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An investigation of the English vocabulary knowledge of university students in Hong Kong.

Chui Sze Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 101-105). / Abstracts in English and Chinese. / ABSTRACT --- p.1 / ACKNOWLEDGEMENT --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Background of the Present Study --- p.2 / Chapter 1.3 --- A Response: The Present Study --- p.3 / Chapter 1.4 --- Significance of the Study --- p.3 / Chapter 1.5 --- Research Questions --- p.4 / Chapter 1.6 --- Organization of Thesis --- p.5 / Chapter 1.7 --- Summary --- p.6 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.2 --- Vocabulary and Vocabulary Knowledge --- p.7 / Chapter 2.2.1 --- "The notion of ""word""" --- p.8 / Chapter 2.2.2 --- "What does ""knowing a word"" mean?" --- p.9 / Chapter 2.2.2.1 --- Richards' eight assumptions --- p.9 / Chapter 2.2.2.2 --- Carter's seven characteristics --- p.10 / Chapter 2.2.2.3 --- Nation's model --- p.12 / Chapter 2.3 --- L2 Vocabulary Acquisition --- p.14 / Chapter 2.3.1 --- Development of L2 mental lexicon --- p.14 / Chapter 2.3.1.1 --- L1 versus L2 --- p.15 / Chapter 2.3.1.2 --- Receptive vocabulary versus productive vocabulary --- p.15 / Chapter 2.3.2 --- How vocabulary should be learnt: Explicit versus implicit --- p.17 / Chapter 2.4 --- Vocabulary Testing --- p.20 / Chapter 2.4.1 --- What makes a good vocabulary test --- p.20 / Chapter 2.4.2 --- Breadth versus depth: Some implications for test design --- p.22 / Chapter 2.4.2.1 --- Meara's Eurocentres Vocabulary Size Test --- p.22 / Chapter 2.4.2.2 --- Nation's Vocabulary Levels Test --- p.23 / Chapter 2.4.2.3 --- Wesche and Paribakht's Vocabulary Knowledge Scale --- p.25 / Chapter 2.4.2.4 --- Read's Word Associates Test --- p.26 / Chapter 2.5 --- Educational Context in Hong Kong --- p.28 / Chapter 2.5.1 --- Medium of instruction --- p.29 / Chapter 2.5.2 --- English vocabulary teaching in secondary schools --- p.31 / Chapter 2.5.3 --- Vocabulary studies on Hong Kong tertiary students --- p.33 / Chapter 2.6 --- Summary --- p.35 / Chapter CHAPTER 3 --- RESEARCH DESIGN / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Participants --- p.38 / Chapter 3.2.1 --- Selection of participants --- p.38 / Chapter 3.2.2 --- Profile of participants --- p.40 / Chapter 3.3 --- Instrumentation --- p.43 / Chapter 3.3.1 --- Vocabulary breadth measure --- p.43 / Chapter 3.3.2 --- Vocabulary depth measure --- p.45 / Chapter 3.3.3 --- Personal information sheet --- p.48 / Chapter 3.4 --- Procedures --- p.48 / Chapter 3.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Summary --- p.52 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Introduction --- p.53 / Chapter 4.2 --- Vocabulary Breadth --- p.53 / Chapter 4.2.1 --- Overall performance of Hong Kong university students --- p.54 / Chapter 4.2.2 --- Comparing performance of students with different educational backgrounds --- p.55 / Chapter 4.2.2.1 --- Hong Kong students and mainland China students --- p.55 / Chapter 4.2.2.2 --- Form 6 students and Form 7 students --- p.57 / Chapter 4.2.2.3 --- Students in the three faculties --- p.59 / Chapter 4.2.2.4 --- Students studying through different medium of instruction in secondary schools --- p.62 / Chapter 4.3 --- Vocabulary Depth --- p.66 / Chapter 4.3.1 --- Performance in different aspects of vocabulary knowledge --- p.67 / Chapter 4.3.2 --- Relationship between different aspects of vocabulary knowledge and sentence production --- p.68 / Chapter 4.4 --- Summary --- p.69 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Introduction --- p.71 / Chapter 5.2 --- Vocabulary Size of University Students in Hong Kong --- p.71 / Chapter 5.2.1 --- General vocabulary --- p.71 / Chapter 5.2.2 --- Academic vocabulary --- p.73 / Chapter 5.3 --- Comparison Between the Present Results and Past Studies Conducted in Hong Kong --- p.76 / Chapter 5.3.1 --- Littlewood and Liu (1996) --- p.76 / Chapter 5.3.2 --- Fan (2001) --- p.77 / Chapter 5.4 --- Differences in Vocabulary Breadth --- p.79 / Chapter 5.4.1 --- Hong Kong students and mainland China students --- p.79 / Chapter 5.4.2 --- Form 6 students and Form 7 students --- p.80 / Chapter 5.4.3 --- The faculty factor --- p.81 / Chapter 5.4.4 --- The medium of instruction factor --- p.83 / Chapter 5.5 --- Insights from Students' Quality of Knowledge of Academic Words --- p.84 / Chapter 5.5.1 --- Negligence of morphology and collocation in English vocabulary teaching --- p.84 / Chapter 5.5.2 --- Importance of morphology and collocation for sentence production --- p.86 / Chapter 5.5.3 --- Enhancing effectiveness by incorporating explicit vocabulary teaching into implicit vocabulary learning --- p.87 / Chapter 5.6 --- Summary --- p.92 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Introduction --- p.93 / Chapter 6.2 --- Implications of the Present Study --- p.93 / Chapter 6.2.1 --- Recommendation to the university --- p.93 / Chapter 6.2.1.1 --- Compulsory academic vocabulary courses to first-year university students --- p.93 / Chapter 6.2.1.2 --- Policy on students from mainland China --- p.94 / Chapter 6.2.1.3 --- Policy on Form 6 EAS students --- p.94 / Chapter 6.2.2 --- Recommendation to secondary school English language teachers --- p.95 / Chapter 6.2.3 --- Recommendation to the government --- p.96 / Chapter 6.2.4 --- Recommendation to Hong Kong university students --- p.97 / Chapter 6.3 --- Limitations of the Present Study --- p.97 / Chapter 6.4 --- Suggestions for Further Research --- p.99 / Chapter 6.5 --- Summary --- p.100 / REFERENCES --- p.101

Identiferoai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_325314
Date January 2005
ContributorsChui, Sze Yan., Chinese University of Hong Kong Graduate School. Division of English.
Source SetsThe Chinese University of Hong Kong
LanguageEnglish, Chinese
Detected LanguageEnglish
TypeText, bibliography
Formatprint, x, 140 leaves : ill. ; 30 cm.
CoverageChina, Hong Kong, China, Hong Kong, China, Hong Kong
RightsUse of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

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