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 / Language Studies / Master / Master of Arts

Information gained through various sources and methods have been used to reveal the perceived deficiencies of needs through both target situation analysis (TSA) and present situation analysis (PSA). The identified needs were then prioritized according to their immediacy to learners, with the underlying causes ofthe language competence discrepancies further explored and interpreted. Possible solutions were then suggested for future implementation ofthe vocational English curriculum in the senior secondary vocational education context. The research findings of the current study have indicated that learners in general have low language learning motivation and inadequate language competences; there exist language competence discrepancies regarding learners' learning needs, teachers' teaching needs, and learning resources and facilities provided at school; there are positive relationship between learners' motivation and language competences; and many factors contribute to the current language competence deficiencies, among which motivational factors figure more prominently. The results of the study can be of value to educators and researchers involved in developing and redesigning language curriculums at various levels, in particular to teachers, curriculum developers as well as to researchers in vocational education. / This study provides a detailed description and interpretation ofthe needs analysis (NA) of learners' English language competences carried out at senior secondary vocational schools in mainland China since understanding learners' language learning needs and their motivation to participate in language learning are essential in curriculum development. The study draws on both quantitative and qualitative mixed-method NA practices of using multiple sources and multiple methods in the data collection. The complete data include: (l) around 700 participants at three vocational schools in the particular city studied; (2) about 20 hours of recorded and unrecorded data of classroom observation at three vocational schools, a series of interviews with six teachers and 23 students at three vocational schools, as well as interviews with two inspectors, six graduate vocational school students, and a joint venture general manager; and (3) document analysis of the new National Vocational English Syllabus (NVES) issued by the Ministry of Education, along with textbooks currently in use at vocational senior secondary schools. / Zhao, Wen. / Advisers: David Coniam; Chi Chung Lam. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 335-366). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Phase Two study consists of 548 non-English major sophomore students in a large-scale survey on the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. The instruments include Questionnaire on the Metacognitive Knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and EFL Reading Comprehension Test. The findings reveal that Chinese tertiary EFL readers have a good command of 2,000-word level and approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability. / The present study sets out to investigate how Chinese tertiary EFL readers utilize metacognitive knowledge in their academic reading process, to discover the possible differences between less successful readers and successful readers in utilizing metacognitive knowledge in their reading and to map out the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. / The study consists of two phases. Five less successful and five successful Chinese tertiary EFL readers participated in the think-aloud reading task and the interviews in Phase One study. Twenty-nine types of metacognitive knowledge were identified and categorized into nine subcategories under two major categories of person knowledge and strategy knowledge following Flavell's metacognitive framework (1979). Less successful readers used more frequently most types of metacognitive knowledge than their successful counterparts. Vocabulary was found to be the major obstacle hindering the students' reading progress for both groups of students. However, successful readers deployed strategy knowledge more flexibly to address the vocabulary gap than less successful readers. Differences were also discovered on the motivational and affective characteristics such as reader role, goal of reading, interest and self-efficacy between the two groups. Successful readers were more actively engaged in reading and provided interpretations of the text on their own authority. They also demonstrated an accurate self-knowledge and higher levels of task-mastery goal and interest toward reading. / The theoretical, empirical and educational contributions of these findings for L2 reading are discussed, as are suggestions for future research. / Li, Jie. / Advisers: Yujing Ni; Kawai Chan. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1923. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 172-193). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

by Siu Lai Ping, Teresa. / Thesis (M.A. Ed)--Chinese University of Hong Kong, 1983 / Bibliography: leaves 60-64

影印稿本. / Thesis (M.A.)--香港中文大學敎育學院. / Ying yin gao ben. / Includes bibliographical references (leaves 105-110). / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 --- p.1 / 問題說明 --- p.1 / 研究動機與目的 --- p.21 / 有關文獻 --- p.24 / 假設 --- p.36 / 定義 --- p.38 / Chapter 第二章 --- 研究方法 --- p.42 / 研究對象 --- p.42 / 研究工具 --- p.45 / 研究設計 --- p.48 / 研究程序 --- p.50 / 資料分析 --- p.51 / Chapter 第三章 --- 結果與討論 --- p.53 / Chapter 第四章 --- 摘要、結論及建議 --- p.92 / 參攷文獻 / 中文 --- p.105 / 英文 --- p.108 / 附錄 --- p.111

溫婉明 = A study from the comparative education perspective of the ... / 據稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju gao ben fu yin. / Includes bibliographical references (leaves 187-203). / Wen Wanming = A study from the comparative education perspective of the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究目的 --- p.1-2 / Chapter 第二節 --- 研究範圍 --- p.3-4 / Chapter 第三節 --- 前人著述 --- p.5-20 / Chapter 第四節 --- 研究方法 --- p.21-22 / Chapter 第二章 --- 晚清以降中學語文教材演變經過　　　　 --- p.33-59 / Chapter 第一節 --- 清末以前的語文教材發展 --- p.33-36 / Chapter 第二節 --- 辛亥革命至抗戰時期的語文教材發展　　 --- p.37-47 / Chapter 第三節 --- 1949年以後中國大陸語文教育發展概況 --- p.48-52 / Chapter 第四節 --- 1949年以後台灣語文教育發展概況　 --- p.53-59 / Chapter 第三章 --- 戰前香港中文教育發展概況　　　　　　 --- p.60-70 / Chapter 第四章 --- 戰後香港中國語文教材的演變　　　　　 --- p.71-108 / Chapter 第一節 --- 戰後至八十年代的香港教育　　　　 --- p.71-76 / Chapter 第二節 --- 戰後至八十年代的語文教育發展概況　　　　 --- p.77-89 / Chapter 第三節 --- 影响會考課程範文選擇的幾個因素　　 --- p.90-94 / Chapter 第四節 --- 會考課程演變概況　　　　　　　　 --- p.95-108 / Chapter 第五章 --- 戰後香港中學語文科課程的範文內容重心研究　　 --- p.109-154 / Chapter 前言： --- 中英文中學各課程範文統計　 --- p.109 / Chapter 第一節 --- 中英文中學各課程範文寫作年代、文體、寫作語言、作者分析 --- p.110-121 / Chapter 第二節 --- 中英文中學各課程範文重心主題、次要主題分析 --- p.122-149 / Chapter 第三節 --- 範文內隱喻事件發生的地區、文中的女性人物及主要人物年齡的分析 --- p.150-153 / Chapter 第六章 --- 範文中所傳遞的昔日中國形象　　　　　 --- p.154-174 / Chapter 第七章 --- 戰後語文教材的演變與香港社會經濟文化脈胳的關係　　 --- p.175-182 / Chapter 第八章 --- 結論 --- p.183-186 / 參考書目 --- p.187-203 / 附錄 --- p.204-235