莊子》文獻研究的現狀，對關鍵詞進行界定，並申明本論文的研究目標、方法和意義。 / 第二章「英語學界莊子其人研究」，詳述英語學界的莊子生平事跡考證，包括莊子字號、居邑、時代及仕宦研究，從中總結英語學者對莊子其人研究的取態。 / 第三章「英語學界《莊子》校勘與翻譯」，先總結巴爾福、翟理斯（Herbert Allen Giles）及任博克（Brook Ziporyn）的《莊子》校勘、注釋等文獻工作成果，並論其得失；再總述歷來《莊子》英譯及英譯研究的概況及局限，特別指出英語學界缺乏對譯者選擇源語文本版本的研究，以期於後文開展有關中國文獻學對《莊子》英譯及研究重要性之討論。 / 第四章「英語學界《莊子》文獻研究成果述評」，總論葛瑞漢（Angus Charles Graham）、里瓦科諾爾（Livia Knaul）、羅浩（Harold Roth）、劉笑敢、何溪悟（Brian Howard Hoffert）以及麥大偉（David McCraw）的《莊子》文獻研究成果，以期勾勒英語學界的《莊子》文獻研究歷史及發展特點。 / 第五章「文獻研究對英語學界《莊子》研究的意義」，論述《莊子》的閱讀及翻譯困難，從版本校勘學、字詞註解及互見文獻三方面，考察文獻學對解決此困難的可能。 / 第六章「總結」，探究本論文所得出的結論及其意義，並指出今後進一步補充、深化和拓展英語學界《莊子》研究的可能方向。 / Zhuangzi, first introduced into the English-speaking world via F. H. Balfour’s 1881 translation, has, due to (1) the East-West cultural differences, (2) misinterpretation, and (3) its innate difficulties in reading, since languished at the stage of repetitive translation. Literary-philosophical research building thereon is hence restricted. Concerning this, the Chinese scholars’ attention has stayed scant, with their use of the research outcomes so attained negligible. This cannot be ideal for a world classic already situated against the global cultural context. / From a philological angle, this dissertation tracks the English-speaking academia’s philological research on Zhuangzi so far, scrutinises its current condition, and formulates a peculiarly philological solution to the difficulties in reading and translating Zhuangzi. These may contribute to the English-speaking academia’s research on Zhuangzi, the East-West exchange thereon, and the application of the same philological solution to the research and rereading of other Chinese ancient texts in general. / This dissertation is structured as follows: / Chapter 1 Introduction explains the objectives, methodology and the presumed significance of this research, defines keywords, and outlines the current condition of the English-speaking world’s philological research on Zhuangzi. / Chapter 2 Biographical Research on Zhuangzi in the Anglophone Academia summarises the Anglophone academia’s effort on ascertaining Zhuangzi’s biography, including his reputed style name and alias, domiciles, civil service and the various possible ages which his life could have spanned. From these this dissertation delineates the general approach that the English-speaking Zhuangzi research has taken towards the book’s purported author. / Chapter 3 The Collation, Examination and Translation of Zhuangzi in the Anglophone Academia traces the philological effort on the collation and textual correction of Zhuangzi from Balfour, Herbert A. Giles through Ziporyn Brook, and discusses their respective strengths and limitations. This chapter also sets out the overall condition and limitations of both the English translations of Zhuangzi and the research based on such translations. It examines the drawbacks incurred by the Anglophone academia’s indifference to the editions of the source texts upon which their research is built, and hence readies the later part of this dissertation for discussing the implications of Chinese philology to understanding, translating and researching Zhuangzi in a culturally disparate context overseas. / Chapter 4 The Anglophone Academia’s Philological Attainments on Zhuangzi Research: Review and Evaluation elaborates the research outcomes that the philological studies of Zhuangzi have accumulated in the West. Coverage includes A.C. Graham, Livia Knaul, Harold Roth, Liu Xiao-gan, Brian Hoffert and David McCraw, with a goal to outline the experience and features of the development of philological studies in the Anglophone academia. / Chapter 5 The Significance of Philological Studies to Zhuangzi Research in the Anglophone Academia specifies the major difficulties in reading and translating Zhuangzi, and how, from the philological methods of Edition Studies, Scholia on Words and Parallel Passages, a peculiar philological solution thereto may be formulated. / From the above Chapter 6 Conclusion draws a tentative conclusion, and explores the implications of this research and the ways forward for Zhuangzi studies, both in the Anglophone academia and in a broader context. / 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. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 吳家怡. / "2012年11月". / "2012 nian 11 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 215-228). / Abstract in Chinese and English. / Wu Jiayi. / 中文提要 --- p.I / 英文提要 --- p.III / 目錄 --- p.V / Chapter 第一章、 --- 緒論 --- p.1 / Chapter 第一節、 --- 引言 --- p.1 / Chapter 第二節、 --- 研究方法與意義 --- p.1 / Chapter 第三節、 --- 關鍵詞界定 --- p.2 / Chapter 第四節、 --- 研究範圍 --- p.3 / Chapter 第五節、 --- 具體研究內容 --- p.5 / Chapter 第二章、 --- 英語學界莊子其人研究 --- p.7 / Chapter 第一節、 --- 英語學界莊子生平事跡研究 --- p.7 / Chapter 第二節、 --- 英語學者對莊子生平研究的取態 --- p.21 / Chapter 第三節、 --- 小結 --- p.29 / Chapter 第三章、 --- 英語學界《莊子》校勘與英譯 --- p.31 / Chapter 第一節、 --- 引言 --- p.31 / Chapter 第二節、 --- 英語學界《莊子》校勘工作 --- p.32 / Chapter 第三節、 --- 英語學界《莊子》英譯工作 --- p.56 / Chapter 第四節、 --- 小結 --- p.75 / Chapter 第四章、 --- 英語學界《莊子》研究成果述評 --- p.77 / Chapter 第一節、 --- 引言 --- p.77 / Chapter 第二節、 --- 葛瑞漢的《莊子》作者及文本結構研究 --- p.79 / Chapter 第三節、 --- 里瓦科諾爾的《莊子》佚篇研究 --- p.106 / Chapter 第四節、 --- 克里斯托福．蘭德的《莊子》作者及成書研究 --- p.126 / Chapter 第五節、 --- 羅浩的《莊子》作者研究 --- p.136 / Chapter 第六節、 --- 劉笑敢的《莊子》文獻疏證 --- p.148 / Chapter 第七節、 --- 何溪悟的《莊子》作者關係研究 --- p.150 / Chapter 第八節、 --- 麥大偉的《莊子》版本層次及作者研究 --- p.165 / Chapter 第九節、 --- 小結 --- p.168 / Chapter 第五章、 --- 文獻研究對英語學界《莊子》研究的意義 --- p.173 / Chapter 第一節、 --- 引言 --- p.173 / Chapter 第二節、 --- 《莊子》的閱讀及翻譯困難 --- p.174 / Chapter 第三節、 --- 文獻學對解決《莊子》閱讀及英譯困難的可能 --- p.183 / Chapter 第四節、 --- 小結 --- p.208 / Chapter 第六章、 --- 總結 --- p.209 / Chapter 第一節、 --- 跨越莊子生平事跡考證困難 --- p.209 / Chapter 第二節、 --- 譯者先行的《莊子》校勘及注釋工作 --- p.209 / Chapter 第三節、 --- 漸見規模但難以應用的《莊子》文獻研究進程 --- p.210 / Chapter 第四節、 --- 有效利用文獻學研究解決《莊子》的閱讀及翻譯困難 --- p.211 / Chapter 第五節、 --- 小結 --- p.213 / 參考書目

This dissertation study explores the relationship between Ladson-Billings’ (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks to specifically investigate the visual, media, and technological literacy (multimodal) practices in a community college developmental English class for multilingual students. When visual, media, and technological literacy practices are purposefully included in a CRP framework and curriculum, it helps to reposition both teachers’ and students’ conceptual understanding of language acquisition. Two important aims of this study are to fill an existing gap of literature around the CRP theoretical framework and strengthen it with the specific inclusion of college-level, multilingual student’s use of visual and technological literacy practices for the acquisition of English literacy. This in turn helps to legitimize the inclusion of visual and technological literacies into curriculums designed especially for multilingual students which are also adaptable for any class. In this study, my classroom serves as the primary unit of analysis (Merriam, 2009). I present the multimodal practices of four student participants as “cases” or portraits to illustrate the study’s findings. I am interpreting/defining the multimodal productions my students create as their observable literacy events (Barton & Hamilton, 2000; Heath, 1992) and their literacy practice is the ongoing act of creating and engaging with visual, media, and other related technological literacy practices. The act of students creating multimodal productions, “visual interpretation,” is the specific visual literacy practice this study investigates triangulated with students’ interactions on a group Facebook page and digital story compositions. Using a reflexive model (Luttrell, 2010b) of research and additional grounded theory methods (Charmaz, 2008, 2010; Corbin & Strauss, 2008) to analyze data, findings for this study reveal that a curriculum utilizing multimodal literacy practices promote Ladson-Billings’ (1992, 2006) three tenets of CRP: academic excellence, cultural competence, and sociopolitical consciousness in the following ways: First, the curriculum acknowledges students' multiple literacies and cultural backgrounds. Second, the curriculum enables students to become personally invested and more engaged in their academic participation, productions and achievement. Third, the curriculum raises students' competencies in reading/writing comprehension, deconstruction, and production of subsequent multimodal texts as it privileges students’ own literacy practices. Therefore, visual literacy practices should be a mechanism for achieving and representing these tenets of a Culturally Relevant Pedagogy inside college classrooms with curriculums designed for multilingual students.

Reading in a second language (L2) is considered a necessary skill in increasingly globalized societies. Not only is reading for purposes of comprehension necessary for survival, also reading in an L2 is an important means by which L2 acquisition occurs, particularly where vocabulary is concerned. Consequently, there is a strong demand for L2 research to investigate the instructional conditions that will best promote reading comprehension and vocabulary through efficient and effective reading strategies. The current study addressed this dual need, reading comprehension and vocabulary acquisition, through an investigation of a particular type of pedagogical intervention, repeated reading (RR; i.e., multiple encounters with the same text), with high school English language learners in Taiwan. The study examined the effects of three conditions – Unassisted RR (repeated reading only), Assisted RR (repeated reading plus listening), and Control – on the participants’ reading comprehension and incidental vocabulary acquisition through a pre-test, post-test, and delayed post-test design. The results of the data from 42 participants suggested that L2 RR did not promote reading comprehension, nor did it contribute to a transfer of practice effect to new text in terms of reading comprehension. However, there were statistically significant incidental vocabulary gains and retention for the Unassisted RR group and some vocabulary gains for the Assisted RR group. When the percentage of unknown words of a text reached 10% and the participants were not provided with additional support, five repeated encounters with the text (over eight treatment sessions) were found to be inadequate in promoting reading comprehension. Nonetheless, the participants provided with such challenging condition still benefited from the incidental vocabulary acquisition. Findings may imply that a certain threshold of proficiency (e.g., percentage of known words of a text) is necessary for the beneficial effects of repeated reading to support comprehension. Additionally, RR alone may still be insufficient and additional support to RR may still be necessary for L2 learners dealing with difficult texts.

English Learners (ELs) represent one of the fastest-growing groups among the school-age population in the United States. However, there have been significant achievement gaps between ELs and native English-speaking students in all grades and content areas. The gap only widens when EL students with a disability are considered. This study built on the existing literature by examining longitudinal data that tracked the academic achievement outcomes of ELs classified with an educational disability who attended three special education instructional programs rather than linguistic instructional programs, and evaluating whether these programs were differentially effective for students of different ethnic backgrounds and type of disability. The programs included General Education (GE), Integrated Co-Teaching (ICT) or Collaborative Team Teaching (TT), and Special Education classes (SE). Using existing data from the New York City Department of Education, the analytic sample for this study looked at one cohort consisting of approximately 2,297 ELs who entered third grade during the 2006-2007 school year and followed them through the 2015-2016 school year when students were expected to be in the twelfth grade. Academic achievement in ELA and math were measured by the Grade 3-8 New York State ELA and math standardized exam scores. Achievement was also measured by graduation status as well as type of diploma earned upon projected year of high school completion. A three-level linear mixed model (LMM), logistic regression modeling, and cross-tabulations were used to analyze the dataset. Overall, the results from the present study supported findings from previous studies indicating that students who have the opportunity to engage with typically developing peers display better long-term academic achievement outcomes. Nonetheless, consistent with prior research, increased gaps between ELs and non-ELs as well as Disabled students and their Non-Disabled peers were noted.

Mackey教授和她的研究夥伴於二零零二年进行的探索性研究，首次探討了二語學習者的工作記憶容量和他們在互動反饋中對於第二語言語法的重述 (recasts) 的注意力以及第二語言發展的內在關係。在这项研究中，研究人员提出，作为一个小规模的研究，研究结果僅具有啟發意義，而不是决定性的。所以未来的进一步探索將會非常有意義。 / 為了响应这项研究的呼吁，本研究將进一步探讨二語學習者的個體差異在互動型任務中對於學習者對語法的注意力以及語言發展的影響。學習者的工作記憶容量以及他們的第二語言能力水平在本研究中均視為獨立變量，以探究它們與學習者對英語的問句形式和過去式的重述的注意力之間的聯繫。立即刺激回憶法 (immediate stimulated recall)，作為本項研究中採用的一種新方法，將和傳統的刺激回憶法 (stimulated recall) 一起用來收集有關學習者注意力的數據。實驗包括兩個實驗組和一個對照組，並採用了前測-培訓-後測三個主要階段。對照組僅需與來自英語母語國家的對話者完成每項互動交流任務，對話者不提供任何語法的重述。而兩個實驗組都會接受他們的對話者提供的對於英語問句及過去式的重述。這兩個實驗組的唯一區別是收集學習者注意力數據的研究方法不同：其中一組將使用立即刺激回憶法，而另一組則採用傳統的刺激回憶法。 / 本研究旨在進一步發現二語學習者的工作記憶容量、第二語言能力水平與之注意力之間的關係。工作記憶對於二語發展的影響也作為研究問題之一。同時，重述式反饋的有效性以及立即刺激回憶法的反應特性 (reactivity) 也是本研究中的兩個重心。 / 研究結果發現二語學習者的工作記憶容量和他們對於語法的重述的注意力存在着統計學的顯著聯繫，然而這種聯繫只存在於對注意英語過去式的重述而非英語問句的重述之中。統計結果未能顯示學習者的第二語言能力水平對於注意力的顯著效果，也未能發現他們的工作記憶容量對於二語發展的顯著效果。研究結果還發現重述式反饋的延遲效應，然而這一效應也可能是由於刺激回憶法的使用與重述式反饋共同產生的效應。此外，立即刺激回憶法在本項研究中未產生任何反應特性。 / The exploratory study conducted by Mackey, Philp, Egi, Fujii and Tatsumi (2002) first probed into the internal relationship among learners’ working memory capacity, noticing of recasts of English question formation in interactional feedback and their L2 development. The researchers in that study proposed that as a small-scale study, research findings were suggestive rather than conclusive and that further exploration would be helpful. / Responding to that research call, the present study further investigated the influence of individual variables on learners’ awareness and performance in interactional tasks. Learners’ working memory capacity and their L2 proficiency level were both regarded as independent variables in the present study to link with their noticing of recasts of two different target forms: English question formation and English past tense. Immediate stimulated recall, as a newly developed method in the present study, was used to collect noticing data as well as the use of traditional stimulated recall. The pretest-treatment-posttests design was adopted with two experimental groups and one control group involved in the experiment. The control group was asked to complete interactional tasks with interlocutors without any recasts provided. Two experimental groups were recasts groups with one of them attending stimulated recall interview after the immediate posttest and the other attending immediate stimulated recall interview every day immediately after the treatment and before the immediate posttest. / To find whether there was a relationship between WM and noticing of recasts of L2 forms was the first research goal in the present study. The effect of L2 proficiency level on noticing of L2 forms was another goal. While only a limited number of studies have investigated the role of WM in L2 implicit learning conditions, this issue will also be addressed. Finally, the effectiveness of recasts in instruction and the reactivity issue of immediate stimulated recall as a new method to detect noticing are two other focuses in the present study. / Research results found that there was a significant relationship between WM and noticing of English past tense but not English questions, which indicates that the relationship between WM and noticing of L2 forms may be target-specific. No significant effect of L2 proficiency on noticing was found. However, descriptive data showed a possible trend that the low-proficiency group reported more noticing of L2 forms than the high-proficiency group. The effect of WM capacity on L2 development under all those three implicit learning conditions was found insignificant. There may be a delayed effect of recasts in learners’ L2 development; however, due to the limitation in research design, this delayed effect may result from both recasts and stimulated recall interviews. Immediate stimulated recall was found non-reactive in the present study. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Dai, Binbin. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 174-192). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in also in Chinese; appendix F includes Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Table of Contents --- p.vi / List of Tables --- p.x / List of Figures --- p.xiii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Research Background and Rationale of the Present Study --- p.1 / Chapter 1.2 --- Research Questions --- p.5 / Chapter 1.3 --- Organization of the Dissertation --- p.5 / Chapter Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- The Interaction Approach to Second Language Acquisition --- p.9 / Chapter 2.2 --- The Interaction Hypothesis --- p.11 / Chapter 2.3 --- Feedback in Interaction --- p.15 / Chapter 2.3.1 --- Explicit and implicit feedback --- p.15 / Chapter 2.3.2 --- Recasts and L2 learning --- p.17 / Chapter 2.4 --- Noticing in interaction --- p.21 / Chapter 2.4.1 --- Attention and awareness: Two theoretical positions --- p.21 / Chapter 2.4.2 --- Recasts, noticing and L2 development --- p.23 / Chapter 2.4.3 --- Measurement of learner awareness in SLA --- p.25 / Chapter 2.4.3.1 --- Methodological innovation in the present study --- p.26 / Chapter 2.4.3.2 --- Reactivity: Do recasts with post-task activity trigger more L2 development? --- p.32 / Chapter 2.5 --- Working Memory and SLA --- p.35 / Chapter 2.5.1 --- The role of working memory in SLA --- p.36 / Chapter 2.5.2 --- Working memory in interaction-driven learning --- p.39 / Chapter 2.5.2.1 --- Working memory and L2 development in interaction-driven learning --- p.39 / Chapter 2.5.2.2 --- Working memory and noticing of L2 forms in interactional feedback --- p.43 / Chapter 2.6 --- Research Questions --- p.46 / Chapter Chapter 3 --- Methodology --- p.48 / Chapter 3.1 --- Participants --- p.48 / Chapter 3.1.1 --- Learner participants --- p.48 / Chapter 3.1.2 --- Native speaker interlocutor --- p.50 / Chapter 3.2 --- Procedure --- p.52 / Chapter 3.3 --- Operationalizations --- p.57 / Chapter 3.3.1 --- Recasts in interactional feedbacks --- p.58 / Chapter 3.3.2 --- Working memory capacity --- p.59 / Chapter 3.4 --- Linguistic Targets --- p.60 / Chapter 3.5 --- Materials --- p.61 / Chapter 3.5.1 --- Interaction materials for treatment and assessment tasks --- p.62 / Chapter 3.5.2 --- Proficiency test: The application of the C-test --- p.63 / Chapter 3.5.3 --- Working memory tests: Non-word span test & L2 listening span test --- p.65 / Chapter 3.5.3.1 --- English nonword span test --- p.65 / Chapter 3.5.3.2 --- English listening span test --- p.67 / Chapter 3.5.4 --- Stimulated recall --- p.69 / Chapter 3.5.5 --- Exit debriefing questionnaire --- p.71 / Chapter 3.6 --- Data Coding and Scoring --- p.73 / Chapter 3.6.1 --- The C-test --- p.74 / Chapter 3.6.2 --- The WM tests --- p.75 / Chapter 3.6.3 --- Stimulated recall comments: The noticing data --- p.77 / Chapter 3.6.4 --- Task performance data --- p.80 / Chapter 3.6.4.1 --- Developmental levels in English question formation --- p.80 / Chapter 3.6.4.2 --- Error-free ratios in English past tense --- p.83 / Chapter 3.6.5 --- Intrarater reliability --- p.86 / Chapter 3.6.6 --- Interrater reliability --- p.86 / Chapter Chapter 4 --- Results --- p.88 / Chapter 4.1 --- Research Question 1: WM Capacity and Noticing of L2 Forms --- p.88 / Chapter 4.1.1 --- Composite WM capacity and noticing of L2 forms --- p.88 / Chapter 4.1.1.1 --- For two experimental groups as a whole --- p.89 / Chapter 4.1.1.2 --- For each experimental group as an individual condition --- p.91 / Chapter 4.1.2 --- Two sub-capacities of WM and noticing of L2 forms --- p.93 / Chapter 4.1.2.1 --- PSTM capacity and noticing of L2 forms --- p.94 / Chapter 4.1.2.2 --- Verbal WM capacity and noticing of L2 forms --- p.95 / Chapter 4.1.3 --- Summary of Research Question 1 --- p.96 / Chapter 4.2 --- Research Question 2: Proficiency Level and Noticing of L2 Forms --- p.97 / Chapter 4.2.1 --- Proficiency level and noticing of both targets --- p.98 / Chapter 4.2.2 --- Summary of Research Question 2 --- p.101 / Chapter 4.3 --- Research Question 3: WM Capacity and L2 Development --- p.101 / Chapter 4.3.1 --- WM capacity and L2 development in the control group --- p.102 / Chapter 4.3.1.1 --- English question formation --- p.102 / Chapter 4.3.1.2 --- English past tense --- p.104 / Chapter 4.3.2 --- WM capacity and L2 development in Experimental Group A --- p.107 / Chapter 4.3.2.1 --- English question formation --- p.107 / Chapter 4.3.2.2 --- English past tense --- p.108 / Chapter 4.3.3 --- WM capacity and L2 development in Experimental Group B --- p.111 / Chapter 4.3.3.1 --- English question formation --- p.111 / Chapter 4.3.3.2 --- English past tense --- p.113 / Chapter 4.3.4 --- Summary of Research Question 3 --- p.116 / Chapter 4.4 --- Research Question 4: Experimental Conditions and L2 development --- p.116 / Chapter 4.4.1 --- English question formation --- p.116 / Chapter 4.4.2 --- English past tense --- p.117 / Chapter 4.4.3 --- Summary of Research Question 4 --- p.125 / Chapter Chapter 5 --- Discussion --- p.127 / Chapter 5.1 --- Working Memory and Noticing of L2 Forms --- p.127 / Chapter 5.1.1 --- Different L2 forms --- p.129 / Chapter 5.1.1.1 --- Developmental levels of L2 grammatical structures --- p.130 / Chapter 5.1.1.2 --- Explicitness of L2 forms --- p.132 / Chapter 5.1.2 --- Different measures of WM --- p.136 / Chapter 5.1.3 --- Different methods to collect noticing data --- p.138 / Chapter 5.2 --- Proficiency Level and Noticing --- p.140 / Chapter 5.3 --- Working Memory and L2 Development --- p.145 / Chapter 5.4 --- Recasts, the Immediate Stimulated Recall and L2 Development --- p.149 / Chapter 5.4.1 --- Recasts, target structures and L2 development --- p.151 / Chapter 5.4.2 --- Methodological implications: The immediate stimulated recall --- p.159 / Chapter 5.4.3 --- Pedagogical implications --- p.161 / Chapter Chapter 6 --- Conclusion --- p.164 / Chapter 6.1 --- Summary of Research Findings --- p.164 / Chapter 6.2 --- Limitations --- p.166 / Chapter 6.3 --- Future Directions --- p.169 / Chapter 6.4 --- Conclusion --- p.172 / References --- p.174 / Appendices --- p.193 / Chapter Appendix A --- Research Participation Consent Form --- p.193 / Chapter Appendix B --- Background Questionnaire --- p.194 / Chapter Appendix C --- Instructions for the Interlocutors: Procedures and Tasks --- p.196 / Chapter Appendix D --- The C-test Adopted from Dörnyei and Katona (1992) --- p.198 / Chapter Appendix E --- Working Memory Tests --- p.200 / Chapter Appendix F --- Exit Questionnaire Adapted from Sachs and Suh (2007) --- p.205

In this research we have experimented on three classes of EFL college students, each trained on one of the three cognitive linguistic constructs just mentioned. After the respective training, each class was required to write a posttest essay applying the knowledge they had just learned. Chapter 6 we have analyzed the data both quantitatively and qualitatively. Though from the statistical results, some of the classes have not improved their mean scores significantly, our more dependable qualitative composition analyses using cognitive-functional-linguistic tools, did reveal that in general the students can understand the trained CL constructs and are able to apply the knowledge to their essays, which has caused the improvements of many of the posttests in terms of richness and depth of ideas, of textual organization, and of syntactic choices. / Studies of ESL/EFL writing still lack a comprehensive theory that can accommodate all the major approaches to ESL/EFL writing, such as the process, the product, and the genre ones. None of these can claim to be able to solve all the problems independently in real ESL/EFL classrooms. / The cognitive-functional-linguistic analytical tools introduced in Chapter 5 and applied mainly in Chapter 6 serve to strengthen the product concerns of our cognitive-functional-linguistic process writing framework. We want to claim that this research framework has not only integrated various writing approaches, but also the potential to accommodate other potential approaches, such as those with literary and stylistic concerns. / The present approach takes combining all these paradigms in an organic way as a starting point and seeks a theoretical framework for it from the neighboring discipline, linguistics, especially cognitive linguistics (CL) and systemic functional grammar (SFG). The writing model that has been set up in Chapter 4 of this research has provided us with a detailed description of the writing processes. With this model we can address very specific writing issues, including those relevant to our experiment, such as how and where ideas and language related to conceptual metaphor (CM), image schemas (IS) and cognition-based grammar (CG) come into the writing processes, and how prewriting activities can provide help for the writers. / Yuan, Ye. / "August 2007." / Adviser: Peter Crisp. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0596. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 240-252). / 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.

Although it is generally accepted that L2 learners of English need to gain a good grasp of idioms, the teaching and learning of idioms in L2 is no easy task. One of the reasons is that idioms are enormous in number. The Collins COBUILD Idioms Dictionary (2002) lists over 6,000 idioms which are of contemporary, everyday, use. Another reason is that a considerable number of idioms are figurative in nature---that is, their overall meaning cannot be obtained by simply adding up the literal meanings of the components involved. Added and related to these factors is the fact that the traditional vocabulary listing method adopted in most ESL/EFL textbooks presents each idiom entry and its meaning in such a way that the choice of each single word in the idiom seems random, and the overall figurative meaning deriving from the combination of the constituent words appears inexplicable. Taken together, these factors make idioms one of the most difficult aspects of L2 teaching and learning. / Idioms, which are a type of phraseological unit and are largely figurative in nature, are pervasive and ubiquitous in human language. A significant part of L1 everyday linguistic repertoire is formed by idioms and idiom-like constructions. In fact, the level of command of idioms serves as an important indicator of L2 proficiency. In other words, fluent and native-like language, a concern particularly for many advanced L2 learners, entails a good mastery of idioms. / In the light of the above problems, the present study, founded on Cognitive Linguistics (CL), aims to shed light on a more effective and manageable teaching and learning of L2 idioms by examining the CL theoretical assumptions compatible with L2 pedagogy. The CL feature which possesses the greatest potential for complementing language pedagogy is the notion of 'motivation.' In other words, the author explores, on the one hand, the potential of CL notions such as metaphor and metonymy for providing motivation for L2 idiom pedagogy, and, on the other, the potential of the above notions for comparing L1 and L2 idioms both linguistically and conceptually. Such a linguistic and conceptual comparative analysis of L1 and L2 idioms enables us to anticipate the possible difficulties encountered by L2 learners in learning idioms. / There are three methodologically independent but theoretically coherent research components in the present study. Study One is the elicitation of the body-part idioms in English (L2) and Cantonese (L1). Nine body parts are involved: head, eye/eyes, face, mouth, hand/hands, heart, foot/feet, body and bones. There is an examination of the underlying cognitive motivation (i.e. pure metaphor, pure metonymy, metaphor and metonymy) of each of the elicited idioms in both languages. Study Two is the think-aloud experiment which aims at eliciting from a group of Cantonese advanced L2 learners of English the mental images they produce in response to the English body-part idioms. These mental images should provide insight into the conceptual and linguistic similarities and differences between idioms in the two languages. Study Three is the experimental study. This aims at testing empirically the pedagogical soundness of teaching English idioms using conceptual metaphor and metonymy as well as an English-Cantonese idiom comparison. A total number of 106 Cantonese advanced L2 learners of English majoring in English were invited to participate in the experiment. They were divided into three groups, each of which was treated with a particular L2 idiom learning method. Experimental results show that students receiving the method involving conceptual metaphor, conceptual metonymy and a cross-linguistic comparison (i.e. the '3Cs' method) outperformed students in the other two groups, thus implying the pedagogical soundness of the 3Cs method in enhancing L2 idiom teaching and learning. / Leung, Chung Hong. / Adviser: Peter Crisp. / Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: . / Thesis submitted in: November 2008. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 351-363). / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

No description available.