published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

溫偉國. / 稿本(電腦打印本) / 論文(歷史學部哲學碩士)--香港中文大學, 1991. / 附參考文獻. / Wen Weiguo. / Chapter 第一章 --- 導論 --- p.1 / 註釋 --- p.10 / Chapter 第二章 --- 近代買辦的興起 --- p.15 / Chapter 第一節 --- 公行制度下的買辦 --- p.15 / Chapter 第二節 --- 近代買辦的興起 --- p.20 / 註釋 --- p.29 / Chapter 第三章 --- 香港上海匯豐銀行的成立及其早期發展 --- p.35 / Chapter 第一節 --- 香港開埠初期的經濟發展 --- p.35 / Chapter 第二節 --- 匯豐銀行建立的背景 --- p.40 / Chapter 第三節 --- 匯豐銀行的成立 --- p.44 / Chapter 第四節 --- 匯豐銀行早期發展 --- p.45 / 註釋 --- p.51 / Chapter 第四章 --- 香港匯豐銀行的買辦 --- p.57 / 羅伯常、羅鶴朋 --- p.58 / 劉渭川 --- p.61 / 劉泮樵 --- p.66 / 何世榮 --- p.68 / 唐宗保 --- p.71 / 李純華 --- p.72 / 註釋 --- p.74 / Chapter 第五章 --- 匯豐銀行的買辦制度 --- p.78 / 聘任標準 --- p.78 / 職務及收入 --- p.82 / 保証金及擔保人制度 --- p.86 / 辦房內的親屬關係 --- p.92 / 商業投資活動 --- p.93 / 銀行監管買辦的方法 --- p.100 / 註釋 --- p.104 / Chapter 第六章 --- 結語 --- p.110 / 註釋 --- p.116 / 附錄一：1864年匯豐銀行募股書 --- p.A1:1 / 附錄二：1953年匯豐銀行買辦合約 --- p.A2:1 / 附錄三：1928年匯豐銀行辦房職員合照 --- p.A3:1 / 附錄四：1960年將買辦改稱為華經理的備忘錄 --- p.A4:1 / 參考書目

Thesis (M.B.A.)--University of Hong Kong, 1986.

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

Within the framework of task-based language teaching, various types of tasks have been proposed, yet in English as foreign language classroom contexts where learners’ exposure to target language input is often limited, the adoption of form-focused tasks seems to receive much credit. Although the potential academic gains brought forth by such tasks have been studied in some previous quantitative research, the call for investigations into those tasks from a learner perspective remains warranted. In this study I investigated the use of grammatical consciousness-raising (C-R) tasks as an inductive approach to grammar pedagogy in an EFL classroom from a learner perspective. While performing such tasks the informants, who were a class of secondary level English as foreign language learners, made discoveries about the targeted grammar items based on contextualized examples provided. In the study I first examined the extent to which adopting C-R tasks impacted on the informants’ learning of English grammar through pretests and posttests. Second, I elicited their perceptions of C-R tasks through a questionnaire and two semi-structured interviews. Third, with the think-aloud protocols method I studied the informants’ engagement with the grammar items presented through either C-R tasks or deductive explanation. The findings revealed that the majority of the informants were able to develop grammatical understanding through performing C-R tasks. They tended to respond positively to and show deep engagement with the grammar items presented though such tasks as well. To enhance the perceived effectiveness of such tasks and thus to maximize the effect of grammar teaching, I concluded by suggesting the need for teachers to make the learners fully aware of the nature of and rationale behind C-R tasks and to investigate whether and how such tasks can be integrated with other methodological options in realizing effective grammar instruction in their own contexts. / published_or_final_version / Education / Doctoral / Doctor of Education

The main objective of this study was to investigate patterns of language use in a bilingual dual-taught classroom, and the impact of bilingual dual teaching on language development and language choice in young children (ages 7-8). The study was conducted in an immersion English/Putonghua classroom at an international primary school that adopts the International Baccalaureate Primary Years Program. English and Putonghua are the mediums of instruction although most students in the school come from Cantonese speaking Hong Kong-native families. The school is unique in this way because most students are learning two second languages simultaneously, in a classroom where there are two language (English and Putonghua) teachers, and both languages can be used at the same time. The study takes a qualitative approach with methods of data collection including a filmed observation of a bilingual lesson, a discourse analysis of the lesson transcription, and semi-structured post-lesson interviews with four members of the class. Results from the study found that English emerged as the dominating language. Transcript analysis also revealed that code-mixing and code-switching emerged as consistent patterns with purposeful functions. Furthermore, it was found that students tended to respond to speakers in the language that was used to initiate the talk, and that even during bilingual lessons, students tended to speak in English when nominated by their English teacher, and in Putonghua when nominated by their Chinese teacher. All students agreed that their language proficiency in English had improved due to more practice at school and regular use in the home. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education