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University of Macau / Faculty of Arts and Humanities. / Department of Portuguese

范國. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Reprint. / Includes bibliographical references (leaves 74-89). / Fan Guo. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / 前言 --- p.1 / 從不同理論看提問的本質和類別　　　 --- p.2 / 提問技巧的質素 --- p.12 / 研究的動機和意義 --- p.18 / Chapter 第二章 --- 有關文獻綜述 --- p.22 / Chapter 第三章 --- 研究方法與實施 --- p.42 / 實驗對象與分組 --- p.42 / 研究假設　 --- p.44 / 變項處理 --- p.45 / 實驗教材與中文科學業成就測驗卷的編製 --- p.48 / 實驗實施過程 --- p.49 / Chapter 第四章 --- 結果與討論 --- p.54 / Chapter 第五章 --- 結論與建議 --- p.69 / 參考文獻 / Chapter 附錄一： --- 六篇教材原文 / Chapter 附錄二： --- 三次中文科學業成就測驗的題目和分析

Thesis (M.A.)--香港中文大學敎育學院. / Includes bibliographical references (leaves 181-186). / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 --- p.1 / 問題說明 --- p.1 / 有關文献 --- p.12 / Chapter 第二章 --- 研究方法 --- p.23 / Chapter 第一節 --- 根據專家理論的分析比較 --- p.24 / Chapter 第一目 --- 教學的目標 --- p.24 / Chapter 第二目 --- 教材的篇章 --- p.47 / Chapter 第三目 --- 教材的分類 --- p.82 / Chapter 第四目 --- 教材的分配 --- p.85 / Chapter 第五目 --- 教材的選擇 --- p.89 / Chapter 第六目 --- 教材的編排 --- p.95 / Chapter 第七目 --- 教材的附篇 --- p.102 / Chapter 第二節 --- 根據問卷調查的分析比較 --- p.109 / Chapter 第一目 --- 確立原則 --- p.110 / Chapter 第二目 --- 設計問卷 --- p.116 / Chapter 第三目 --- 調查研究 --- p.127 / Chapter 第四目 --- 資料統計 --- p.129 / Chapter 第五目 --- 資料分析 --- p.161 / Chapter 第三章 --- 結論 --- p.171 / 附註 --- p.178 / 參考文獻 --- p.181 / 附錄 --- p.187

手稿本. / Thesis (M.A.)--香港中文大學. / Shou gao ben. / Includes bibliographical references (leaves 62-66). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第壹章 --- 問題說明 --- p.1 / Chapter （一） --- 研究問題 --- p.1 / Chapter （二） --- 有關文獻 --- p.5 / Chapter （三） --- 假設 --- p.11 / Chapter （四） --- 執行定義 --- p.12 / Chapter 第貳章 --- 研究方法 --- p.14 / Chapter （一） --- 設計 --- p.14 / Chapter （二） --- 樣本 --- p.17 / Chapter （三） --- 研究工具 --- p.19 / Chapter （四） --- 實驗程序 --- p.26 / Chapter （五） --- 資料分析 --- p.31 / Chapter 第叁章 --- 結果與討論 --- p.35 / Chapter （一） --- 結果 --- p.35 / Chapter （二） --- 討論 --- p.51 / Chapter 第肆章 --- 摘要及建議 --- p.56 / Chapter （一） --- 摘要 --- p.56 / Chapter （二） --- 建議 --- p.60 / 參考文獻 --- p.62 / Chapter （一） --- 英文 --- p.62 / Chapter （二） --- 中文 --- p.64 / 附錄 / Chapter （一） --- 本研究應用之第一類中文辭句 --- p.67 / Chapter （二） --- 本研究應用之第二類中文辭句 --- p.68 / Chapter （三） --- 本研究應用之第三類中文辭句 --- p.69 / Chapter （四） --- 中文辭句默寫測驗卷 --- p.70 / Chapter （五） --- 两项因素重複測量設計電腦計算程序 --- p.71 / Chapter （六） --- 鄧肯統計法分析結果 --- p.77

Digitized by Kansas Correctional Industries

This study explored language attitudes of high-school-level heritage learners of Spanish. Five varieties of Spanish and English, namely, standard Mexican, non-native and local Southern Arizona Spanish, code-switching, and Chicano-accented English were presented to heritage learners using audio-recorded voice samples. Evaluations were recorded on semantic differential scales designed to reflect two distinct attitude dimensions, solidarity and socio-intellectual status/prestige. In addition to quantifying language attitudes, the study attempted to establish correlations with demographic factors. Demographic surveys and student interviews further yielded information to develop a current description of heritage learners in a formal, classroom setting. Teacher interviews provided insights into program structure and teacher preparation. The ultimate pedagogical goal of this investigation was to define implications for heritage language instruction and for the preparation of teachers for this relatively new, yet growing field. A total of 238 students from programs for Spanish heritage learners in ten schools encompassing four districts, public and private, took part in the study. Structure and practices of heritage programs were found to differ widely, with teachers exercising considerable discretion over curriculum. Students were found to be 90% recently arrived or second-generation students of Mexican, mostly Sonoran, background. Students expressed largely instrumental motivation for their pursuit of Spanish in school and 85% planned to pursue higher education. Results indicate significant differences in students' attitudes between the normative and vernacular language varieties tested. In this academic setting, students' attitudes reflected a distinct preference for more standard varieties. The English test variety was ranked below these and above the vernaculars. Student-participants also showed sensitivity to fine distinctions in register and style. Gender of both speaker and listener were shown to affect language attitudes. Students' habits of language use, in particular the extent of outside reading and radio listening in Spanish, were significantly correlated with more positive language attitudes toward standard varieties. These habits also correlated with higher proficiency levels. These results engendered three salient implications for teaching and teacher preparation: the need to enhance students' outside reading and listening habits, the need to extend students' familiarity with divergent speech styles, the necessary inclusion of sociolinguistic underpinnings in teacher preparation.

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There is no abstract available for this thesis.

There is no abstract available for this thesis.