黃顯華. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 133-137). / Huang Xianhua. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 致謝 / 論文提要 / 附表 / Chapter 第一章 --- 導論 --- p.1 / Chapter I --- 社會教育科的內容、目的、及其在香港的發展 --- p.1 / Chapter II --- 問題說明 --- p.14 / Chapter III --- 研究動機與目的 --- p.28 / Chapter IV --- 有關文獻之引述 --- p.34 / Chapter A --- “公民意´識ح的意義 --- p.35 / Chapter B --- 香港社會科公民意識教育的發展 --- p.39 / Chapter C --- 美國社會科公民意識教育的發展 --- p.45 / Chapter D --- 美國社會教育科的歷史 --- p.51 / Chapter E --- 對公民教育的質疑 --- p.54 / Chapter F --- 制定“公民教育目標量度工´具ح的取向 --- p.55 / Chapter G --- 有關公民教育目標的分析及其研究工具 --- p.57 / Chapter 第二章 --- 研究設計 --- p.73 / Chapter I --- 假設 --- p.73 / Chapter II --- 重要名詞闡釋 --- p.79 / Chapter III --- 研究對像與取樣 --- p.82 / Chapter IV --- 研究工具 --- p.86 / Chapter V --- 資料搜集 --- p.87 / Chapter V I --- 資料分析 --- p.89 / Chapter 第三章 --- 總結 --- p.94 / Chapter I --- 結果分析 --- p.94 / Chapter II --- 結論 --- p.115 / Chapter IV --- 建議 --- p.128 / 參考文獻 --- p.133 / 附錄 --- p.138

by Fung Chi Lun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 100-106). / Acknowledgements --- p.i / Abstract --- p.ii / List of Tables --- p.iv / List of Figures --- p.vi / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter 1.4 --- Definition of Terms --- p.6 / Chapter Chapter Two: --- Review of Related Literature --- p.9 / Chapter 2.1 --- Curriculum Development of Chemical Education --- p.9 / Chapter 2.1.1 --- Trend of the Curriculum Development of Chemical Education in Foreign Countries --- p.9 / Chapter 2.1.2 --- Situation of Chemical Education in Hong Kong --- p.13 / Chapter 2.2 --- The Nature of Science-Technology-Society (STS) --- p.14 / Chapter 2.2.1 --- Emergence of STS --- p.14 / Chapter 2.2.2 --- The Characteristics of STS --- p.15 / Chapter 2.2.3 --- Importance of STS --- p.17 / Chapter 2.2.4 --- Comparison between Traditional courses and STS courses --- p.18 / Chapter 2.2.5 --- Introduction of STS courses in Foreign Countries --- p.19 / Chapter 2.2.6 --- Classification of STS Topics --- p.21 / Chapter 2.3 --- Relevant Researches of Curriculum Materials --- p.22 / Chapter 2.3.1 --- Researches of Syllabuses --- p.22 / Chapter 2.3.2 --- Researches of Science Textbooks --- p.24 / Chapter 2.4 --- Content Analysis --- p.29 / Chapter Chapter Three: --- The Nature of the New S4-5 Chemistry Syllabus --- p.32 / Chapter 3.1 --- Background of the Development of the New S4-5 Chemistry Syllabus --- p.32 / Chapter 3.2 --- Teachers' Comments to the New S4-5 Chemistry Syllabus --- p.32 / Chapter 3.3 --- Characteristics of the New S4-5 Chemistry Syllabus --- p.33 / Chapter Chapter Four: --- Research Design --- p.39 / Chapter 4.1 --- Research Questions --- p.39 / Chapter 4.2 --- Hypotheses --- p.40 / Chapter 4.3 --- Analytical Framework of The Study --- p.42 / Chapter 4.4 --- Methodology --- p.44 / Chapter 4.5 --- Curriculum Materials analyzed in the Study --- p.48 / Chapter 4.6 --- Procedures of Data Collection --- p.51 / Chapter 4.7 --- Procedures of Data Analysis --- p.52 / Chapter 4.8 --- Statistical Methods --- p.56 / Chapter 4.9 --- Methodological Issues --- p.57 / Chapter 4.9.1 --- Validity --- p.57 / Chapter 4.9.2 --- Reliability --- p.58 / Chapter Chapter Five: --- Results and Discussion --- p.61 / Chapter 5.1 --- Reliability of Rating --- p.61 / Chapter 5.2 --- Interpretation of Results --- p.63 / Comparison of the New and the Old S4-5 Chemistry Syllabuses by Overall Inclusion of all STS Topics and Non-STS Content --- p.63 / Comparison of the New and the Old S4-5 Chemistry Syllabuses by Inclusion of Each STS Topic --- p.65 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus by Overall Inclusion of all STS Topics and Non-STS Content --- p.67 / Comparison of Textbooks for the Old S4-5 Chemistry Syllabus by Overall Inclusion of all STS Topics and Non-STS Content --- p.69 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus and Textbooks for the Old Chemistry Syllabus by Mean Overall Inclusion of all STS Topics and Non-STS Content --- p.70 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus by Inclusion of Each STS Topic --- p.72 / Comparison of Textbooks for the Old S4-5 Chemistry Syllabus by Inclusion of Each STS Topic --- p.75 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus and Textbooks for the Old S4-5 Chemistry Syllabus by Inclusion of Each STS Topic --- p.77 / Comparison of the S4-5 Chemistry Syllabuses and Textbooks by Overall Inclusion of all STS Topics and Non-STS Content --- p.81 / Comparison of the S4-5 Chemistry Syllabuses and Textbooks by Inclusion of Each STS Topic --- p.82 / Chapter 5.3 --- Discussion --- p.82 / Chapter 5.4 --- Limitations --- p.90 / Chapter Chapter Six: --- Summary and Recommendations --- p.92 / Chapter 6.1 --- Summary --- p.92 / Chapter 6.2 --- Recommendations for Adoption of the STS Approach --- p.94 / Chapter 6.3 --- Recommendations for Improvement of Chemistry Syllabuses --- p.95 / Chapter 6.4 --- Recommendations for Improvement of Chemistry Textbooks --- p.98 / Chapter 6.5 --- Recommendations for Further Study --- p.98 / BIBLIOGRAPHY --- p.100 / APPENDICES --- p.107 / Appendix A: Comparison between Traditional and STS courses --- p.107 / Appendix B: Detailed Descriptions and Representative Tasks of the STS Topics developed by the Project Synthesis --- p.109 / "Appendix C: Scientific methods and problem solving skills, and Decision making skills in the new S4-5 Chemistry Syllabus" --- p.115 / Appendix D: Questionnaire of S4-5 Chemistry Textbooks used by Schools --- p.116

Lui, Nga Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 164-170). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Two Writing Approaches Practiced in Hong Kong Classrooms --- p.1 / Chapter 1.1.1 --- A Glimpse of the Situation of Hong Kong Secondary School Classrooms --- p.1 / Chapter 1.1.2 --- A Glimpse of the Situation of Hong Kong University Classrooms --- p.6 / Chapter 1.2 --- Different Roles of Teacher Feedback in the Two Writing Approaches --- p.8 / Chapter 1.2.1 --- The Content of Teacher Feedback --- p.8 / Chapter 1.2.2 --- The Timing of Teacher Feedback --- p.9 / Chapter 1.2.3 --- The Purpose of Teacher Feedback --- p.10 / Chapter 1.3 --- The Importance of Students' Views of Teacher Feedback in Process Writing --- p.11 / Chapter 1.4 --- Overview of the Thesis --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Chapter 2.1 --- From Product to Process: A Brief Account of the Change in Teaching Approach Towards Writing --- p.14 / Chapter 2.1.1 --- Product Writing --- p.14 / Chapter 2.1.2 --- Process Writing: The Overriding Concern over Writing Process --- p.15 / Chapter 2.1.3 --- Process Writing: The Method --- p.15 / Chapter 2.2 --- Teacher Feedback on Student Writing: Definition and Rationale --- p.16 / Chapter 2.3 --- From Error Feedback to All-round Teacher Feedback --- p.19 / Chapter 2.4 --- Importance of Acknowledging Students' Views: the Claims --- p.21 / Chapter 2.4.1 --- ESL Context --- p.21 / Chapter 2.4.2 --- EFL Context --- p.22 / Chapter 2.5 --- Importance of Acknowledging Students' Views: the Behaviour --- p.25 / Chapter 2.6 --- The Hong Kong Context --- p.27 / Chapter 2.7 --- Research Gaps: Triangulation in Understanding Students' Needs --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY --- p.32 / Chapter 3.1 --- Research Questions --- p.32 / Chapter 3.2 --- Research Design: The Case Study Approach --- p.33 / Chapter 3.2.1 --- Definition of Case Study --- p.33 / Chapter 3.2.2 --- Rationale of Employing Case Study --- p.34 / Chapter 3.3 --- Instrumentation and Rationale Behind --- p.36 / Chapter 3.3.1 --- Questionnaires on Student Writers --- p.37 / Chapter 3.3.2 --- Interviews --- p.37 / Chapter 3.3.2.1 --- Interviews with Student Writers --- p.38 / Chapter 3.3.2.2 --- Interviews with Writing Instructors --- p.38 / Chapter 3.3.3 --- Text Analysis on the Marked Preliminary Drafts and Final Versions of Writing --- p.39 / Chapter 3.4 --- Pilot Study --- p.39 / Chapter 3.4.1 --- Modification of Text Analysis Guide --- p.40 / Chapter 3.4.2 --- Modification of Other Instruments --- p.40 / Chapter 3.5 --- Main Study --- p.41 / Chapter 3.5.1 --- The Writing Courses --- p.41 / Chapter 3.5.1.1 --- Writing Class A --- p.43 / Chapter 3.5.1.2 --- Writing Class B --- p.44 / Chapter 3.5.1.3 --- Writing Class C --- p.44 / Chapter 3.5.2 --- Profiles of Informants --- p.45 / Chapter 3.5.2.1 --- Profiles of Teacher Informants --- p.46 / Chapter 3.5.2.2 --- Profiles of Student Informants --- p.47 / Chapter 3.5.3 --- Data Collection Process --- p.48 / Chapter 3.5.4 --- Limitations --- p.49 / Chapter 3.5.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Chapter Summary --- p.51 / Chapter CHAPTER 4 --- RESULTS AND DISCUSSIONS --- p.53 / Chapter 4.1 --- Teacher Feedback on Preliminary Drafts and Final Version --- p.53 / Chapter 4.1.1 --- Teacher Feedback on Preliminary Drafts --- p.54 / Chapter 4.1.1.1 --- Student Views of Teacher Feedback on Preliminary Drafts: Questionnaires and Interviews --- p.54 / Chapter 4.1.1.2 --- Text Analysis on Preliminary Drafts --- p.57 / Chapter 4.1.2 --- Teacher Feedback on Final Version --- p.59 / Chapter 4.1.2.1 --- Students' Views of Teacher Feedback on Final Version --- p.60 / Chapter 4.1.2.2 --- Text Analysis on Teacher Feedback on Final Version --- p.62 / Chapter 4.1.3 --- Teacher Feedback on Preliminary Drafts and Final Version: Teachers' Rationale --- p.65 / Chapter 4.1.3.1 --- Teacher A's Rationale on Teacher Feedback --- p.66 / Chapter 4.1.3.2 --- Teacher B's Rationale on Teacher Feedback --- p.67 / Chapter 4.1.3.3 --- Teacher C's Rationale on Teacher Feedback --- p.69 / Chapter 4.1.4 --- Teacher Feedback on Preliminary Drafts and Final Version: A Comparison --- p.71 / Chapter 4.2 --- "Students' Response to Teacher Feedback: Attended, Deleted, and Ignored" --- p.73 / Chapter 4.2.1 --- Feedback Attended to and Received Positively --- p.73 / Chapter 4.2.1.1 --- Feedback Attended to: Student Questionnaires --- p.73 / Chapter 4.2.1.2 --- Feedback Attended to: General Picture From Text Analysis --- p.77 / Chapter 4.2.1.3 --- Feedback Attended to and Its Easiness and Difficulties: Student Interviews and Questionnaires --- p.78 / Chapter 4.2.1.3.1 --- Teacher Feedback Students Found Easy to Deal With --- p.79 / Chapter 4.2.1.3.2 --- Teacher Feedback Students Found Difficult to Deal With --- p.82 / Chapter 4.2.1.3.3 --- Summary of Feedback Students Attended to --- p.88 / Chapter 4.2.1.4 --- Feedback Received Positively --- p.89 / Chapter 4.2.1.5 --- Feedback Received Positively: Critical (Negative) Feedback --- p.90 / Chapter 4.2.1.6 --- Feedback Received Positively: Minimal Use of Symbols in Feedback --- p.91 / Chapter 4.2.1.7 --- Feedback Attended to and Received Positively: Summary --- p.93 / Chapter 4.2.2 --- Feedback Partially Attended to or Deleted --- p.94 / Chapter 4.2.2.1 --- Teacher Feedback Partially Attended to: Students' Views From Questionnaires --- p.94 / Chapter 4.2.2.2 --- Teacher Feedback Partially Attended to: Student Interviews and Text Analysis --- p.95 / Chapter 4.2.2.2.1 --- “I Delete to Condense´ح --- p.95 / Chapter 4.2.2.2.2 --- “I Delete to Clarify´ح --- p.96 / Chapter 4.2.2.2.3 --- "“I Delete to Save Myself Trouble""" --- p.96 / Chapter 4.2.2.3 --- Teacher Feedback Partially Attended to: General Picture From Text Analysis --- p.97 / Chapter 4.2.2.4 --- Feedback Partially Attended to or Deleted: Summary --- p.99 / Chapter 4.2.3 --- Feedback Ignored and Received Negatively --- p.99 / Chapter 4.2.3.1 --- Feedback Ignored: Students' Views From Questionnaires --- p.100 / Chapter 4.2.3.2 --- Feedback Ignored: Students' Views From Interviews --- p.100 / Chapter 4.2.3.2.1 --- Feedback Difficult to Revise Accordingly --- p.101 / Chapter 4.2.3.2.2 --- Feedback Obscure in Letting Students Know What the Problem Was --- p.102 / Chapter 4.2.3.2.3 --- Feedback on Earlier Drafts --- p.103 / Chapter 4.2.3.2.4 --- Feedback on “Minor´ح Things --- p.104 / Chapter 4.2.3.2.5 --- Feedback Not Unique to the Essay --- p.104 / Chapter 4.2.3.2.6 --- Feedback Violating the Expression of Personal Voice --- p.105 / Chapter 4.2.3.3 --- Teacher Feedback Ignored: General Picture From Text Analysis --- p.106 / Chapter 4.2.3.4 --- Feedback Ignored: Two Extreme Cases as Illustrations --- p.108 / Chapter 4.2.3.4.1 --- Case of Jeff --- p.108 / Chapter 4.2.3.4.2 --- Case of Dorothy --- p.109 / Chapter 4.2.3.5 --- Feedback Ignored: Teachers' Views --- p.111 / Chapter 4.2.3.6 --- Feedback Received Negatively --- p.112 / Chapter 4.2.3.6.1 --- Positive Feedback --- p.112 / Chapter 4.2.3.6.2 --- Feedback Without Explanations --- p.113 / Chapter 4.2.3.7 --- Feedback Ignored and Received Negatively: Summary --- p.115 / Chapter 4.2.4 --- Students' Response to Teacher Feedback: Summary --- p.115 / Chapter 4.3 --- Reasons Behind Students' Preferences --- p.116 / Chapter 4.3.1 --- Personal Factors --- p.116 / Chapter 4.3.1.1 --- Proficiency in English --- p.116 / Chapter 4.3.1.2 --- Repertoire of Revision Strategies --- p.119 / Chapter 4.3.1.3 --- "Balancing Between Personal Voice and the ""Standard""" --- p.121 / Chapter 4.3.2 --- Interpersonal Factors --- p.124 / Chapter 4.3.2.1 --- Communication Between Teachers and Students --- p.124 / Chapter 4.3.2.2 --- Sources for Support or Advice --- p.126 / Chapter 4.3.3 --- Reasons Behind Students' Preferences: Summary --- p.129 / Chapter 4.4 --- Students' Views and Teachers' Views --- p.130 / Chapter 4.4.1 --- Students' Use of Teacher Feedback During Revision Process --- p.130 / Chapter 4.4.1.1 --- A Brief Overview of the Revision Process Undertaken by Students --- p.131 / Chapter 4.4.1.1.1 --- Revision Process Undertaken by English Majors (Class A) --- p.131 / Chapter 4.4.1.1.2 --- Revision Process Undertaken by Non-English Majors (Classes B and C) --- p.133 / Chapter 4.4.1.1.3 --- Common Feature of Revision Process Shared by the Two Groups of Students --- p.134 / Chapter 4.4.1.2 --- Strategies Used in the Revision Process --- p.135 / Chapter 4.4.1.2.1 --- Contemplating on Their Own --- p.135 / Chapter 4.4.1.2.2 --- Consulting Their Peers --- p.136 / Chapter 4.4.1.2.3 --- Consulting Their Teachers --- p.136 / Chapter 4.4.1.2.4 --- Consulting Other Resources --- p.136 / Chapter 4.4.2 --- Teachers' Expectations on the Use of Teacher feedback in Revision Process --- p.137 / Chapter 4.4.2.1 --- Summary of Teachers' Recommendations of the Revision Process --- p.137 / Chapter 4.4.2.1.1 --- Teacher A's Recommendations --- p.137 / Chapter 4.4.2.1.2 --- Teacher B's Recommendations --- p.139 / Chapter 4.4.2.1.3 --- Teacher C's Recommendations --- p.139 / Chapter 4.4.2.2 --- Strategies Recommended in the Revision Process --- p.140 / Chapter 4.4.3 --- Students' Views and Teachers' Views: A Comparison --- p.141 / Chapter CHAPTER 5 --- CONCLUSIONS AND IMPLICATIONS --- p.143 / Chapter 5.1 --- Conclusions --- p.143 / Chapter 5.2 --- Significance --- p.145 / Chapter 5.3 --- Pedagogical Implications --- p.147 / Chapter 5.3.1 --- Short-term Implications --- p.147 / Chapter 5.3.1.1 --- Make Teacher Feedback More Comprehensible and Specific --- p.148 / Chapter 5.3.1.2 --- Hold Teacher-student Conferences --- p.150 / Chapter 5.3.1.3 --- Introduce Peer Review --- p.151 / Chapter 5.3.1.4 --- Teach Revision Strategies --- p.151 / Chapter 5.3.2 --- Long-term Implications --- p.152 / Chapter 5.3.2.1 --- Read More! --- p.153 / Chapter 5.3.2.2 --- Think More! --- p.154 / Chapter 5.3.2.3 --- Write More! --- p.155 / Chapter 5.4 --- Limitations --- p.156 / Chapter 5.4.1 --- Insufficient Testing of the Instruments (Pilot Study) --- p.156 / Chapter 5.4.2 --- Uneven Distribution of Student Interviewees Among the Three Writing Classes (Main Study) --- p.157 / Chapter 5.4.3 --- Inconsistent Proportion of Writing Gathered From the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.4 --- Inconsistent Timing Between the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.5 --- The Scope of Teacher Feedback on Students' Writing (Main Study) --- p.159 / Chapter 5.5 --- Recommendations for Future Studies --- p.160 / Chapter 5.5.1 --- Comprehensive Testing of Instruments With Tailored Design --- p.160 / Chapter 5.5.2 --- More Even Distribution of Student Interviewees With Different Characteristics --- p.160 / Chapter 5.5.3 --- More Consistent Number of Papers Collected From Different Writing Classes --- p.161 / Chapter 5.5.4 --- More Consistent Schedule Among Writing Classes --- p.161 / Chapter 5.5.5 --- Wider Scope of Enquiry of Teacher Feedback --- p.162 / APPENDICES / Appendix A Student Questionnaire --- p.171 / Appendix B Student Interview Guide --- p.176 / Appendix C Teacher Interview Guide --- p.177 / Appendix D Text Analysis Guide --- p.178 / Appendix E Consent Letter (to students) --- p.179 / Appendix F Consent Letter (to instructors) --- p.181 / Appendix G Response Rate and Characteristics of Student Respondents of Student Questionnaires --- p.183

Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

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

Task-based language teaching has a high profile within contemporary ELT. There are, however, few empirical studies of how teachers actually implement tasks in Chinese primary school contexts. This study aims to fill this gap by exploring how four teachers in two primary schools in Nanhai, Guangdong implement communicative activities in a top-down national innovation. This study involves three areas of investigation. The first area describes classroom practice. A particular focus is on activity types and the degree of communicativeness of activities. The second area analyzes how the practice reflects the general understanding of task-based pedagogy: the extent to which classroom activities are congruent with features of task? The third area concerns factors influencing communicativeness of lessons. Extensive data are drawn over a period of an academic year with four selected teachers (Betty, Rose, Paul and Jane). A total of 55 observations were conducted. Methods of documenting classroom data include a quantitative instrument based on COLT observation scheme (Communicative Orientation of Language Teaching) and qualitative field notes. The tool used to analyze the degree of communicativeness is derived from a well-recognized framework proposed by Littlewood. 64 semi-structured interviews were conducted to gauge participants’ perception of task-based teaching. Teachers, school principals and focused-group students were interviewed. The main findings are as follows. It is found that Betty and Rose use mainly focus-on-forms activities, Paul uses meaning-form-focused and Jane meaning-focused activities, suggesting, respectively, a low, medium and medium-high degree of communicativeness. Further analysis of activity features indicates that Betty and Rose’s teaching are teacher-centered, decontextualized and without a clear communicative goal and outcome, and thus not congruent with task features. Paul’s activities share features of non-communicative teaching and TBLT. Paul tried to integrate some communicative elements in his approach, although the majority of Paul’s activities still focus on the practice of language form. Jane’s activities, message-focused, student-centered and contextualized, reflect general features of tasks. Three sets of contextual and participant factors are found to influence TBLT implementation in the two case schools: 1) contextual, 2) teacher factors and 3) those related to pedagogical practice, including planning and instructional factors. The significance of this study is threefold. Firstly, I propose an adapted version of Littlewood’s communicative framework. This version contributes to the existing literature as it is a useful tool to analyze communicativeness of classroom activities in school context. Secondly, this study extends our knowledge of the kind of factors that influence TBLT implementation. Lastly, this study adds insights into character teachers cope with changes in the new English curriculum and the kind of classroom activities in Nanhai primary schools. It is hoped that these findings carry some resonances in other EFL contexts in East Asian Region. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

This research investigated the teacher beliefs and the important aspects of value education in relation to the New Senior Secondary Liberal Studies (NSS LS) curriculum in Hong Kong. The NSS LS curriculum was first introduced to schools in the academic year 20092010. It emphasises the cultivation of knowledge, skills, and attitudes. Therefore, it is suggested that value education should be an important element in this new core senior secondary curriculum. The focus of this study is to explore the beliefs which are held by the NSS LS teachers in value education and to identify the important aspects of value education in practice accordingly. The findings suggested that value education in relation to NSS LS is a common concern of teachers, and it is expressed as two themes: ‘moral standard’ and ‘critical thinking’. It was found that if ‘moral standard’ is the focal concern for teachers, ‘value instruction’ may become the main teaching strategy and ‘biased selection of experience’ may inform pedagogy. On the contrary, if ‘critical thinking’ is the focal concern for teachers, ‘value clarification’ and ‘providing alternatives for students to experience’ may become the main melodies in their teaching. In addition, ‘programmability’ and ‘role of emotions’ are the important aspects in which NSS LS teachers differ in their views of value education. Based on the analysis and findings of this qualitative study, some implications for future research are discussed. It is hoped that this study may provide some insights for those educationalists who are interested in this area of study. / published_or_final_version / Education / Master / Master of Education

The present study investigates the impact of a school play on the identity formation of six English as a Second Language (ESL) learners attending a local EMI secondary school. Data pertaining to students’ perception of their participation in the school play was collected through semi-structured interviews and diary entries over a period of four months. The findings show all participants generally view the group experience and the social interaction in the school play community as the major factors boosting their sense of belonging and engagement with the community at large. A number of generally positive (and evolving) multiple identities have been identified in the study as a result of the of social, cultural and symbolic capital accumulated by acquiring the English speaking proficiency needed on the stage. However, there is a slight difference between participants who assume a more major role and those who take up a minor role in regard to their level of engagement in the school play. Some informants acknowledge the difficulty in gaining a legitimate membership in the school play. Nevertheless, the general findings all point to the view that the school play supports the participants in the process of becoming a member of an ESL Community of Practice. / published_or_final_version / Education / Master / Master of Education