Call number: LD2668 .T4 1951 W48 / Master of Science

A dissertation submitted to the Faculty of Arts Unitrers:Ltyof the witwatersrand, Johannesburg for the degree ~f Master of Arts. Johannesburg, 1992. / This investigat:i.ondemonstrates that school-leavers" experience the greatest amount pf difficulty in answering comprehension questions that demand inferencing related to stylistic effects in written passages. It also demonstrates that the texts use,d in Transvaal Education Department written comprehension examinations and the questions<asked on the texts ar,enot syntactica.lly difficUlt to.process. A brief introduction to comprehension testing in the Republ)~c of •South Africa is followed bY an explanation as to how 2077 scripts from the Transvaal province were seleqted and treated" to establish which questions ma't:riculatioU candid~tes found most, difficult and which the easiest. \\t'he items most ca.ndidates<,failed, and those for which most scored 70% er'more, were then categorised accol:'d.in,•tg•o two , different taxonomies"" to,reveal that the c(}f.ficultquestioIj~ reguire inferencing procedures that easy questions do not. ,/, ,;;:-~ . , ... . .... , _ _ _ ,f,~", ' __ ' ' , , ." ", ,,' ,',", " __ ~~;;;o<'; T,O,conf-rm that comprehensJ.on'·dJ.ffl.cultyfor school"'leavers stems ~rom what they are asked to infer, and not from the inhere\~t syntactic complexity of the t~,ts or questions the:mse:l)ves,the syntax of both,the difficult and easy items is scrutinized. The inferencing tasks demanded of candida~es in the six ~ost difficult questions are desc:.;:ih~d in detai~l."and,sonte,of the findings of this investigation are related·to ongoing research in Britain. The study questions. whe~;:::(er c(;)mp::.~ehertsa1b0inlity is best tested by the kinds of g:jlestir\lclRit'nldSic1atesfound :most difficult and suggests ways teachers may use to prepare candidates for a comprehem~ion examination of this kind.

This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs. locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic performance of writing, touching a highly controversial issue in the task based language instruction, in terms of complexity, accuracy, and fluency (CAF). In an experiment, 55 college EFL learners were asked to complete the regulatory focus and mode questionnaires, and then to perform two writing tasks with varying task complexity; picture description task and argumentative writing task. For analysis, learners' regulatory foci and modes were evaluated, and learners' writing performances were assessed with three CAF measures. Correlation analyses revealed 1) the positive correlation between the level of assessment and lexical complexity 2) the negative correlation between the level of prevention and all measures of CAF, and 3) the negative correlation between the level of locomotion and accuracy. In order to analyze differences among the four groups divided by the predominance of RF/RM, the One-way ANOVA was conducted. The results revealed the significant mean differences in fluency and complexity across groups. In the analysis testing the effect of task complexity, the Paired sample t-test revealed learners significantly increased fluency and lexical complexity but no change in accuracy. However, the patterns determined from the individual group data were somewhat different from those obtained from the pooled group data. In addition, the results of the analysis of disaggregated data using 4x2 Repeated-measures ANOVA showed a significant main effect of task complexity on the measures of lexical complexity and again a significant main effect of regulatory orientations on the measure of fluency. The results of this study provided empirical support for establish theory and important implications for Second Language (L2) learning and development. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 13, 2018. / Includes bibliographical references. / Mostafa Papi, Professor Directing Dissertation; Michael Leeser, University Representative; Phil Hiver, Committee Member; Elizabeth Jakubowski, Committee Member.

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

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

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

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

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

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

何文勝 = A comparative study on Chinese language teaching materials for junior ... / 稿本(影印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (Ying yin ben) / Includes bibliographical references (leaves 1-23 (3rd group)). / He Wensheng = A comparative study on Chinese language teaching materials for junior ... / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1-17 / Chapter 第一節 --- 引言 --- p.1 / Chapter 第二節 --- 研究動就及目的 --- p.1-4 / Chapter 第三節 --- 研究範圍 --- p.4-7 / Chapter 第四節 --- 研究方法 --- p.7-14 / Chapter 第五節 --- 研究限制 --- p.15 / 註釋 --- p.16-17 / Chapter 第二章 --- 語文教學的基本認識 --- p.18-50 / Chapter 第一節 --- 中國語文科名稱的發展 --- p.18-25 / Chapter 第二節 --- 中國語文的性質 --- p.25-31 / Chapter 第三節 --- 清末至1949年以前中國語文科教材的發展 --- p.32-46 / 註釋 --- p.47-50 / Chapter 第三章 --- 中港初級中學中國語文科教材比較的理論根據 --- p.51-112 / Chapter 第一節 --- 教材的定義及特質 --- p.51-56 / Chapter 第二節 --- 教材的選擇原則 --- p.56-61 / Chapter 第三節 --- 分析中國語文科教材的理論根據 --- p.61-98 / Chapter 甲 --- 選材標準 / Chapter 乙 --- 質的配置：文體比例 / Chapter 丙 --- 量的配置：文白比例、篇數、字數 / Chapter 第四節 --- 分析教材的原則 --- p.99-102 / Chapter 第五節 --- 比較教材的原則 --- p.103-106 / 註釋 --- p.107-112 / Chapter 第四章 --- 1949年至1988年中國初級中學中國語文科教材比較 --- p.113-250 / Chapter 第一節 --- 初級中學語文科教材發展概況 --- p.113-125 / Chapter 第二節 --- 四個語文教學大綱的選擇標準 --- p.126-138 / Chapter 第三節 --- 四個語文教學大綱的教材篇目內容及質量的配置 --- p.139-194 / Chapter 第四節 --- 四個教材篇目比較 --- p.195-248 / Chapter 甲 --- 63年與80年、86年、88年教材篇目比較 / Chapter 乙 --- 80年與86年、88年及86年與88年教材篇目比較 / 註釋 --- p.249-250 / Chapter 第五章 --- 1949年至1990年香港初級中學中國中國語文科教材比較 --- p.251-443 / Chapter 第一節 --- 語文科教材的發展概況 --- p.252-256 / Chapter 第二節 --- 語文科課程綱要的選材標準 --- p.257-261 / Chapter 第三節 --- 六個教材篇目內容及質的配置 --- p.262-345 / Chapter 第四節 --- 六個教材篇目比較 --- p.346-441 / Chapter 甲 --- 中中、英中教材篇目比較 / Chapter 乙 --- 中中、英中與78年教材篇目比較 / Chapter 丙 --- 78年、90年教材篇目比較 / 註釋 --- p.442-443 / Chapter 第六章 --- 中港初級中學中國語文科教材比較 --- p.444-531 / Chapter 第一節 --- 過去的教材篇目比較 --- p.445-501 / Chapter 甲 --- 五、六十年代教材篇目比較 / Chapter 乙 --- 七、八十年代教材篇目比較 / Chapter 第二節 --- 現行的教材篇目比較 --- p.502-517 / Chapter 第三節 --- 將來的教材篇目比較 --- p.518-531 / Chapter 第七章 --- 結論及建議 --- p.532-547 / 附參考書目 --- p.附1－附23 / 主要參考書目 --- p.附1-附7 / 第一章參考書目 --- p.附8 / 第二章參考書目 --- p.附9-附11 / 第三章參考書目 --- p.附12-附15 / 第四章參考書目 --- p.附16-附18 / 第五章參考書目 --- p.附19-附23 / 附教材篇目分析及比較項目附表索引 --- p.附24-附26