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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

An investigation of the difficulties experienced by form one students in attempting to read and understand English mathematical vocabularyin continuous prose

Yue, Kwok-choy., 余國材. January 1984 (has links)
published_or_final_version / Education / Master / Master of Education
32

A comparison of the writing strategies in Chinese and English of some students at the University of Hong Kong

Chan, Nim-yin., 陳念賢. January 1989 (has links)
published_or_final_version / Education / Master / Master of Education
33

A comparative study of the English and Chinese language performance ofsome Hong Kong secondary school students: testing the colze procedure with the two languages

Chan, Bing-fui., 陳炳輝. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
34

A comparison of the responses to English language paper 1 of those candidates in grade A and B with those in grade D and E in the HongKong Certificate of Education Examination, 1982

Law, Ping., 羅平. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
35

English in the Hong Kong classroom: a study of student participation in language lessons

Leung, Man-man, Teresa., 梁文敏{272b21}. January 1999 (has links)
published_or_final_version / English Studies / Master / Master of Arts
36

An investigation of the English vocabulary knowledge of university students in Hong Kong.

January 2005 (has links)
Chui Sze Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 101-105). / Abstracts in English and Chinese. / ABSTRACT --- p.1 / ACKNOWLEDGEMENT --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Background of the Present Study --- p.2 / Chapter 1.3 --- A Response: The Present Study --- p.3 / Chapter 1.4 --- Significance of the Study --- p.3 / Chapter 1.5 --- Research Questions --- p.4 / Chapter 1.6 --- Organization of Thesis --- p.5 / Chapter 1.7 --- Summary --- p.6 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.2 --- Vocabulary and Vocabulary Knowledge --- p.7 / Chapter 2.2.1 --- "The notion of ""word""" --- p.8 / Chapter 2.2.2 --- "What does ""knowing a word"" mean?" --- p.9 / Chapter 2.2.2.1 --- Richards' eight assumptions --- p.9 / Chapter 2.2.2.2 --- Carter's seven characteristics --- p.10 / Chapter 2.2.2.3 --- Nation's model --- p.12 / Chapter 2.3 --- L2 Vocabulary Acquisition --- p.14 / Chapter 2.3.1 --- Development of L2 mental lexicon --- p.14 / Chapter 2.3.1.1 --- L1 versus L2 --- p.15 / Chapter 2.3.1.2 --- Receptive vocabulary versus productive vocabulary --- p.15 / Chapter 2.3.2 --- How vocabulary should be learnt: Explicit versus implicit --- p.17 / Chapter 2.4 --- Vocabulary Testing --- p.20 / Chapter 2.4.1 --- What makes a good vocabulary test --- p.20 / Chapter 2.4.2 --- Breadth versus depth: Some implications for test design --- p.22 / Chapter 2.4.2.1 --- Meara's Eurocentres Vocabulary Size Test --- p.22 / Chapter 2.4.2.2 --- Nation's Vocabulary Levels Test --- p.23 / Chapter 2.4.2.3 --- Wesche and Paribakht's Vocabulary Knowledge Scale --- p.25 / Chapter 2.4.2.4 --- Read's Word Associates Test --- p.26 / Chapter 2.5 --- Educational Context in Hong Kong --- p.28 / Chapter 2.5.1 --- Medium of instruction --- p.29 / Chapter 2.5.2 --- English vocabulary teaching in secondary schools --- p.31 / Chapter 2.5.3 --- Vocabulary studies on Hong Kong tertiary students --- p.33 / Chapter 2.6 --- Summary --- p.35 / Chapter CHAPTER 3 --- RESEARCH DESIGN / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Participants --- p.38 / Chapter 3.2.1 --- Selection of participants --- p.38 / Chapter 3.2.2 --- Profile of participants --- p.40 / Chapter 3.3 --- Instrumentation --- p.43 / Chapter 3.3.1 --- Vocabulary breadth measure --- p.43 / Chapter 3.3.2 --- Vocabulary depth measure --- p.45 / Chapter 3.3.3 --- Personal information sheet --- p.48 / Chapter 3.4 --- Procedures --- p.48 / Chapter 3.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Summary --- p.52 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Introduction --- p.53 / Chapter 4.2 --- Vocabulary Breadth --- p.53 / Chapter 4.2.1 --- Overall performance of Hong Kong university students --- p.54 / Chapter 4.2.2 --- Comparing performance of students with different educational backgrounds --- p.55 / Chapter 4.2.2.1 --- Hong Kong students and mainland China students --- p.55 / Chapter 4.2.2.2 --- Form 6 students and Form 7 students --- p.57 / Chapter 4.2.2.3 --- Students in the three faculties --- p.59 / Chapter 4.2.2.4 --- Students studying through different medium of instruction in secondary schools --- p.62 / Chapter 4.3 --- Vocabulary Depth --- p.66 / Chapter 4.3.1 --- Performance in different aspects of vocabulary knowledge --- p.67 / Chapter 4.3.2 --- Relationship between different aspects of vocabulary knowledge and sentence production --- p.68 / Chapter 4.4 --- Summary --- p.69 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Introduction --- p.71 / Chapter 5.2 --- Vocabulary Size of University Students in Hong Kong --- p.71 / Chapter 5.2.1 --- General vocabulary --- p.71 / Chapter 5.2.2 --- Academic vocabulary --- p.73 / Chapter 5.3 --- Comparison Between the Present Results and Past Studies Conducted in Hong Kong --- p.76 / Chapter 5.3.1 --- Littlewood and Liu (1996) --- p.76 / Chapter 5.3.2 --- Fan (2001) --- p.77 / Chapter 5.4 --- Differences in Vocabulary Breadth --- p.79 / Chapter 5.4.1 --- Hong Kong students and mainland China students --- p.79 / Chapter 5.4.2 --- Form 6 students and Form 7 students --- p.80 / Chapter 5.4.3 --- The faculty factor --- p.81 / Chapter 5.4.4 --- The medium of instruction factor --- p.83 / Chapter 5.5 --- Insights from Students' Quality of Knowledge of Academic Words --- p.84 / Chapter 5.5.1 --- Negligence of morphology and collocation in English vocabulary teaching --- p.84 / Chapter 5.5.2 --- Importance of morphology and collocation for sentence production --- p.86 / Chapter 5.5.3 --- Enhancing effectiveness by incorporating explicit vocabulary teaching into implicit vocabulary learning --- p.87 / Chapter 5.6 --- Summary --- p.92 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Introduction --- p.93 / Chapter 6.2 --- Implications of the Present Study --- p.93 / Chapter 6.2.1 --- Recommendation to the university --- p.93 / Chapter 6.2.1.1 --- Compulsory academic vocabulary courses to first-year university students --- p.93 / Chapter 6.2.1.2 --- Policy on students from mainland China --- p.94 / Chapter 6.2.1.3 --- Policy on Form 6 EAS students --- p.94 / Chapter 6.2.2 --- Recommendation to secondary school English language teachers --- p.95 / Chapter 6.2.3 --- Recommendation to the government --- p.96 / Chapter 6.2.4 --- Recommendation to Hong Kong university students --- p.97 / Chapter 6.3 --- Limitations of the Present Study --- p.97 / Chapter 6.4 --- Suggestions for Further Research --- p.99 / Chapter 6.5 --- Summary --- p.100 / REFERENCES --- p.101
37

An investigation of the English vocabulary knowledge of senior secondary school students in Hong Kong.

January 2007 (has links)
Ng, Chun Ho. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 123-128). / Abstracts in English and Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENT --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Reasons for Carrying out the Present Study --- p.2 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter 1.4 --- Research Questions --- p.7 / Chapter 1.5 --- Organization of Thesis --- p.8 / Chapter 1.6 --- Summary --- p.9 / Chapter CHAPTER 2 --- LITERATURE REIVEW / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Importance of Vocabulary --- p.11 / Chapter 2.3 --- Vocabulary Knowledge --- p.12 / Chapter 2.3.1 --- Definition of a ´بword´ة --- p.12 / Chapter 2.3.2 --- Definition of knowing a word --- p.13 / Chapter 2.3.2.1 --- Richards' eight assumptions --- p.14 / Chapter 2.3.2.2 --- Carter's seven characteristics --- p.16 / Chapter 2.3.2.3 --- Nation's model --- p.18 / Chapter 2.3.3 --- Receptive vocabulary versus productive vocabulary --- p.20 / Chapter 2.4 --- Vocabulary Learning and Acquisition --- p.21 / Chapter 2.4.1 --- L1 vocabulary VS L2 vocabulary --- p.21 / Chapter 2.4.2 --- Incidental learning versus Explicit learning --- p.22 / Chapter 2.5 --- Vocabulary Testing --- p.24 / Chapter 2.5.1 --- Vocabulary measuring instruments --- p.24 / Chapter 2.5.2 --- Vocabulary frequency levels --- p.26 / Chapter 2.5.3 --- Laufer and Nation (1999)'s Productive Vocabulary Levels Test --- p.27 / Chapter 2.6 --- Local Education System ´ؤ English Language Teaching and Medium of Instruction Policy --- p.28 / Chapter 2.6.1 --- Current trend in language testing --- p.28 / Chapter 2.6.2 --- Vocabulary wordlist --- p.29 / Chapter 2.6.3 --- Medium of instruction --- p.30 / Chapter 2.7 --- Recent Relevant Vocabulary Studies in Hong Kong --- p.33 / Chapter 2.7.1 --- Littlewood and Liu (1996) --- p.34 / Chapter 2.7.2 --- Barber (1999) --- p.34 / Chapter 2.7.3 --- Cobb and Horst (2000) --- p.35 / Chapter 2.7.4 --- Fan (2001) --- p.36 / Chapter 2.7.5 --- Chui (2004) --- p.37 / Chapter 2.8 --- The Need for Further Studies --- p.37 / Chapter 2.9 --- Summary --- p.40 / Chapter CHAPTER 3 --- RESEARCH DESIGN / Chapter 3.1 --- Introduction --- p.41 / Chapter 3.2 --- Participants --- p.42 / Chapter 3.2.1 --- Selection of participants --- p.41 / Chapter 3.2.2 --- Profile of participants --- p.44 / Chapter 3.2.2.1 --- Different streams of studies --- p.45 / Chapter 3.2.2.2 --- Participants' mother tongue and their English learning experience --- p.47 / Chapter 3.2.2.3 --- Participants' results in English in HKCEE --- p.47 / Chapter 3.2.2.4 --- Participants' results in HKCEE --- p.49 / Chapter 3.3 --- Instrumentation --- p.51 / Chapter 3.3.1 --- Questionnaire --- p.51 / Chapter 3.3.2 --- Vocabulary test --- p.52 / Chapter 3.3.3 --- Measuring productive vocabulary knowledge --- p.54 / Chapter 3.3.4 --- Vocabulary breadth measure --- p.55 / Chapter 3.4 --- Procedures --- p.57 / Chapter 3.5 --- Data Analysis --- p.59 / Chapter 3.6 --- Summary --- p.60 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Vocabulary Breadth --- p.61 / Chapter 4.2.1 --- Overall performance of Hong Kong senior secondary school students --- p.62 / Chapter 4.2.2 --- Comparing performance of students with different educational backgrounds --- p.64 / Chapter 4.2.2.1 --- "Students in the Science, Business, and Arts streams" --- p.64 / Chapter 4.2.2.2 --- Students from Chinese-medium schools and English-medium schools --- p.67 / Chapter 4.2.2.3 --- Students using textbooks written in different languages --- p.70 / Chapter 4.3 --- Correlation Between Students' Vocabulary Size and Their Success in English in HKCEE --- p.73 / Chapter 4.4 --- Common Mistakes in Students' Answers --- p.77 / Chapter 4.5 --- Summary --- p.78 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Vocabulary Size of Senior Secondary School Students in Hong Kong --- p.80 / Chapter 5.2.1 --- General vocabulary --- p.80 / Chapter 5.2.2 --- "Problems encountered in reading, listening, speaking and listening" --- p.82 / Chapter 5.2.3 --- Academic vocabulary --- p.86 / Chapter 5.3 --- Comparison between the Present Study and Past Research Conducted in Hong Kong --- p.87 / Chapter 5.3.1 --- Chui (2004) --- p.87 / Chapter 5.4 --- Medium of Instruction Policy --- p.93 / Chapter 5.4.1 --- Effects of medium of instruction on vocabulary learning of Hong Kong senior secondary school students --- p.95 / Chapter 5.4.2 --- Effects of language of textbooks on vocabulary learning of Hong Kong senior secondary school students --- p.104 / Chapter 5.5 --- Significant Patterns Regarding the Performance of Participants of Different English Results in the HKCEE in the Vocabulary Test --- p.111 / Chapter 5.6 --- Summary --- p.112 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Introduction --- p.113 / Chapter 6.2 --- Implications of the Present Study --- p.113 / Chapter 6.2.1 --- Recommendation to secondary school English teachers --- p.113 / Chapter 6.2.2 --- Recommendation to secondary schools in Hong Kong --- p.116 / Chapter 6.2.3 --- Recommendation to the Hong Kong Government --- p.117 / Chapter 6.3 --- Limitations of the Present Study --- p.118 / Chapter 6.4 --- Suggestions for Further Research --- p.120 / Chapter 6.5 --- Summary --- p.121 / REFERNCES --- p.123 / APPENDICES / Appendix A Invitation Letter to Schools in Hong Kong --- p.129 / Appendix B Questionnaire for the Research Study --- p.130 / Appendix C Productive Vocabulary Levels Test --- p.132 / Appendix D Suggested Answers for the Productive Vocabulary Levels Test --- p.136 / "Appendix E Table 11 (Results of Scheffe Post-hoc Test for Comparing the Mean Scores of Students in Different Streams, Science, Arts and Business.)" --- p.137 / Appendix F Table 18 (Results of post-hoc test comparing the scores of students achieving different English grades in the HKCEE.) --- p.139 / Appendix G Table 27 (Results of post-hoc tests comparing the mean scores of students in different groups using different combinations of medium of instruction in junior forms and senior forms) --- p.144 / Appendix H Table 32 (Results of post-hoc test comparing the scores of students using textbooks written in different combinations of languages in junior forms and senior forms in the vocabulary test) --- p.159
38

Attitudes and motivation of CUHK business students towards English, Putonghua, and Cantonese.

January 2007 (has links)
Law, She Kay Lourdes. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 181-188). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iii / TABLE OF CONTENT --- p.v / LIST OF TABLES --- p.xvii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Language Use in Hong Kong --- p.1 / The Handover and Language Use in Hong Kong --- p.1 / The Significance of Cantonese in Hong Kong --- p.2 / The Significance of English in Hong Kong --- p.3 / The Significance of Putonghua in Hong Kong --- p.4 / Social Identities and Languages in Hong Kong --- p.7 / "Attitudes, Motivation and Orientation: Three Important Ideas to be Discussed in this study" --- p.9 / Purpose of this Study --- p.10 / Significance of this Study --- p.11 / Research Questions --- p.11 / Organization of this Study --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Introduction --- p.14 / Various Motivational Orientations: Attitudes and Motivation Research --- p.14 / Socio-psychological Approach to Motivational Orientations --- p.15 / Socio-educational Model --- p.17 / Integrative and Instrumental Orientations of Motivation --- p.18 / Integrative Orientation of Motivation --- p.18 / Instrumental Orientation of Motivation --- p.18 / Different Views towards Integrative and Instrumental Notions in Explaining Learners' Motivation --- p.19 / Related Integrative and Instrumental Orientations of Motivation Studies --- p.23 / "Additional Motivational Orientations: Friendship, Travel related, Knowledge, and the Media Factor" --- p.27 / Cognitive-situated Approach to Motivational Orientations --- p.30 / Self-determination Theory´ؤIntrinsic and Extrinsic Orientations --- p.30 / Intrinsic Orientation of Motivation --- p.31 / Extrinsic Orientation of Motivation --- p.32 / Amotivation --- p.33 / Influence of Teachers on Intrinsic and Extrinsic Orientations of Motivation --- p.34 / Applying Intrinsic and Extrinsic Orientation of Motivation to HK Context --- p.34 / Attribution Theory --- p.35 / Influences on Learners' Reactions to Learning --- p.36 / Three Main Dimensions of Attributes --- p.39 / "Identity, Language Learners, and Investment of Language Learning" --- p.41 / Identity and Language Learners --- p.41 / Attitudes of Language Learners and Investment of Language Learning --- p.43 / The Notion of Investment and the Notion of Instrumental Motivation --- p.45 / Code-switching and Code-mixing --- p.46 / Definition: Code-switching and Code-mixing --- p.46 / Attitudes towards Languages for Code-switching and Code-mixing in Hong Kong --- p.47 / Summary --- p.51 / Chapter CHAPTER 3 --- METHODOLOGY --- p.52 / Introduction --- p.52 / Research Design --- p.52 / Research Questions --- p.52 / Types of Collected Data --- p.53 / Quantitative Approach Adopted in the Present Research --- p.54 / Qualitative Approach Adopted in the Present Research --- p.54 / Two Stages of Data Collection --- p.54 / Participants of the Research --- p.55 / Selection Criteria --- p.55 / Questionnaire Respondents --- p.56 / Stage One: June to July 2006 --- p.56 / Stage Two: September to October 2006 --- p.56 / Questionnaire Collected in the Two Stages of Data Collection --- p.56 / Interviewees --- p.57 / Stage One: June to July 2006 --- p.57 / Stage Two: September to October 2006 --- p.58 / Instrumentation --- p.58 / Questionnaires --- p.58 / Reasons for Using Questionnaires --- p.58 / Design of the Questionnaires --- p.59 / Questionnaire Investigating Participants' Attitudes towards English --- p.60 / Questionnaire Investigating Participants' Attitudes towards Putonghua --- p.61 / Questionnaire Investigating Participants' Attitudes towards Cantonese --- p.62 / Interview --- p.62 / Reason for the Using Semi-structured Interview --- p.63 / Design of Interview Questions --- p.63 / Data Collection and Processing --- p.64 / Questionnaire --- p.64 / Stage One: June to July 2006 --- p.65 / Stage Two: September to October 2006 --- p.65 / Interviews --- p.66 / Stage One: June to July 2006 --- p.66 / Stage Two: September to October 2006 --- p.66 / Data Analysis --- p.67 / Questionnaire --- p.67 / Interviews --- p.67 / Triangulation of Data --- p.68 / Validity and Reliability --- p.68 / Internal Validity --- p.68 / English Proficiency Level --- p.68 / Participant Attrition --- p.69 / Location of Data Collection --- p.70 / Instructions for the Participants --- p.70 / External Validity --- p.71 / Reliability --- p.72 / Ethics --- p.72 / Limitations --- p.73 / Summary --- p.74 / Chapter CHAPTER FOUR --- RESULTS AND FINDINGS --- p.75 / Introduction --- p.75 / "Participants' Attitudes towards English, Putonghua, and Cantonese: Integrative, Instrumental, and Travel Orientation" --- p.75 / English --- p.76 / Putonghua --- p.76 / Cantonese --- p.77 / Participants' Attitudes towards English --- p.77 / Attitudes towards Integrative Orientation --- p.78 / Questionnaire --- p.78 / Interviews --- p.79 / Attitudes towards Instrumental Orientation --- p.81 / Questionnaire --- p.81 / Interviews --- p.83 / Attitudes towards Travel Orientation --- p.85 / Questionnaire --- p.85 / Interviews --- p.86 / Attitudes towards Friendship Orientation --- p.87 / Attitudes towards the Media in English --- p.89 / Attitudes towards Intrinsic Orientation --- p.91 / Attitudes towards Extrinsic Orientation --- p.92 / Influence of Teaching Activities and Style on English Learning --- p.93 / Previous Successes and/or Failures that Contribute to English Learning --- p.94 / Summary --- p.95 / Participants' Attitudes towards Putonghua --- p.95 / Attitudes towards Integrative Orientation --- p.95 / Questionnaire --- p.95 / Interviews --- p.97 / Attitudes towards Instrumental Orientation --- p.98 / Questionnaire --- p.98 / Interviews --- p.100 / Attitudes towards Travel Orientation --- p.101 / Questionnaire --- p.101 / Interviews --- p.102 / Attitudes towards Friendship Orientation --- p.103 / Attitudes towards the Media in Putonghua --- p.105 / Previous Successes and/or Failures that Contribute to Putonghua Learning --- p.107 / Relationship between Putonghua and One's Identity --- p.108 / Attitudes towards Putonghua and Code-switching/mixing --- p.109 / Summary --- p.110 / Participants' Attitudes towards Cantonese --- p.111 / Attitudes towards Integrative Orientation --- p.111 / Questionnaire --- p.111 / Interviews --- p.113 / Attitudes towards Instrumental Orientation --- p.115 / Questionnaire --- p.115 / Interviews --- p.117 / Attitudes towards Travel Orientation --- p.120 / Questionnaire --- p.120 / Interviews --- p.121 / Previous Successes and/or Failures that Contribute to Chinese Learning --- p.123 / Relationship Between Cantonese and One's Identity --- p.124 / Attitudes towards Cantonese and Code- mixing --- p.124 / Summary --- p.128 / Summary of the Chapter --- p.129 / Chapter CHAPTER FIVE --- DISCUSSION OF FINDINGS --- p.130 / Cultures and Languages --- p.130 / The Love of Culture towards English --- p.130 / The Lack of Passion in Cultures towards Putonghua --- p.136 / Living in the Cantonese Culture in Hong Kong --- p.140 / Language as an Instrument --- p.142 / English: A Traditional Requirement for Walking on the Path of Success --- p.142 / Putonghua and English: A New Combination of Device to the Path of Success --- p.146 / Languages and their Usage in Different Geographical Locations --- p.148 / English: A Language of Universality --- p.149 / Putonghua: A Language of Regional Use --- p.151 / Cantonese: An International Language in the Cantonese World --- p.153 / Challenges in Language Learning --- p.155 / Challenges as a Stimulator in Language Learning --- p.155 / Challenges as an Obstacle in Language Learning --- p.156 / Failures in Previous Language Learning --- p.156 / Teaching Activities and Styles --- p.158 / "Identity, Language Learning and Language Choice" --- p.159 / Identity and Language Learning --- p.160 / Chinese Identity and Language Learning --- p.160 / Hong Kong Chinese Identity and Language Learning --- p.161 / Identity as a University Student and Language Learning --- p.162 / Identity and Language Choice --- p.163 / Mainland Chinese Identity and Code-switching/mixing --- p.163 / Hong Kong Identity and Code-switching/mixing --- p.164 / Summary --- p.166 / Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS --- p.167 / Introduction --- p.167 / Answers to the Research Questions --- p.167 / Research Question One --- p.167 / English --- p.167 / Putonghua --- p.167 / Cantonese --- p.168 / Research Question Two --- p.168 / English --- p.169 / Putonghua --- p.169 / Cantonese --- p.169 / Research Question Three --- p.170 / Integrative Orientation --- p.170 / Instrumental Orientation --- p.171 / Travel Orientation --- p.171 / Friendship Orientation --- p.172 / Intrinsic and Extrinsic Orientation --- p.173 / Attribution Theory´ؤPrevious Successes and/or Failures in Language Learning --- p.173 / Identity and Language Learning --- p.173 / Identity and Language Choice --- p.174 / Implications for Business majors and their Instructors in University --- p.175 / To Business majors in Universities --- p.175 / To Instructors Teaching Business majors English and Putonghua in Universities --- p.175 / "Implications for Language Change, Social Identity, and Language Planning" --- p.176 / Language Change --- p.176 / Social Identities --- p.176 / Language Planning --- p.177 / Limitations --- p.178 / Further Studies --- p.179 / REFERENCES --- p.181 / APPENDICES --- p.189 / Appendix A Profiles of the Interviewees (Summer 2006) --- p.189 / Appendix B Profiles of the Interviewees (Fall 2006) --- p.190 / "Appendix C Clement, Dornyei, & Noels' (1994) Motivation Questionnaire" --- p.191 / "Appendix D Clement, Dornyei, & Noels' (1994) Motivation Questionnaire with Scale Labels" --- p.192 / Appendix E Questionnaire (English) --- p.193 / Appendix F Questionnaire (Putonghua) --- p.197 / Appendix G Questionnaire (Cantonese) --- p.201 / Appendix H Interview Questions --- p.205 / Appendix I Consent Form --- p.207
39

An evaluation of a vocabulary-training and text-based English reading programme for students in a Band 5 school

Wong, Wai-kee, Clara., 黃偉基. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
40

The communicative strategies of secondary ESL learners in Hong Kong

Lee, Ching-ying, Alice., 李靜瑩. January 2000 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

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