Recent sociolinguistics research in the study of English has shifted from focusing only on Inner Circle English varieties in Kachru’s (1985) sense to include Outer and Expanding Circle varieties, the phenomenon of which is captured by the term ‘world Englishes’ (WE). This paradigm shift to include WE as acceptable norms has immediate impacts on English language teaching (ELT) as it is suggested that what students learn should approximate the reality of English use worldwide. Research in applied linguistics and language education has discussed the position of WE in ELT (e.g. Jenkins, 2009a), investigated teachers and learners’ perceptions about WE (e.g. Andrews, 2002; He & Li, 2009), and developed curricula that incorporate WE features (e.g. Jenkins, 2002). However, not many studies have looked into how contextual factors have impacted on English teachers’ perceptions about WE and their pedagogical practices. This thesis presents an in-depth, qualitative study that seeks answers to research questions regarding: (i) the relationship between the cognitions and pedagogical practices of WE of a group of Hong Kong English teachers; and (ii) contextual factors that may influence their reported cognitions and observed practices. Borg’s (2006) schematic conceptualisation of language teacher cognition is adopted as the theoretical and analytical framework, which postulates that language teacher cognition and practices are shaped by their schooling experience, professional coursework, contextual factors as well as their ongoing pedagogical practices. Guided by an embedded-case study approach, data were collected through semi-structured interviews, observations of lessons and activities, stimulated recall interviews and documentation analysis. This research takes a Hong Kong secondary school as a single case with five English teachers as embedded cases who participated as the main informants over a period of one school year. To obtain a more comprehensive understanding of the context, additional data were collected from other sources including school administrators, students, and education officials. An analysis of the data using Borg’s (2006) framework revealed that the informants’ cognitions of WE had been shaped by their experiences as learners, teachers and users of English. The informants’ perceptions were ‘ambivalent’: expressing an embracing view towards WE, but at the same time attaching only to British English in teaching due to local examination and curriculum requirements. The informants’ observed classroom practices also manifested such ambivalence: they were willing to teach a text containing WE features but continuously reminded students to avoid using WE in examinations. This ambivalence seemed to have rooted from their pedagogical focus only on meeting examination requirements and formal English use. Furthermore, this exclusive focus was shared not only among the English teachers, but also by their students, school administration of the case School and education officials, together forming the overarching context shaping the English teachers’ cognitions. The implications of this study are twofold. First, the informants’ exclusive preference for British English over WE for ELT seems to diverge from WE research suggestions to introduce non-Inner Circle varieties as acceptable norms. Second, their ambivalent view towards WE manifested a tension between maintaining English standards and exposing students to the sociolinguistic reality of English. The findings reveal the teacher informants’ predominant focus on teaching uses of English for examinations, which tend to focus on standard Englishes and formal genres. It is suggested that English teachers should go beyond an uncritical adherence to nation-based English varieties to develop a broader understanding of language variation that takes into account the users, uses and modes of communication (Mahboob, 2014). This study calls for (i) the inclusion of a wider range of language variation in the English curriculum; (ii) more attention to teacher education programmes in strengthening English teachers’ awareness of language variation; and (iii) raising awareness of education and assessment officials towards a broader conceptualisation of language variation. / published_or_final_version / Education / Doctoral / Doctor of Education

The purpose of this study was to investigate foreign language anxiety and beliefs about language learning of university students learning English as a foreign language (EFL) in mainland China. In addition, the relationship between foreign language anxiety and students7 beliefs about language learning was studied. A total of 175 first and second year university students participated in the study. A set of questionnaires consisting of the Beliefs About Language Learning Inventory (Honvitz, 1987), Foreign Language Classroom Anxiety Scale (Honvitz, 1983) and a background questionnaire were translated into Chinese and administered to the subjects. Several similarities and differences were observed between the Chinese subjects7 responses to the BALLI and those of American foreign language students (Honvitz, 1988), Taiwanese EFL students (Yang, 1992), Korean EFL students (Truitt, 1995), American students of French (Kern, 1995), American students of Japanese (Oh, 1996), and Turkish-speaking students of English (Kunt, 1997). The Chinese subjects in this study reported higher levels of foreign language anxiety than the subjects in previous studies. Two BALLI factors were found to be significantly correlated with foreign language anxiety: "the difficulty about language learning" (r = .544 p< .01) and "beliefs about foreign language aptitude" (r = -.255 p< .01), suggesting that Chinese EFL students who believe English is not a very difficult language and perceive themselves as having higher language aptitude in language learning tend to have lower levels of language anxiety. This study contributes to the understanding of EFL students7 beliefs about language learning, and the frustrations and difficulties they experience in foreign language classrooms.

O curso de língua portuguesa, na China, têm passado por uma expansão nos últimos dez anos com o crescimento rápido da economia, no entanto encontram-se problemas evidentes tanto com relação à adequação dos livros didáticos (LDs). Esta dissertação tem por objetivo pesquisar, com base em entrevistas e questionários, as aspirações dos alunos e dos docentes chineses no que se refere ao tipo de LD e também conhecer as dificuldades para sua produção. Assumindo a perspectiva sociocultural (Vygotsky, 1978; Leontiev, 1981; Luria, 1982), a cognição humana é formada por meio do engajamento do indivíduo em atividades sociais. Para análise dessas relações, torna-se instrumento eficiente de verificação os materiais mediadores. Os LDs, nesta dissertação, assumem esse papel. Esperamos identificar se os LDs de português na China revelam um processo interativo, mediado pela cultura, pelo contexto, pela línguagem e pela interação social (Johnson, 2009). Quando tratamos de LD, não podemos desprezar o papel social dos docentes de língua portuguesa no contexto chinês, tampouco as necessidades manifestadas pelos alunos. Metodologicamente, decidimos realizar uma pesquisa qualitativa e os instrumentos que permitiram escutar os professores que ensinam há mais de dois anos e os alunos de nível mais avançado na aprendizagem do português foram questionários e entrevistas. Esses materiais foram analisados quanto ao conteúdo discursivo e os resultados demonstram a existência de lacunas que devem ser consideradas para melhorar os LDs. Ao final, apresentamos uma proposta de sequência didática que atende às necessidades dos agentes do processo de ensino-aprendizagem. / The course of Portuguese language in China have experienced an expansion in the past decade with the rapid growth of the economy, however there are obvious problems both with respect to the adequacy of textbooks. This thesis aims to research, based on interviews and questionnaire, the aspirations of students and Chinese teachers in relation to the type of textbooks of Portuguese and also know the difficulties in their production. Assuming the sociocultural perspective (Vygotsky, 1978; Leontiev, 1981; Luria, 1982), human cognition is formed through the individual engagement in social activities. For analysis of these relationships, it becomes efficient instrument to identify mediators materials. The textbooks in this thesis assume that role. We hope to identify whether the Portuguese textbooks in China reveal an interactive process, mediated by culture, context, by language and social interaction (Johnson, 2009). When dealing with textbooks, we can not overlook the social role of Portuguese-speaking teachers in the Chinese context, neither the needs expressed by the students. Methodologically, we decided to conduct a qualitative research in which the teachers who have teaching experience for more than two years and the students of advanced level in learning Portuguese accepted our questionnaires and interviews. These materials were analyzed for discursive content and the results demonstrated the shortage that should be considered to complete of the textbooks. Finally, we propose a didactic book that meets the needs of the agents of the teaching-learning process.

連萬里 = A study of the Chinese-cultural essential elements in the text content of the Chinese language subject in Hong Kong secondary school / Lin Man Lee. / 據稿本複印 / 論文(碩士)--香港中文大學硏究院教育學部文科教育,1993. / 附參考文獻 / Lian Wanli = A study of the Chinese-cultural essential elements in the text content of the Chinese language subject in Hong Kong secondary school / Lin Man Lee. / Chapter 第一章 --- 緖 論 / Chapter 第一節 --- 引言 --- p.1 -2 / Chapter 第二節 --- 中國語文科的教學目標 --- p.3-15 / Chapter 第二章 --- 硏究動機及目的 / Chapter 第一節 --- 文化教育的作用 --- p.16-17 / Chapter 第二節 --- 語文教育與文化教育 --- p.17 -19 / Chapter 第三節 --- 香港中學中國語文科的文化教育問題 --- p.19-23 / Chapter 第四節 --- 香港中學中國語文科課程的规劃 --- p.23 -24 / Chapter 第五節 --- 中國語文科課程教學目標的貫徹 --- p.24-25 / Chapter 第三章 --- 硏究設計 / Chapter 第一節 --- 硏究對象 --- p.26 / Chapter 第二節 --- 硏究目的 --- p.26 / Chapter 第三節 --- 硏究工具 --- p.26 / Chapter 第四節 --- 硏究方法與步驟 --- p.27 / Chapter 第五節 --- 資料分折 --- p.28 -29 / Chapter 第四章 --- 理論說明 / Chapter 第一節 --- 中國文化 --- p.30 -50 / Chapter 第二節 --- 中國文化要素 --- p.51 -68 / Chapter 第五章 --- 課文中的中國文化要素 / Chapter 第一節 --- 香港中學中國語文科課文 --- p.69 -74 / Chapter 第二節 --- 課文中的中國文化要素分析結構與方法 --- p.74 -84 / Chapter 第六章 --- 問卷調查 / Chapter 第一節 --- 調查目的 --- p.85 / Chapter 第二節 --- 問卷設計 --- p.85 / Chapter 第三節 --- 調查方法 --- p.86 / Chapter 第七章 --- 硏究結果、討論及局限 / Chapter 第一節 --- 香港中學中國語文科課文中之「中國文化」要素 --- p.87 -108 / Chapter 第二節 --- 語文教師對透過語文科推行文化教育的態度 --- p.109 -121 / Chapter 第三節 --- 課文教學內容 --- p.121 -131 / Chapter 第四節 --- 硏究局限 --- p.132-133 / Chapter 第八章 --- 結論及建議 / Chapter 第一節 --- 結論 --- p.134 -135 / Chapter 第二節 --- 建議 --- p.155 -137 / 附 錄 / 附錄一香港中學中國語文科課文篇目 --- p.一-1-5 / 附錄二 香港中學中國語文科課文內容分析藍圖 --- p.二-1 / 附錄三 香港中學各级中國語文科課文內容分析表 --- p.三-1-5 / 附錄四 香港中學中國語文教師調查問卷 --- p.四-1-2 / 附錄五 參考書目、文獻及資料 / 中文部份 --- p.五-1-10 / 英文部份 --- p.五-11-13

林浩光 = A research on the teaching of the literary forms of classical poetry in the Chinese literature in Hong Kong secondary schools / Lam Ho Kwong. / 稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 147-155 / Lin Haoguang = A research on the teaching of the literary forms of classical poetry in the Chinese literature in Hong Kong secondary schools / Lam Ho Kwong. / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 問題之提出 --- p.1 / Chapter 第二節 --- 研究之價值 --- p.3 / Chapter 第三節 --- 研究之說明 --- p.4 / Chapter 第一章 --- 注釋 --- p.7 / Chapter 第二章 --- 「文體」的理論體系 --- p.8 / Chapter 第一節 --- 文體的涵義 --- p.8 / Chapter 第二節 --- 文體的語言組織法則----體裁 --- p.10 / Chapter (一) --- 體裁的涵義 --- p.10 / Chapter (二) --- 體裁的發展規律 --- p.12 / Chapter (三) --- 體裁的常與變 --- p.17 / Chapter 第三節 --- 文體的寫作要求法則----體要 --- p.19 / Chapter (一) --- 體要的涵義 --- p.19 / Chapter (二) --- 體要之制約性 --- p.21 / Chapter (三) --- 體裁與體要的關係 --- p.25 / Chapter (四) --- 體要與體貌的關係 --- p.27 / Chapter 第四節 --- 文體的風格層次----體貌 --- p.30 / Chapter (一) --- 體貌的涵義 --- p.30 / Chapter (二) --- 風格的涵義 --- p.31 / Chapter (三) --- 風格的類別 --- p.36 / Chapter (四) --- 風格形成的主、客觀因素 --- p.38 / Chapter (五) --- 風格要素與風格手段 --- p.40 / Chapter (六) --- 風格的正與變 --- p.43 / Chapter (七) --- 風格的多變性 --- p.46 / Chapter 第五節 --- 文體的分類 --- p.48 / Chapter 第二章 --- 注釋 --- p.52 / Chapter 第三章 --- 文體論的應用----以香港中國文學科古典詩歌 篇章教學作示例說明 --- p.57 / Chapter 第一節 --- 文體教學的重點 --- p.58 / Chapter (甲) --- 體裁教學 --- p.58 / Chapter (一) --- 解釋體裁的名教 --- p.58 / Chapter (二) --- 探究體裁的格式 --- p.58 / Chapter (三) --- 闡明體裁的發展規律 --- p.60 / Chapter (乙) --- 體要教學 --- p.64 / Chapter (一) --- 文體的内容要求 --- p.64 / Chapter (二) --- 文體的寫作法刖要求 --- p.65 / Chapter (三) --- 文體功能之要求 --- p.65 / Chapter (丙) --- 體貌教學 --- p.67 / Chapter (一) --- 文體風格之辨析 --- p.67 / Chapter (二) --- 作家風格的辨析 --- p.67 / Chapter (I) --- 作家風格形成的主、客觀因素 --- p.68 / Chapter (II) --- 風格手段的探究 --- p.68 / Chapter (III) --- 辨析風格之正變 --- p.69 / Chapter 第二節 --- 文體教學示例 --- p.69 / Chapter (一) --- 詩經體------《詩´經Ø國´風Ø碩鼠》 --- p.69 / Chapter (二) --- 楚辭體-----《九´歌Ø國殤》 --- p.75 / Chapter (三) --- 漢樂府-----《東門行》 --- p.81 / Chapter (四) --- 五言古詩----曹植 《雜詩》、 陶潛 《移居》、 李白 《月下獨酌》 --- p.84 / Chapter (五) --- 唐代近體詩 --- p.94 / Chapter (I) --- 絶句----王維 《鳥嗚澗》、 王昌龄《從軍行》 --- p.95 / Chapter (II) --- 律詩----杜甫 《閣夜》、 李商隠《蟬》 --- p.100 / Chapter (六) --- 宋詞 --- p.107 / Chapter (I) --- 小令、--李煜 《破陣子》、 中調 蘇軾 《定風波》 辛棄疾《南鄉子》 --- p.109 / Chapter (II) --- 長調-----柳永 《八謦甘州》 --- p.121 / Chapter (七) --- 元散曲--------馬致遠《水仙子》 --- p.129 / 第三章注釋 --- p.139 / Chapter 第四章 --- 結論 --- p.143 / 第四章注釋 --- p.146 / 參考書目 --- p.147

余樹德 = A study of the effects of formal curriculum on the civic ... / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 1-5 (3rd group)). / Yu Shude = A study of the effects of formal curriculum on the civic ... / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / Chapter 第一章 --- 硏究動機與說明 --- p.1 / Chapter 第二章 --- 文獻評述 / Chapter I. --- 公民意識 --- p.2 / Chapter 1.1 --- 政治行為取向與政治文化及公民意識之關係 --- p.2 / Chapter 1.2 --- 政治文化 --- p.2 / Chapter 1.2.1 --- 政治文化定義 / Chapter 1.2.2 --- 政治文化的範疇 / Chapter 1.2.3 --- 政治文化有關的硏究（外國及本地） / Chapter 1.2.4 --- 政治文化與政治意識/公民意識的關係 / Chapter 1.3 --- 公民意識 --- p.4 / Chapter 1.3.1 --- 定義 / Chapter 1.3.2 --- 相關硏究 / Chapter 1.3.3 --- 公民意識的範疇 / Chapter II. --- 公民教育及其課程取向 --- p.11 / Chapter 2.1 --- 政治社化與政治文化及政治意識的關係 --- p.11 / Chapter 2.2 --- 政治社化與公民教育課程取向的關係 --- p.11 / Chapter 2.3 --- 公民教育的取向---文獻回顧 --- p.12 / Chapter 2.4 --- 公民教育取向的整理及歸納 --- p.15 / Chapter 2.5 --- 公民教育範疇 --- p.17 / Chapter 2.5.1 --- 推行公民教育進路 / Chapter 2.5.2 --- 公民教育的理據 / Chapter 2.5.3 --- 公民教育課程取向與結構 / Chapter 2.5.4 --- 公民教育課程取向 / Chapter 第三章 --- 研究架構與硏究說明 --- p.22 / Chapter 3.1 --- 硏究焦點 --- p.22 / Chapter 3.2 --- 相關硏究 --- p.23 / Chapter 3.3 --- 主要硏究架搆 --- p.26 / Chapter 3.4 --- 硏究假設 --- p.27 / Chapter 3.5 --- 硏究設計與問卷介說 --- p.27 / Chapter 3.6 --- 變項量度與關係分析 --- p.30 / Chapter 3.7 --- 樣本特性 --- p.30 / Chapter 3.8 --- 資料分析方法 --- p.31 / Chapter 第四章 --- 結果分析及討論 --- p.32 / Chapter I. --- 主要變項因素分析及信度量度 --- p.32 / Chapter 4.1 --- 課程目標 --- p.33 / Chapter 4.2 --- 課程内容 --- p.34 / Chapter 4.3 --- 課程教學法或教學活動 --- p.37 / Chapter 4.4 --- 課程評核 --- p.39 / Chapter 4.5 --- 公民（政治）知識 --- p.41 / Chapter 4.6 --- 公民（政治）態度 --- p.43 / Chapter 4.7 --- 公民（政治）技能 --- p.46 / Chapter 4.8 --- 小结 --- p.48 / Chapter II. --- 相關分析 --- p.50 / Chapter 4.9 --- 主要變項各因子平均數值 --- p.50 / Chapter 4.10 --- 正規課程與學生公民意識的積差相關分析 --- p.51 / Chapter 4.10.1 --- 正規課程與學生公民知識的積差相關 / Chapter 4.10.2 --- 正規課程與學生公民態度的積差相關 / Chapter 4.10.3 --- 正規課程與學生公民技能的積差相關 / Chapter 4.11 --- 學生背景、學校背景與學生公民意識的積差相關 --- p.55 / Chapter 4.12 --- 淨相關分析 --- p.56 / Chapter 5. --- 一因子變異分析 --- p.57 / Chapter 第五章 --- 結論、硏究限制及建議 --- p.61 / Chapter 附錄 1. --- 學生問卷 / Chapter 2. --- 學校問卷 / 中文參考書目 / 英文參考書目

Li She Chai. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 60-64.

by Chung Chuen Ming. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 86-94). / ACKNOWLEDGMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES V --- p.ii / LIST OF FIGURES --- p.ix / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Statement of the problem --- p.1 / Chapter 1.2 --- Significance of the study --- p.5 / Chapter 2 --- REVIEW OF LITERATURE / Chapter 2.1 --- Literature related to students' misconceptions --- p.6 / Chapter 2.2 --- Literature related to problem solving --- p.9 / Chapter 2.3 --- Literature related to differences between experts and novices --- p.12 / Chapter 2.4 --- Literature related to teaching problem solving --- p.17 / Chapter 2.5 --- Literature related to qualitative reasoning --- p.23 / Chapter 2.6 --- Literature related to protocol analysis in problem solving --- p.25 / Chapter 3 --- METHODOLOGY / Chapter 3.1 --- Theoretical framework --- p.27 / Chapter 3.2 --- Definitions --- p.38 / Chapter 3.3 --- Hypotheses --- p.40 / Chapter 3.4 --- Design --- p.41 / Chapter 3.5 --- Subjects --- p.41 / Chapter 3.6 --- Instructional materials --- p.43 / Chapter 3.7 --- Instruments --- p.47 / Chapter 3.8 --- Procedure --- p.47 / Chapter 3.9 --- Data analysis --- p.48 / Chapter 4 --- RESULTS AND DISCUSSION / Chapter 4.1 --- Reliability of instruments --- p.50 / Chapter 4.2 --- Effects of qualitative instruction --- p.51 / Chapter 4.3 --- Analysis of problem solving protocols --- p.65 / Chapter 5 --- "SUMMARY, CONCLUSIONS AND RECOMMENDATIONS" / Chapter 5.1 --- Summary of findings --- p.76 / Chapter 5.2 --- Conclusions --- p.79 / Chapter 5.3 --- Limitations of the study --- p.82 / Chapter 5.4 --- Recommendations --- p.83 / BIBLIOGRAPHY --- p.86 / APPENDICES / Chapter Appendix A : --- Selected comments on students' performance in H. K. Certificate Examination Physics I --- p.95 / Chapter Appendix B : --- Statistics of problems and examples in selected textbooks --- p.96 / Chapter Appendix C : --- Instructional materials and steps of remedial lessons1-6 --- p.97 / Chapter Appendix D : --- Problem solving achievement test --- p.200 / Chapter Appendix E : --- Marking scheme of problem solving achievement test --- p.203 / Chapter Appendix F : --- Practice and test items in computer tool and answers --- p.205 / Chapter Appendix G : --- Problem solving protocols --- p.213

Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliogarphy: leaves 51-53.

Thesis (M.A.)--Chinese University of Hong Kong. / Bibliography: leaves 56-59.