Cohesion and coherence are important features for effective writing. Studies in contrastive rhetoric and text linguistics suggest that cohesion and coherence may vary across languages and cultures. This study examined cohesion and coherence features of Chinese ESL writings, explored the similarities and the differences between Chinese and English, and investigated the role of language transfer and interference in Chinese ESL writings. Four Chinese graduate students each composed two expository essays in English and two in Chinese and their writing sessions were videotaped. Essays were scrutinized for cohesion and coherence features, and along with transcripts, interviews and observations, they were examined for evidence of transfers and interferences. Findings indicate that the Chinese language depends more on lexical ties and similarities of structures whereas English employs more connectors. References in Chinese often take the form of lexical repetition and sometimes zero anaphora while English uses more pronouns and deictics. In addition, more ellipses are utilized in Chinese. Coherence features show that Chinese essays are more implicit and general while English writings emphasize explicitness with thesis statements and topic sentences. Chinese writings are writer-centered, and demand more of the reader to make sense of the text. Interferences and transfers were identified. Students were unable to use a variety of connectors that English offers in their own writings and often connections were missing and sometimes misleading. They occasionally failed to mark sentence boundaries; their essays often lacked a clearly defined thesis; and topic sentences were rarely used. The discussion was general, implicit, and writer-centered. / Ed. D.

Hu, Jingjing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 257-270). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners&rsquo / needs. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z&rsquo / SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks.<br /> <br /> The results of the study appear to show that the teaching programme in English at Z&rsquo / SL has failed to meet the children&rsquo / s needs. The materials are not designed for young learner&rsquo / s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children&rsquo / s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language.

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Mak Ho-Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 139-147). / Abstract and questionnaires in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1 / Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3 / Chapter 1.2 --- A Response: The Present Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter 1.4 --- Organization of this Thesis --- p.6 / Chapter 2 --- REVIEW OF LITERATURE --- p.8 / Chapter 2.1 --- Notion of Language Proficiency --- p.8 / Chapter 2.1.1 --- Language Proficiency in General --- p.8 / Chapter 2.1.2 --- Oral Language Proficiency --- p.9 / Chapter 2.1.3 --- Working Definition of Oral Language Proficiency --- p.11 / Chapter 2.2 --- Communicative Language Teaching and Learning --- p.13 / Chapter 2.3 --- Task-based Learning --- p.15 / Chapter 2.3.1 --- Definition of 'Task' --- p.15 / Chapter 2.3.2 --- Tasks for Second Language Learning --- p.17 / Chapter 2.3.3 --- Guidelines for Incorporating Element of Learners' Active Involvement in Task Design --- p.22 / Chapter 2.3.4 --- Task-based Instructions --- p.25 / Chapter 2.4 --- Related Theories in Task-based Learning and Teaching --- p.28 / Chapter 2.4.1 --- Input Hypothesis --- p.28 / Chapter 2.4.2 --- Interaction Hypothesis --- p.28 / Chapter 2.4.3 --- Output Hypothesis --- p.29 / Chapter 2.4.4 --- Humanistic Education and Experiential Learning --- p.31 / Chapter 2.4.5 --- Learner-centredness --- p.32 / Chapter 2.4.6 --- Cooperative Learning and Group-based Learning --- p.33 / Chapter 2.4.6.1 --- Cooperative learning --- p.33 / Chapter 2.4.6.2 --- Language development through (cooperative) group work --- p.34 / Chapter 2.5 --- Immersion Programmes --- p.36 / Chapter 2.5.1 --- Formal Immersion --- p.37 / Chapter 2.5.2 --- Non-formal Immersion Programmes --- p.39 / Chapter 2.5.2.1 --- "Approach to programme implementation: A ""Short, Sharp, Shock"" [3-S] Procedure" --- p.40 / Chapter 2.5.2.2 --- English-speaking environment --- p.40 / Chapter 2.5.2.3 --- Relaxing and enjoyable learning environment --- p.40 / Chapter 2.5.2.4 --- Flexibility in time management and sufficient room for dynamism --- p.41 / Chapter 2.5.2.5 --- Cooperative and supportive learning environment --- p.41 / Chapter 2.6 --- Summary of the Chapter --- p.44 / Chapter 2.7 --- Research Questions --- p.45 / Chapter 3 --- DESIGN OF THE STUDY --- p.46 / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- General and Specific Research Hypotheses --- p.47 / Chapter 3.3 --- Selection of Subjects --- p.48 / Chapter 3.4 --- Group Leaders and Their Roles in the Study --- p.49 / Chapter 3.5 --- Identification and Classification of Tasks for the Immersion Programme --- p.50 / Chapter 3.6 --- Selection of Tasks --- p.53 / Chapter 3.6.1 --- Interactivity-oriented Task --- p.53 / Chapter 3.6.2 --- Fluency-oriented Tasks --- p.54 / Chapter 3.6.3 --- Accuracy-oriented Tasks --- p.55 / Chapter 3.6.4 --- Integrated Tasks --- p.55 / Chapter 3.6.5 --- General Characteristics of Tasks Selected --- p.55 / Chapter 3.7 --- Non-formal Immersion Programme --- p.57 / Chapter 3.7.1 --- Characteristics of Non-formal Immersion Programme --- p.57 / Chapter 3.7.2 --- Sequencing and Grading Tasks --- p.59 / Chapter 3.8 --- Construction of Research Instruments --- p.62 / Chapter 3.8.1 --- Oral Proficiency Interview --- p.62 / Chapter 3.8.2 --- Students' Pre-programme and Post-programme Questionnaire --- p.63 / Chapter 3.8.3 --- Subjects' Perception / Evaluation of Task Effectiveness --- p.64 / Chapter 3.8.4 --- Post-programme Semi-structured Narrative Journal --- p.64 / Chapter 3.9 --- Previous Design Experience --- p.65 / Chapter 3.10 --- Experimental Procedure --- p.66 / Chapter 3.10.1 --- Overview of the Experimental Procedure --- p.66 / Chapter 3.10.2 --- Administering the Orientation for Group Leaders --- p.68 / Chapter 3.10.3 --- Administering the Pre- and the Post-programme Interview --- p.69 / Chapter 3.10.4 --- The Non-formal Immersion Programme --- p.70 / Chapter 3.10.4.1 --- Administrating the programme --- p.70 / Chapter 3.10.4.2 --- Implementation of tasks --- p.70 / Chapter 3.10.4.3 --- Leaders' daily programme evaluation --- p.72 / Chapter 3.10.5 --- Administrating Subjects' Evaluation of Task Effectiveness --- p.73 / Chapter 3.10.6 --- Administrating Team Leader's Observation --- p.74 / Chapter 3.10.7 --- Administrating Post-programme Semi-structured Reflective Journal --- p.74 / Chapter 3.10.8 --- Administrating Post-programme Questionnaire and Oral Language Proficiency Interview --- p.74 / Chapter 3.11 --- Methods of Data Analysis --- p.74 / Chapter 3.11.1 --- Pre-and Post-programme Questionnaires --- p.75 / Chapter 3.11.2 --- Pre- and Post-Programme Oral Interviews --- p.76 / Chapter 3.11.3 --- Subjects' Evaluation of Task Effectiveness --- p.76 / Chapter 3.11.4 --- Qualitative Data from Reflective Journal and from Team Leader's Fieldnotes --- p.78 / Chapter 3.12 --- Summary of Chapter 3 --- p.79 / Chapter 4 --- DATA ANALYSIS --- p.80 / Chapter 4.1 --- Introduction --- p.80 / Chapter 4.2 --- Immersion Effect on Subjects' Oral English Proficiency --- p.81 / Chapter 4.3 --- Task Effectiveness --- p.83 / Chapter 4.3.1 --- Perceived Effectiveness of Task-Types in Enhancing Accuracy --- p.84 / Chapter 4.3.2 --- Perceived Effectiveness of Task-Types in Enhancing Fluency --- p.85 / Chapter 4.3.3 --- Perceived Effectiveness of Task-Types in Enhancing Interactivity --- p.86 / Chapter 4.3.4 --- "Effectiveness of Accuracy-oriented Task-type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.87 / Chapter 4.3.5 --- "Effectiveness of Fluency-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.6 --- "Effectiveness of Interactivity-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.7 --- "Effectiveness of Integrated Task Type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.90 / Chapter 4.3.8 --- Summary of Section 4.3 --- p.91 / Chapter 4.3.8.1 --- Accuracy enhancement --- p.91 / Chapter 4.3.8.2 --- Fluency-enhancement --- p.91 / Chapter 4.3.8.3 --- Interactivity enhancement --- p.92 / Chapter 4.4 --- A Brief Summary of the Quantitative Results --- p.92 / Chapter 4.5 --- The Research Hypotheses Tested --- p.93 / Chapter 4.6 --- Reflective Journal --- p.95 / Chapter 4.6.1 --- "Providing an ""English Speaking Environment""" --- p.97 / Chapter 4.6.2 --- Enhancing Subjects' Confidence in Speaking and Using English --- p.99 / Chapter 4.6.3 --- Evaluating Subjects' Overall Performance in Programme --- p.100 / Chapter 4.6.4 --- Helping to Acquire a Higher Level of Communicative Fluency --- p.100 / Chapter 4.6.5 --- "Helping to Acquire a Higher Level of Accuracy (Pronunciation, Accent, and Stress)" --- p.100 / Chapter 4.6.6 --- Helping to Acquire a Higher Level of Interactivity --- p.101 / Chapter 4.6.7 --- "Stimulating and Developing ""Creativity""" --- p.102 / Chapter 4.6.8 --- Additional Comments --- p.102 / Chapter 4.7 --- Summary of the Major Findings --- p.105 / Chapter 4.8 --- Summary of the Chapter --- p.106 / Chapter 5 --- DISCUSSION --- p.107 / Chapter 5.1 --- Introduction --- p.107 / Chapter 5.2 --- The Impact of the Programme on Learners' Attitudes and Language Learning Behaviour --- p.107 / Chapter 5.2.1 --- Humanistic (Language) Education --- p.108 / Chapter 5.2.2 --- Experiential Learning --- p.111 / Chapter 5.2.3 --- Cooperative Learning --- p.112 / Chapter 5.2.4 --- Learner-centredness Task-based Design --- p.114 / Chapter 5.2.5 --- "A Short, Sharp, Shock (3S) Learning Experience" --- p.115 / Chapter 5.3 --- Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.1 --- General Discussion of the Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.2 --- Roles of Designated Tasks in Pinpointing Specific Proficiency Area(s) --- p.118 / Chapter 5.4 --- Sequencing of Tasks for a Balanced Language Development --- p.119 / Chapter 5.5 --- Summary of Chapter Five --- p.123 / Chapter 6 --- CONCLUSION --- p.124 / Chapter 6.1 --- Limitations of the Present Research --- p.124 / Chapter 6.2 --- Pedagogical Implications --- p.125 / Chapter 6.2.1 --- Implications for Curriculum / Programme Designs --- p.125 / Chapter 6.2.2 --- The Classroom Implications --- p.129 / Chapter 6.3 --- Suggestions for Further Research --- p.135 / Chapter 6.4 --- Summary --- p.137 / Chapter 7 --- REFERENCE --- p.139

This study draws on ethnographic methods to provide background information for the English as a Second Language teacher who looks out at the classroom and asks, 6 Who are these Chinese students?" The goal is to let Chinese students describe for themselves their experiences learning English, both in China and in the United States.

For Chinese EFL learners, the skill of vocabulary learning is one of the most essential elements in their English learning process. Many Chinese students transfer their familiar character-learning strategies, which include shape identification and rote memorization, in their English word-learning process. As a result, they may spend time and effort associating the shape, the sound, and the meaning of an English word before they learn and memorize it. Since they do not take advantage of the correspondence between the print and the sound, their vocabulary-learning process seems to be less effective.

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