published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / English Studies / Master / Master of Arts

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

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

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

published_or_final_version / Education / Master / Master of Education

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