Man, Ming Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / 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 --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Pre-Firth and Wagner (1997) --- p.7 / Chapter 2.2.1 --- The Social Psychological Perspective --- p.7 / Chapter 2.2.2 --- The Cognitive-situated Perspective --- p.8 / Chapter 2.3 --- Post-Firth and Wagner (1997) --- p.9 / Chapter 2.3.1 --- Post-structuralist Perspective --- p.9 / Chapter 2.3.2 --- The Process-oriented Perspective --- p.12 / Chapter 2.4 --- SLA Motivation Research in FL Context --- p.14 / Chapter 2.5 --- Language Learning Context in Hong Kong --- p.18 / Chapter 2.5.1 --- English Learning Context in Hong Kong --- p.18 / Chapter 2.5.2 --- Japanese Learning Context in Hong Kong --- p.20 / Chapter 2.6 --- Empirical Studies on Language Learning in Hong Kong --- p.22 / Chapter 2.6.1 --- Empirical Studies on English Learning in Hong Kong --- p.22 / Chapter 2.6.2 --- Empirical Studies on Japanese Learning in Hong Kong --- p.25 / Chapter 2.7 --- Summary --- p.28 / Chapter CHAPTER 3 --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Research Design --- p.30 / Chapter 3.3 --- Participants --- p.31 / Chapter 3.3.1 --- Selection Criteria for the Questionnaire Survey Participants --- p.31 / Chapter 3.3.2 --- Selection Criteria for the Semi-Structured Interview Participant --- p.32 / Chapter 3.3.3 --- Demographic and Language Background --- p.33 / Chapter 3.4 --- Instrumentation --- p.40 / Chapter 3.4.1 --- Questionnaire Survey --- p.41 / Chapter 3.4.2 --- Semi-structured Interviews --- p.43 / Chapter 3.5 --- Procedures --- p.44 / Chapter 3.6 --- Data Processing and Analysis --- p.46 / Chapter 3.7 --- Validity and Reliability --- p.47 / Chapter 3.8 --- Ethics --- p.48 / Chapter 3.9 --- Limitation --- p.49 / Chapter 3.10 --- Summary --- p.50 / Chapter CHAPTER 4 --- FINDINGS´ؤSURVEYS --- p.52 / Chapter 4.1 --- The Demographic Profiles of the Participants --- p.52 / Chapter 4.2 --- Linguistic Profiles of the Participants --- p.54 / Chapter 4.3 --- The Participants´ة Travel Experiences --- p.58 / Chapter 4.4 --- Scale Reliability --- p.60 / Chapter 4.5 --- The Mean Scores for the Scales --- p.62 / Chapter 4.6 --- Correlations between the Scales --- p.64 / Chapter 4.7 --- Adjectives Used to Describe English and Japanese Languages --- p.74 / Chapter CHAPTRE 5 --- FINDINGS´ؤINTERVIEWS --- p.76 / Chapter 5.1 --- The English Language --- p.76 / Chapter 5.1.1 --- Linguistic Onset --- p.76 / Chapter 5.1.2 --- Integrativeness --- p.77 / Chapter 5.1.3 --- Attitudes towards the L2 Speakers / Community --- p.78 / Chapter 5.1.4 --- Instrumentality --- p.85 / Chapter 5.1.5 --- Attitudes towards the L2 --- p.86 / Chapter 5.1.6 --- Milieu --- p.86 / Chapter 5.1.7 --- The Classroom Learning Experience --- p.88 / Chapter 5.1.7.1 --- ELTU Courses --- p.88 / Chapter 5.1.7.2 --- Secondary School Learning Experience --- p.90 / Chapter 5.1.8 --- Cultural Interest --- p.99 / Chapter 5.1.8.1 --- Songs --- p.99 / Chapter 5.1.8.2 --- TV Programs --- p.100 / Chapter 5.1.8.3 --- Films --- p.100 / Chapter 5.1.8.4 --- Books --- p.101 / Chapter 5.1.8.5 --- Cartoons --- p.102 / Chapter 5.1.8.6 --- Other Aspects --- p.102 / Chapter 5.2 --- The Japanese Language --- p.103 / Chapter 5.2.1 --- Linguistic Onset --- p.104 / Chapter 5.2.2 --- Integrativeness --- p.105 / Chapter 5.2.3 --- Attitudes towards the L2 Speakers / Community --- p.107 / Chapter 5.2.4 --- Milieu --- p.110 / Chapter 5.2.5 --- Classroom Learning Experience --- p.112 / Chapter 5.2.6 --- Cultural Interest --- p.118 / Chapter 5.2.6.1 --- Songs --- p.118 / Chapter 5.2.6.2 --- Animation / TV drama / Comics / Films --- p.119 / Chapter 5.2.6.3 --- Electronic Games --- p.122 / Chapter 5.2.6.4 --- Web Sites --- p.122 / Chapter 5.3 --- Global Orientation --- p.123 / Chapter 5.3.1 --- "Willingnes to Travel, Work, or Study in Another Country" --- p.123 / Chapter 5.3.2 --- Exchange Programs --- p.127 / Chapter 5.3.3 --- Current Affaires --- p.128 / Chapter 5.4 --- Summary --- p.129 / Chapter CHAPTER 6 --- DISCUSSION --- p.135 / Chapter 6.1 --- Pre-actional Stage --- p.135 / Chapter 6.1.1 --- Ideal L2 Self and Integrativeness --- p.135 / Chapter 6.1.2 --- Ought-to L2 Self and Instrumentality --- p.139 / Chapter 6.2 --- Actional Stage --- p.143 / Chapter 6.3 --- Post-actional Stage --- p.148 / Chapter 6.3.1 --- Motivation Maintenance --- p.148 / Chapter 6.3.2 --- Demotivation --- p.150 / Chapter 6.4 --- Motivational Change --- p.152 / Chapter CHAPTER 7 --- CONCLUSION --- p.155 / Chapter 7.1 --- Research Questions --- p.155 / Chapter 7.1.1 --- Research Question One --- p.155 / Chapter 7.1.2 --- Research Question Two --- p.157 / Chapter 7.1.3 --- Research Question Three --- p.158 / Chapter 7.2 --- Implications --- p.159 / Chapter 7.2.1 --- For English Teachers --- p.159 / Chapter 7.2.2 --- For Japanese Teachers --- p.160 / Chapter 7.2.3 --- Limitations of the Present Study and Implications for Future Studies --- p.161 / References --- p.163 / APPENDIX A: ENGLISH L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.174 / APPENDIX B: JAPANESE L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.181 / APPENDIX C: GUIDED QUESTIONS FOR INTERVIEW ONE --- p.188 / APPENDIX D: APPLICATION LETTER TO THE JAPANESE SUMMER COURSE TEACHERS --- p.193 / APPENDIX E: PARTICIPANT RECRUITMENT FORM --- p.194 / APPENDIX F: QUESTIONNIARE CONSENT FORM FOR THE PARTICIPANTS --- p.195 / APPENDIX G: INTERVIEW CONSENT FORM FOR THE PARTICIPANTS --- p.196 / APPENDIX H: TRANSCRIPTIONS FOR FIRST-ROUND INTERVIEWS --- p.197 / Amanda´ةs Interview Transcription --- p.197 / Candy´ةs Interview Transcription --- p.220 / Elaine´ةs Interview Transcription --- p.242 / Katy´ةs Interview Transcription --- p.256 / Matt´ةs Interview Transcription --- p.277 / Ricky´ةs Interview Transcription --- p.292 / Sean´ةs Interview Transcription --- p.309 / Tim´ةs Interview Transcription --- p.330 / APPENDIX I: TRANSCRIPTIONS FOR SECOND-ROUND INTERVIEWS --- p.347 / Amanda´ةs Interview Transcription --- p.347 / Candy´ةs Interview Transcription --- p.357 / Elaine´ةs Interview Transcription --- p.365 / Katy´ةs Interview Transcription --- p.374 / Matt´ةs Interview Transcription --- p.384 / Ricky´ةs Interview Transcription --- p.393 / Sean´ةs Interview Transcription --- p.403 / Tim´ةs Interview Transcription --- p.413

Mok, Joyce Mee Luen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 129-133). / Abstracts in English and Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background to this study --- p.1 / Chapter 1.2 --- Purpose of this study --- p.6 / Chapter 1.3 --- Organisation of this thesis --- p.7 / Chapter Chapter 2 --- Literature Review / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Cognitive Approaches to Task Performance / Chapter 2.2.1 --- The Information-Processing Theory --- p.11 / Chapter 2.2.2 --- Levelt's Model of Speech Production --- p.14 / Chapter 2.2.3 --- Cognitive Models of Task-Based Performance --- p.16 / Chapter 2.3 --- The Two Types of Task Planning - Pre-Task Planning and On-line Planning --- p.21 / Chapter 2.4 --- Manipulating Task Characteristics under Different Planning Conditions --- p.24 / Chapter 2.5 --- The Two Types of Narrative Prompts -- Picture Sequences and Video Snippets --- p.31 / Chapter 2.6 --- Learners' Perception of Task Performance --- p.35 / Chapter 2.7 --- Research Questions of This Study --- p.38 / Chapter Chapter 3 --- Method / Chapter 3.1 --- Introduction --- p.40 / Chapter 3.2 --- Participants --- p.40 / Chapter 3.3 --- Task Type --- p.43 / Chapter 3.4 --- Pilot Studies / Chapter 3.4.1 --- Pilot Study on Picture Prompts --- p.44 / Chapter 3.4.2 --- Pilot Study on Video Prompts --- p.46 / Chapter 3.5 --- Task Design --- p.47 / Chapter 3.6 --- Data Collection Procedures --- p.52 / Chapter 3.7 --- Pre-task / Post-task Questionnaires --- p.53 / Chapter 3.8 --- Quantitative Measures / Chapter 3.8.1 --- Fluency Measures --- p.55 / Chapter 3.8.2 --- Complexity Measures --- p.56 / Chapter 3.8.3 --- Accuracy Measures --- p.57 / Chapter 3.8.4 --- Data Analysis --- p.57 / Chapter 3.9 --- Qualitative Measures --- p.58 / Chapter Chapter 4 --- Results / Chapter 4.1 --- Introduction --- p.59 / Chapter 4.2 --- Descriptive Statistics / Chapter 4.2.1 --- Overall Means and Standard Deviations --- p.60 / Chapter 4.2.2 --- Means and Standard Deviations under Four Conditions --- p.63 / Chapter 4.3 --- Correlational Statistics / Chapter 4.3.1 --- Intercorrelations of Dependent Variables --- p.66 / Chapter 4.3.2 --- "Two-way ANOVAs for Fluency, Complexity and Accuracy" --- p.69 / Chapter 4.4 --- Summary of Data Elicited in Language Production --- p.72 / Chapter 4.5 --- Learners' Perception of Task Performance / Chapter 4.5.1 --- Learners' Perception of Task Difficulty and Task Enjoyment --- p.73 / Chapter 4.5.1.1 --- Descriptive Statistics: Learners' Perception of Task Difficulty and Task Enjoyment --- p.74 / Chapter 4.5.1.2 --- Correlational Statistics: Learners' Perception of Task Enjoyment --- p.75 / Chapter 4.5.2 --- Learners' Planning Strategies and Difficulties Encountered While Speaking --- p.77 / Chapter 4.5.3 --- The Benefits of Different Prompt Types --- p.84 / Chapter 4.6 --- Summary of Learners' Perception of Tasks --- p.86 / Chapter Chapter 5 --- Discussion / Chapter 5.1 --- Introduction --- p.88 / Chapter 5.2 --- Research Question One / Chapter 5.2.1 --- Summary of Results on Fluency --- p.88 / Chapter 5.2.2 --- Explanations for Results on Fluency --- p.91 / Chapter 5.3 --- Research Question Two / Chapter 5.3.1 --- Summary of Results on Complexity --- p.94 / Chapter 5.3.2 --- Explanations for Results on Complexity --- p.95 / Chapter 5.4 --- Research Question Three / Chapter 5.4.1 --- Summary of Results on Accuracy --- p.100 / Chapter 5.4.2 --- Explanations for Results on Accuracy --- p.104 / Chapter 5.5 --- Summary on the Language Production of Learners --- p.107 / Chapter 5.6 --- Research Question Four / Chapter 5.6.1 --- Summary of Results on Learners' Perception of Task Performance --- p.108 / Chapter 5.6.1.1 --- Learners' Perception of the Usefulness and Adequacy of Planning Time --- p.109 / Chapter 5.6.1.2 --- Learners' Perception of How to Spend Their Planning Time --- p.109 / Chapter 5.6.1.3 --- Learners' Perception of What Would Help Improve Their Task Performance --- p.109 / Chapter 5.6.1.4 --- Learners' Perception of the Benefits of Different Prompt Types --- p.111 / Chapter 5.7 --- Summary of Questionnaire Data --- p.113 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Introduction --- p.114 / Chapter 6.2 --- Integrating the Present Study with Previous Studies --- p.115 / Chapter 6.2.1 --- Previous Findings on Fluency --- p.116 / Chapter 6.2.2 --- Present Findings on Fluency --- p.117 / Chapter 6.2.3 --- Previous Findings on Complexity --- p.118 / Chapter 6.2.4 --- Present Findings on Complexity --- p.118 / Chapter 6.2.5 --- Previous Findings on Accuracy --- p.119 / Chapter 6.2.6 --- Present Findings on Accuracy --- p.119 / Chapter 6.3 --- The Trade-Off Effect / Chapter 6.3.1 --- Previous Findings on the Trade-Off Effect --- p.121 / Chapter 6.3.2 --- Present Findings on the Trade-Off Effect --- p.122 / Chapter 6.4 --- Limitations of the Present Study / Chapter 6.4.1 --- The Use of Different Prompt Types --- p.123 / Chapter 6.4.2 --- Interpretation of Learners' Perception of Tasks --- p.124 / Chapter 6.4.3 --- Pedagogical Studies vs. Language Testing Studies --- p.125 / Chapter 6.5 --- Implications for Language Pedagogy --- p.127 / References --- p.129 / Appendices / Appendix A Picture Sequence Extracted from Huizenga (2000) --- p.134 / Appendix B Instructions to the Participants (English Version) --- p.135 / Appendix C Language Background Questionnaire --- p.136 / Appendix D Task Difficulty Questionnaire --- p.139 / Appendix E Consent Form --- p.142

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This dissertation investigates how four half hour viewings of an authentic German television serial over the course of one fourth semester intermediate course in German affect foreign language (FL) students' perceptions about German culture. In recent years, filmic media have become popular learning instruments. However, how they affect the attitudes of the FL learner about the lifestyles, behaviors, and characteristics of that FL culture has remained largely unexplored. This study triangulates questionnaires, classroom protocols, and assessment of student essays to see in what ways students' discuss and write about cultural differences and similarities at the onset of viewing and after the final viewing of a German video serial. Additionally, it investigates whether English or German language class discussions following student viewing of the program are more effective in fostering critical thinking about a foreign culture. Participants in this study were 69 students (24 female and 45 male) enrolled in four fourth-semester classes of the lower-division curriculum of the Germanic Studies Department at the University of Texas at Austin. After reading biographies and related information about characters, all four classes watched four episodes of the popular German television program, Lindenstrabe, without subtitles. While all classes viewed and wrote about the television serial in German, two classes conducted post-viewing discussion activities in German and the other two classes in English. The investigator visited and took notes on all classes and provided instructors with guidelines to enable consistent approaches to relevant materials and assignments. The resulting data were analyzed using statistical (pre- and post-questionnaires) and qualitative analyses (student response papers and classroom protocols). Two central findings were identified: 1) Fourth-semester German students increased their ability to identify and critically discuss cultural issues and their related social implications when exposed to repeated viewings of the television serial Lindenstrabe and when reacting to the program and its content orally and in writing during in- and out-of-class assignments; 2) Students' gender and the language of the classroom discussions influenced the content and analytical style of students' on their essay analyses of the video. These and other findings are assessed in light of classroom variables, in conjunction with suggestions for future research, and implications of these findings for media use in FL classrooms. / text

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This study provides a critical review on the provision of Chinese Language education for non-Chinese speaking students (NCSS) in traditional high-concentration designated secondary schools in Hong Kong. NCSS are equipped with L2 Chinese literacy but are asked to survive with the main stream society who sought for L1 Chinese literacy. This has been a thorny issue since 2008 where the good efforts of various stakeholders including the EDB have not yielded any positive outcomes in enhancing the Chinese literacy of the NCSS. On one hand the NGOs strongly advocate for an alternative Chinese curriculum framework for NCSS while on the other, the EDB justifies the existing provision of Chinese education such as the central Chinese curriculum framework (CCCF) and the supplementary Chinese curriculum guide (SCG) as adequate. Their entanglements have ended up as political fights and bring further disarray to schools, teachers and the NCSS. Despite the absence of literature and few research studies, the issue of providing Chinese Language education for NCSS is pursued in this study within a theoretical framework derived from three related areas of research: Language policy in Hong Kong for government and subsidized schools, the Chinese Language curriculum for NCSS in Hong Kong and NCSS’ language acquisition and Chinese language learning. The main aim of the study is to achieve a better understanding of the Chinese literacy of the NCSS, the manner in which the school-based NCSS Chinese curriculums are adopted from the CCCF and SCG and implemented. Last, the different views of the stakeholders and their entanglements are depicted. This study employed an eclectic approach where both quantitative (test administration and survey) and qualitative (observations, documentary review and in-depth interview) methods were administered to collect the data for the study. The essence of critical ethnography was employed in the qualitative method where in-depth interviews in a semi-structured manner and my experience and educational upbringing as an NCSS helps shed additional light and explanation to the issue which allows the issue to be holistically depicted. The findings reveal that, despite the NCSS attaining satisfactory examination results in the international Chinese examination (GCSE); their Chinese literacy is far beyond the benchmark of the societal expectations. Second, regardless of the amount of work that the EDB has put in place concerning the implementation of the NCSS Chinese curriculum, there is a weak negotiation between the different levels of curriculum planning, namely the strategic, tactical and operational. In addition, at the operational level of planning, teachers’ inadequate LTC and LTEC in notional and operational curriculums warrant our concern. Last, the entanglements between different stakeholders arise due to their relative differences on the degree of accountability and practicality concerns towards the issue. The study seeks to contribute to empirical and conceptual knowledge on international studies and re-conception on language education policy for linguistics minorities at the political level and fills the literature gaps on language pedagogy, LTEC and LTC at school level. Finally, it becomes a unique literature in explaining the un-imparted multilingual NCSS’ language acquisition which is absence in the field of applied linguistics. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

This thesis explores the mutual impacts between English learners’ identity construction and their English learning at university level of education in the People’s Republic of China. Grounded in the sociocultural perspective on second language learning and based on the theory of communities of practice and the concepts of imagined communities and investment, the research focuses on two non-English major students’ English learning in a comprehensive university and investigates the social, historical and individualistic factors causing identity continuity and/or identity change in the first year of university study and explores how identity construction and English learning mutually impacted each other. This research adopted a qualitative case study method and employed weekly diaries and interviews as data collection instruments. Data collection lasted six months. Weekly diaries guided by prompt questions were collected per week to track learners’ English learning and identity construction. Semi-structured face-to-face interviews were conducted every five to six weeks to gain rich contextual, historical and individual information and to retrospectively find out learners’ English learning and identities before entering the university and in the first semester in university. Their English teacher was interviewed for data enrichment and triangulation. Thematic analysis and Fairclough’s model of discourse analysis were used to identify evidence which shows identity continuity, identity change, and English learning. Findings show that in English learning in the university, language learners experienced either identity continuity or change in English learner identities, future career expectations and the sense of belonging to learning communities in the university. Learners’ imagined identities in future careers and future social status remained continuous in the first year and the imagined identities in future careers and future social status strongly promoted learners’ investments in English learning. By engaging in the learning communities in the university with imagination of learning communities they desired to participate in and imagination of their future, learners built their sense of belonging to the university, their classes and their dormitories. The growth of the sense of belonging reflects learners’ identity change. The sense of belonging facilitated their full participation in English learning in the university, classes and dormitories as learning communities. The findings also show that when congruence between the actual and imagined communities appeared, learners’ English learning were promoted, whereas incongruence negatively impacted English learning. The findings of this study reveal the importance of learners’ imagined communities and imagined identities in future careers and future social status and also reveal the effects of learners’ non-academic factors on their English learning. This thesis suggests that learners’ diverse backgrounds and multiple identities should be taken into consideration when English curricular are designed. Career counselling and buddy schemes are also suggested. Accordingly, this study enhances the understanding of the first-year non-English major undergraduates’ identity construction in EFL learning in China. This study also attracts educators’ and researchers’ attention to the needs of non-English major students’ English learning in China as well as the needs of first-year undergraduates who experience a transition from high school to university. / published_or_final_version / Education / Master / Master of Philosophy

This thesis reports a cross-cultural study that investigated the ways Chinese and Swedish college students do gender in their experiences of reading English as a second language. The concept “doing gender in reading” in this study derives from the view of reading as a social practice that leads to gendered identities construction. Previous studies, which mostly found that girls outperformed boys in reading achievement, created a linear relationship between gender and achievement. This study, informed by social theories of literacy (Gee, 2008; Street, 1984; Kress, 2010) and poststructuralist theories of gender (Weedon, 1997; Butler, 1990), explored how socially-constituted gendered ideologies might be instantiated and negotiated in college students’ experiences of reading English as a second language. It gave particular attention to diversity within and between genders and to the dynamics of students’ socio-culturally mediated reading practices. The study was guided by the following sub-questions: (a) What gender-specific ideologies can be identified in Chinese and Swedish college students’ narratives of reading English as a second language? (b) How do Chinese and Swedish college students act in relation to gender-specific ideologies in their everyday English reading practices? The study was conducted with a qualitative approach of narrative inquiry. Focal informants were four Chinese students and four Swedish students enrolled in English teacher education programs in their home countries. Data were collected over a sixmonth period with techniques of student journal writing, interviews, focus groups, and ethnographic observations. Baxter’s (2003) feminist poststructuralist discourse analysis framed and guided data analysis. The study found three recurrent English reading practices across cases that led to gendered identities construction. These were: making investment in English reading; adopting the strategy of reading English alone; and choosing English reading materials in relation to teachers. Overarching ideologies that shaped these practices included perceptions of reading as a more female-appropriate activity, male readers as independent readers who could solve problems on their own, and female readers as emotional readers who are sensitive to their relation with others. Informants’ actions in relation to these gender-specific ideologies fell into two major categories: conformance and resistance. Findings suggested that female informants seemed to be more ready to resist these ideologies whereas males tended to comply. Swedish informants seemed to demonstrate more awareness of and readiness to resist gendered ideologies compared to Chinese informants. The findings from this study imply that gendered ideologies can have both facilitating and debilitating effects on students’ reading experiences. Therefore, language teachers should develop a critical consciousness of gendered ideologies and how they relate to their students in specific contexts. In response to prevailing socioculturally constituted and power-laden ideologies, the study proposes a new perspective from which to interpret gender and reading English as a second language across cultures. Such a contribution adds momentum to the paradigm shift from essentialism to poststructuralism in second language acquisition that purports that gender is more than an identity label. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

本文嘗試通過對兩所香港國際學校授課教師的問卷調查, 以及筆者對授課教師進行的課堂跟蹤觀察, 試論香港的國家學校的對外漢語教學課堂中, 有效的和較無效的糾錯策略, 從而可以為香港國際學校對外漢語教學的後繼研究和實際教學提供實驗性的結果 / published_or_final_version / Education / Master / Master of Education

abstract / Applied English Studies / Doctoral / Doctor of Philosophy