黃景鴻 = A study of the geographical knowledge of junior secondary school in Hong Kong and Guangzhou / Wong King Hung. / 稿本 / 論文(碩士)--香港中文大學硏究院教育學部,1992. / 參考文獻: leaves 143-158 / Huang Jinghong = A study of the geographical knowledge of junior secondary school in Hong Kong and Guangzhou / Wong King Hung.. / Chapter 第1章： --- 導言 / Chapter 1 .1 --- 硏究背景及動機 --- p.1 / Chapter 1.2 --- 硏究目的及價值 --- p.2 / Chapter 第2章： --- 兩地地理課程的發展及現況 --- p.3 / Chapter 2 .1 --- 兩地地理課程的回顧 --- p.3 / Chapter 2.1.1 --- 兩地的社經發展背景及教育事業 --- p.5 / Chapter 2.1.2 --- 兩地地理教育目的的發展 --- p.8 / Chapter 2.1.3 --- 兩地地理教學内容的發展 --- p.12 / Chapter 2.2 --- 兩地初中地理課程的現況 --- p.19 / Chapter 2.2.1 --- 目的 --- p.19 / Chapter 2.2.3 --- 教育目標 --- p.21 / Chapter 2.2.4 --- 學習内容 --- p.22 / Chapter 2-2.5 --- 教材和教學法 --- p.25 / Chapter 2.2.6 --- 評鑑 --- p.27 / Chapter 2.3 --- 本章小結 --- p.29 / Chapter 第3章： --- 文獻回顧及理論基礎 --- p.31 / Chapter 3.1 --- 文獻回顧 --- p.31 / Chapter 3.1.1 --- 有關地理在知識類別的文獻 --- p.31 / Chapter 3.1.2 --- 有關地理知識的文獻 --- p.32 / Chapter 3.1.3 --- 有關中港兩地初中生地理知識的文獻 --- p.34 / Chapter 3.1.4 --- 有關港穗兩地初中地理課程的文獻 --- p.35 / Chapter 3.1.5. --- 小結 --- p.38 / Chapter 3.2 --- 理論基礎 --- p.39 / Chapter 3.2.1 --- 課程 --- p.39 / Chapter 3.2.2 --- 成續測驗 --- p.48 / Chapter 3.2.3 --- 比較教育 --- p.52 / Chapter 3.2.4 --- 研究架構 --- p.55 / Chapter 第4章： --- 硏究方法 --- p.60 / Chapter 4.1 --- 研究步驟 --- p.60 / Chapter 4.1.1 --- 文獻/資料比較 --- p.62 / Chapter 4.1.2 --- 問卷調˘¬ --- p.62 / Chapter 4.2 --- 硏究對象 --- p.62 / Chapter 4.2.1 --- 課程 --- p.62 / Chapter 4.2.2 --- 初中生 --- p.62 / Chapter 4.3 --- 硏究工具 --- p.65 / Chapter 4.3.1 --- 課程 --- p.65 / Chapter 4.3.2 --- 問卷一及二 --- p.65 / Chapter 4.3.3 --- 正式測試題的分析 --- p.70 / Chapter 4.4 --- 假設 --- p.72 / Chapter 4.5 --- 資料分析法 --- p.73 / Chapter 4.5.1 --- 問卷一 --- p.73 / Chapter 4.5.2 --- 問卷二 --- p.73 / Chapter 4. 6 --- 硏究限制 --- p.77 / Chapter 第5章： --- 兩地初中生地理知識的資料分析及結果 --- p.78 / Chapter 5.1 --- 整體成績比較 --- p.78 / Chapter 5.2 --- 分類成績比較 --- p.84 / Chapter 5.2.1 --- 人文地理與自然地理的成鑕比較 --- p.84 / Chapter 5.2.2 --- 中國地理與外國地理的成續比較 --- p.91 / Chapter 5.2.3 --- 地理位置與地理技巧的成績比較 --- p.97 / Chapter 5.2.4 --- 外國題目的成續比較 --- p.103 / Chapter 5.3 --- 本章小結 --- p.108 / Chapter 第6章： --- 兩地初中生課外獲得地理知識的情況 --- p.112 / Chapter 6.1 --- 接觸地理知識的途徑 --- p.112 / Chapter 6.2 --- 學生的時間分配 --- p.113 / Chapter 6.2.1 --- 電視與地理知識 --- p.114 / Chapter 6.2.2 --- 雜誌與地理知識 --- p.115 / Chapter 6.2.3 --- 傳媒與中國及外國地理知識 --- p.116 / Chapter 6.3 --- 旅遊與地理知識 --- p.121 / Chapter 6.4 --- 本章小結 --- p.123 / Chapter 第7章： --- 結語和建議 --- p.126 / 附錄：問卷一 --- p.129 / 問卷二 --- p.142 / 中文參考書目 --- p.143 / 英文參考書目 --- p.151

Sin Sui Fan. / Thesis (M.A.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 53-62). / Acknowledgments / Abstract / Page / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review / Chapter 2.1 --- Reading Processes / Chapter 2.1.1 --- Bottom-up Processing --- p.3 / Chapter 2.1.2 --- Top-down Processing --- p.4 / Chapter 2.1.3 --- Schema Processing --- p.6 / Chapter 2.2 --- Cultural Schemata --- p.10 / Chapter 2.3 --- Pop Culture and Secondary School ESL Learners / Chapter 2.3.1 --- Pop Culture and Adolescents --- p.14 / Chapter 2.3.2 --- Academic Performance and Pop Music --- p.18 / Chapter 2.3.3 --- The Hong Kong Phenomenon / Chapter (i) --- Pop Singers and. Secondary School Learners --- p.21 / Chapter (ii) --- A Potential Aid to ESL Reading --- p.24 / Chapter Chapter 3 --- Design of the Study / Chapter 3.1 --- Objective --- p.26 / Chapter 3.2 --- Methodology --- p.27 / Chapter 3.3 --- The Pilot Study / Chapter 3.3.1 --- Subjects --- p.29 / Chapter 3.3.2 --- Procedure --- p.29 / Chapter 3.3.3 --- Results --- p.30 / Chapter 3.3.4 --- Proposed Refinement for the Main Study --- p.32 / Chapter 3.4 --- The Main Study / Chapter 3.4.1 --- Subjects --- p.34 / Chapter 3.4.2 --- Procedure --- p.34 / Chapter 3.4.3 --- Data Analysis --- p.34 / Chapter 3.5 --- Limitations of the Study --- p.36 / Chapter Chapter 4 --- Results --- p.37 / Chapter Chapter 5 --- Discussion and Suggestions / Chapter 5.1 --- Discussion --- p.44 / Chapter 5.2 --- Pedagogical Suggestions --- p.49 / Chapter 5.3 --- Suggestions for Further Studies --- p.52 / References --- p.53 / Appendices / Chapter IA. --- Reading passages in the pilot study --- p.63 / Chapter B. --- Questionnaire on pop culture in the pilot study --- p.65 / Chapter C. --- Administration Procedure in the pilot study --- p.66 / Chapter IIA. --- Reading passages in the main study --- p.67 / Chapter B. --- Questionnaire on pop culture in the main study --- p.69 / Chapter C. --- Administration Procedure in the main study --- p.70 / Chapter IIIA. --- Statistical results for the whole group --- p.71 / Chapter B. --- Statistical results for subgroup A --- p.76 / Chapter C. --- Statistical results for subgroup B --- p.78

by Koo, Ching Ngan Alfred. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 194-206). / by Koo, Ching Ngan Alfred. / ABSTRACT --- p.i / ACKNOWLEDGMENTS --- p.iv / A LIST OF ABBREVIATIONS --- p.v / A LIST OF TABLES & FIGURES --- p.vi / A LIST OF APPENDICES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Background to the Study --- p.1 / Aims of the Study --- p.3 / The Significance of the Study --- p.4 / The Research Questions --- p.6 / Definition of Terms --- p.7 / Chapter CHAPTER TWO --- THE CURRICULUM INNOVATION --- p.9 / Background to the Change --- p.9 / Nature of the Change --- p.10 / Characteristics of the Change --- p.11 / Image and Aims --- p.12 / Principles of Curriculum Organization --- p.16 / Teaching Strategies --- p.18 / Content --- p.19 / Time --- p.21 / Assessment --- p.22 / Scale of the Change --- p.23 / Characteristics of the Change in Context --- p.24 / How AS Design and Technology was Promoted in Schools --- p.25 / Nature of AS Design and Technology --- p.28 / Public Perception of Sixth Form Education & the Subject --- p.28 / Characteristics of Schools Offering AS Design and Technology --- p.31 / Characteristics of Prevocational Education --- p.31 / Teacher Development Prior to Innovation --- p.34 / Problems in Implementing Design and Technology in the Sixth Form --- p.36 / Availability and Use of Resources --- p.38 / Priority Given to Design and Technology by Schools --- p.39 / Teachers' Experience and Training --- p.40 / Status of Design and Technology --- p.42 / Student Achievement in Public Examinations --- p.43 / Chapter CHAPTER THREE --- LITERATURE REVIEW --- p.45 / Implementation Studies --- p.45 / Three Approaches to Curriculum Implementation --- p.45 / Fidelity Perspective --- p.46 / Mutual Adaptation --- p.51 / Curriculum Enactment --- p.52 / Three Perspectives on Curriculum Change --- p.53 / Technological Perspective --- p.53 / Political Perspective --- p.55 / Cultural Perspective --- p.57 / Implementation as a Process of Change --- p.60 / The Decision-making Process of Adoption --- p.61 / Who Makes Adoption Decisions --- p.61 / How Adoption Decisions Are Made --- p.61 / Factors Associated with Adoption --- p.66 / Factors Affecting Implementation --- p.69 / Characteristics of Change --- p.70 / Local Characteristics --- p.71 / External Factors --- p.72 / Problems in Implementing Integrated and Non-academic Subjects --- p.74 / Implementation Studies in Hong Kong --- p.77 / Chapter CHAPTER FOUR --- RESEARCH METHODOLOGY --- p.80 / Collection of Background Information --- p.83 / Survey --- p.84 / Population and Sample --- p.85 / Data Gathering Instrument --- p.86 / Data Gathering Procedures --- p.87 / Case Study --- p.88 / Case Selection --- p.89 / Data Gathering Methods and Instrument --- p.89 / Data Gathering Procedures --- p.92 / Document Analysis --- p.95 / Data Analysis --- p.95 / Limitations of This Study --- p.96 / Chapter CHAPTER FIVE --- FINDINGS --- p.99 / Adoption Decision in Schools --- p.100 / Characteristics of Schools Involved in this Study --- p.100 / Characteristics of the Principals --- p.102 / Characteristics of the Assistant Principals --- p.102 / Characteristics of the Teachers --- p.103 / Sixth Form Subjects Offered by the Schools --- p.105 / Adoption Decision-making in Schools --- p.106 / Why Schools Did Not Offer AS Design and Technology --- p.111 / Why Some Schools Offered AS Design and Technology --- p.115 / Implementation of the New Subject in Case Schools --- p.121 / Image and Aims --- p.122 / Curriculum Organization --- p.124 / Teaching Strategy --- p.125 / Content --- p.129 / Time --- p.132 / Assessment --- p.135 / Why the Implementation Occurred as It Did --- p.139 / Difficulties Met by The Teachers --- p.142 / Conclusion --- p.153 / Chapter CHAPTER SIX --- DISCUSSION --- p.157 / Adoption Decision in Schools --- p.157 / Factors Associated with the Adoption Decision --- p.158 / Emergence of New Policy on Sixth Form Education --- p.158 / Appropriateness of Subject to Schools --- p.159 / Nature of Subject --- p.159 / Function of the Subject --- p.160 / Characteristics of Schools Adopting the Innovation --- p.161 / Availability of Appropriate Teacher --- p.162 / Availability of Appropriate Teaching Resources --- p.163 / Supports from the Central Agencies --- p.164 / Adoption Mechanism in Schools --- p.165 / Implementation of the New Subjects in Case Schools --- p.166 / Factors Relating to Implementation in Case Schools --- p.167 / Clarity and Complexity of the Change --- p.168 / Availability of Teaching Resources --- p.169 / Supports from Central Agencies --- p.170 / Supports from School --- p.171 / Credibility of Teacher --- p.172 / Student Adaptability --- p.175 / Chapter CHAPTER SEVEN --- CONCLUSIONS AND RECOMMENDATIONS --- p.180 / Conclusions to Research Questions --- p.180 / Recommendations for Improving Present Situation --- p.184 / Suggestions for Further Research --- p.190 / BIBLIOGRAPHY --- p.193 / APPENDICES --- p.206

Ting, Sum Pok. / "August 2011." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 178-185). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGMENTS --- p.v / TABLE OF CONTENTS --- p.VI / LIST OF TABLES --- p.x / LIST OF FIGURE --- p.x / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT STUDY --- p.1 / Chapter 1.2 --- PURPOSE OF THE PRESENT STUDY --- p.2 / Chapter 1.3 --- RESEARCH QUESTIONS OF THE PRESENT STUDY --- p.3 / Chapter 1.4 --- SIGNIFICANCE OF THE PRESENT STUDY --- p.5 / Chapter 1.5 --- ORGANISATION OF THE THESIS --- p.6 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- STANDARDISATION OF ENGLISH AND WORLD ENGLISHES --- p.8 / Chapter 2.1.1 --- Standardisation of English --- p.8 / Chapter 2.1.2 --- World Englishes --- p.11 / Chapter 2.1.3 --- Non-standard English as a kind of deficiency --- p.12 / Chapter 2.2 --- B. KACHRU'S AND SCHNEIDER'S DEVELOPMENTAL MODELS OF N EW VARIETIES OF ENGLISH --- p.14 / Chapter 2.2.1 --- B. Kachru's three-stage developmental model of English --- p.14 / Chapter 2.2.2 --- Schneider's five-stage dynamic model of post-colonial Englishes --- p.16 / Chapter 2.3 --- DEBATE OF H K E AS A N EW VARIETY --- p.21 / Chapter 2.3.1 --- HKE as an autonomous variety --- p.21 / Chapter 2.3.2 --- The non-readiness of HKE as an autonomous variety --- p.23 / Chapter 2.4 --- DISTINGUISHING BETWEEN FEATURES AND ERRORS --- p.27 / Chapter 2.4.1 --- """Innovation"" and ""selection.""" --- p.27 / Chapter 2.4.2 --- "“Mistakes,´ح ""errors,"" ""deviations,"" and “features.´ح" --- p.28 / Chapter 2.4.3 --- Bamgbose's five factors in determining the status of language features --- p.29 / Chapter 2.5 --- FACTORS AFFECTING ACCEPTABILITY OF NON-NATIVE FEATURES --- p.31 / Chapter 2.5.1 --- Intelligibility --- p.31 / Chapter 2.5.2 --- Social prestige and stigma --- p.33 / Chapter 2.5.3 --- Past experience and somatic markers --- p.33 / Chapter 2.6 --- STUDIES OF ATTITUDES TOWARDS LOCAL VARIETIES IN ASIA AND HONG KONG --- p.35 / Chapter 2.6.1 --- Studies in the Asian context --- p.35 / Chapter 2.6.2 --- Studies in the Hong Kong context --- p.37 / Chapter 2.7 --- GRAMMATICAL FEATURES OF HKJE --- p.40 / Chapter 2.7.1 --- Grammatical features identified in previous studies --- p.40 / Chapter 2.7.2 --- The targeted grammatical features in the present study --- p.42 / Chapter 2.8 --- SUMMARY --- p.46 / Chapter CHAPTER THREE --- METHODOLOGY --- p.48 / Chapter 3.1 --- RESEARCH QUESTIONS --- p.48 / Chapter 3.2 --- RESEARCH DESIGN --- p.48 / Chapter 3.3 --- TARGET PARTICIPANTS --- p.50 / Chapter 3.3.1 --- Selection criteria --- p.50 / Chapter 3.3.2 --- Respondents of the acceptability survey --- p.52 / Chapter 3.3.3 --- Interviewees of the semi-structured interview. --- p.53 / Chapter 3.4 --- INSTRUMENTATION --- p.53 / Chapter 3.4.1 --- Acceptability surveys --- p.54 / Chapter 3.4.1.1 --- Rationale for employing acceptability surveys --- p.54 / Chapter 3.4.1.2 --- Design of the acceptability surveys --- p.54 / Chapter 3.4.2 --- Semi-structured interviews --- p.58 / Chapter 3.4.2.1 --- Rationale for employing semi-structured interviews --- p.58 / Chapter 3.4.2.1 --- Design of the semi-structured interviews --- p.60 / Chapter 3.5 --- Two PHASES OF DATA COLLECTION AND PROCESSING --- p.61 / Chapter 3.5.1 --- Quantitative phase --- p.62 / Chapter 3.5.1.1 --- Data collection --- p.62 / Chapter 3.5.1.2 --- Data analysis --- p.64 / Chapter 3.5.2 --- Qualitative phase --- p.64 / Chapter 3.5.2.1 --- Case selection --- p.64 / Chapter 3.5.2.2 --- Interview protocol. --- p.66 / Chapter 3.5.2.3 --- Data collection --- p.68 / Chapter 3.5.2.4 --- Data analysis --- p.69 / Chapter 3.6 --- ETHICS --- p.70 / Chapter 3.7 --- LIMITATIONS --- p.71 / Chapter 3.8 --- SUMMARY --- p.72 / Chapter CHAPTER FOUR --- FINDINGS AND DISCUSSION - FACTORS AFFECTING ACCEPTABILITY OF THE TARGETED GRAMMATICAL FEATURES OF HKE --- p.74 / Chapter 4.1 --- ACCEPTABILITY OF THE TARGETED GRAMMATICAL FEATURES AN OVERVIEW --- p.74 / Chapter 4.2 --- FACTORS AFFECTING THE ACCEPTABILITY OF THE TARGETED GRAMMATICAL FEATURES --- p.79 / Chapter 4.2.1 --- Intelligibility of the expression --- p.80 / Chapter 4.2.1.1 --- Perceived completeness of meaning. --- p.80 / Chapter 4.2.1.2 --- Perceived complexity of the sentence structure and the idea expressed --- p.83 / Chapter 4.2.2 --- Past experience of learning English in school --- p.86 / Chapter 4.2.2.1 --- Negative feelings towards the feature --- p.87 / Chapter 4.2.2.2 --- Perceived level of difficulty of the feature --- p.89 / Chapter 4.2.3 --- Everyday exposure to English --- p.92 / Chapter 4.2.3.1 --- Prevalence of the grammar item --- p.93 / Chapter 4.2.3.2 --- Perceived familiarity with the feature --- p.95 / Chapter 4.2.3.3 --- Perceived distinctiveness of the feature as “Hong Kong style. ´ح --- p.97 / Chapter 4.2.4 --- Contexts in which the features appear. --- p.98 / Chapter 4.2.4.1 --- "Computer-mediated communication in MSN, SMS, and Facebook." --- p.100 / Chapter 4.2.4.2 --- Daily face-to-face conversation --- p.105 / Chapter 4.2.5 --- Perceived competence and status of the users of the feature --- p.109 / Chapter 4.2.5.1 --- Perceived competence of the users of the feature --- p.109 / Chapter 4.2.5.2 --- Perceived social status of the users of the feature --- p.111 / Chapter 4.3 --- IMPLICATIONS FROM THE INTERVIEWS --- p.113 / Chapter 4.4 --- SUMMARY --- p.116 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION - PERCEIVED STATUS OF HKE --- p.118 / Chapter 5.1 --- AWARENESS OF THE EXISTENCE OF THE TARGETED GRAMMATICAL FEATURES --- p.118 / Chapter 5.2 --- INTERVIEWEES' PREFERRED VARIETY OF ENGLISH --- p.124 / Chapter 5.2.1 --- Preference for standard native varieties of English --- p.125 / Chapter 5.2.1.1 --- Perceived international intelligibility of the targeted grammatical features --- p.127 / Chapter 5.2.1.2 --- Perceived public image of the varieties of English and their users --- p.129 / Chapter 5.2.2 --- Low preference for standard native varieties of English --- p.132 / Chapter 5.2.2.1 --- Limited capability of the people in Hong Kong. --- p.132 / Chapter 5.2.2.2 --- Communicative effectiveness of the standard native varieties --- p.133 / Chapter 5.3 --- PERCEIVED STATUS OF HKE AS AN AUTONOMOUS VARIETY --- p.137 / Chapter 5.3.1 --- The perceived current status of HKE --- p.137 / Chapter 5.3.1.1 --- The lack of intention for the adoption of the non-standard features --- p.138 / Chapter 5.3.1.2 --- The lack of a unifying set offeatures --- p.140 / Chapter 5.3.2 --- The perceived future status of HKE --- p.142 / Chapter 5.3.2.1 --- Inevitability of becoming an autonomous variety. --- p.142 / Chapter 5.3.2.2 --- Perceived limited usage of English in Hong Kong --- p.143 / Chapter 5.3.3 --- The prospect of HKE as an autonomous variety --- p.144 / Chapter 5.3.3.1 --- Negative influence on English learning. --- p.144 / Chapter 5.3.3.2 --- The lack of ownership of English --- p.145 / Chapter 5.4 --- RECOGNITION OF THE TARGETED GRAMMATICAL FEATURES AS FEATURES OF HKE --- p.147 / Chapter 5.4.1 --- One standard for using English --- p.147 / Chapter 5.4.2 --- Non-standard features as identity marker. --- p.150 / Chapter 5.4.3 --- Ownership of English --- p.151 / Chapter 5.5 --- THE STATUS OF HKE IN BECOMING AN AUTONOMOUS VARIETY --- p.152 / Chapter 5.6 --- SUMMARY --- p.155 / Chapter CHAPTER SIX --- CONCLUSION --- p.157 / Chapter 6.1 --- ADDRESSING THE RESEARCH QUESTIONS --- p.157 / Chapter 6.1.1 --- Addressing research question 1: Acceptability of the targeted features --- p.157 / Chapter 6.1.2 --- Addressing research question 2: Factors affecting acceptability --- p.159 / Chapter 6.1.3 --- Addressing research question 3: Features or errors? --- p.162 / Chapter 6.1.4 --- Addressing research question 4: Perceived status of HKE --- p.164 / Chapter 6.2 --- IMPLICATIONS --- p.165 / Chapter 6.2.1 --- Exposure to varieties of English --- p.166 / Chapter 6.2.2 --- The teaching of grammar in school --- p.168 / Chapter 6.3 --- LIMITATIONS --- p.172 / Chapter 6.3.1 --- English proficiency of the participants --- p.172 / Chapter 6.3.2 --- The modes and styles of English under investigation --- p.172 / Chapter 6.3.3 --- The methodological design --- p.173 / Chapter 6.4 --- DIRECTIONS FOR FURTHER STUDIES --- p.175 / Chapter 6.4.1 --- Computer-mediated communication (CMC) and HKE --- p.175 / Chapter 6.4.2 --- Linguistic identity of local Hong Kong people --- p.176 / REFERENCE --- p.178 / Chapter APPENDIX I - --- SAMPLE OF ACCEPTABILITY SURVEY --- p.186 / Chapter APPENDIX II - --- INTERVIEW PROTOCOL --- p.191

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 / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education