Wong Ka Sin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 161-169). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT RESEARCH --- p.1 / Chapter 1.1.1 --- Striving for the Best? English Language Education in Hong Kong --- p.1 / Chapter 1.1.2 --- Projects in Neurocognitive Science for (Language) Education Research --- p.2 / Chapter 1.2 --- THE PRESENT RESEARCH --- p.4 / Chapter 1.2.1 --- Significance of the Present Research --- p.4 / Chapter 1.2.2 --- Organization of this Thesis --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- "EDUCATION FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS" --- p.7 / Chapter 2.1.1 --- Total Physical Response Approach --- p.7 / Chapter 2.1.2 --- Visual Approach --- p.10 / Chapter 2.2 --- "NEUROCOGNITIVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND LEARNING" --- p.13 / Chapter 2.2.1 --- How Does the Brain Learn (Language) --- p.14 / Chapter 2.2.1.1 --- Functional Organization of the Brain --- p.14 / Chapter 2.2.1.2 --- Brain's Fundamentals of Learning (Language) --- p.16 / Chapter 2.2.2 --- "Localization of Brain Functions of ""Actions “" --- p.18 / Chapter 2.2.3 --- "Localization of Brain Functions of ""Pictures “" --- p.22 / Chapter 2.2.4 --- "Brain-related, Theories of Learning" --- p.24 / Chapter 2.2.4.1 --- 20th Century Theories of Learning --- p.24 / Chapter 2.2.4.2 --- Right versus Left Brain Learning --- p.26 / Chapter 2.2.4.3 --- Whole Brain Teaching and Learning --- p.28 / Chapter 2.2.4.4 --- Brain-based Learning Theory --- p.30 / Chapter 2.3 --- AFFECTIVE DOMAIN OF LEARNING --- p.42 / Chapter 2.3.1 --- Learning Attitudes and Motivation in Language Education --- p.42 / Chapter 2.3.2 --- Learning Attitudes and Motivation in Neuroscience --- p.43 / Chapter 2.4 --- "CONVERGING EDUCATION AND NEURO-COGNITVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND BRAIN-BASED LEARNING THEORY" --- p.45 / Chapter 2.4.1 --- Research Questions --- p.47 / Chapter 3 --- THE FIRST STUDY --- p.48 / Chapter 3.1 --- INTRODUCTION --- p.48 / Chapter 3.1.1 --- An Overview of the Design of the First Study --- p.49 / Chapter 3.2 --- DESIGN OF THE FIRST STUDY --- p.49 / Chapter 3.2.1 --- Research Hypotheses --- p.50 / Chapter 3.2.2 --- Subjects --- p.50 / Chapter 3.2.3 --- Variables of the Study --- p.52 / Chapter 3.2.4 --- Experimental Treatment --- p.52 / Chapter 3.2.4.1 --- Design of the Programs --- p.53 / Chapter 3.2.4.2 --- Brain-based Groups --- p.53 / Chapter 3.2.4.3 --- Teaching Content --- p.54 / Chapter 3.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.55 / Chapter 3.2.5 --- Materials Development --- p.60 / Chapter 3.2.5.1 --- Action Group's Learning Tasks --- p.62 / Chapter 3.2.5.2 --- Picture Group's Learning Tasks --- p.64 / Chapter 3.2.6 --- Experimental Teaching --- p.65 / Chapter 3.2.6.1 --- The Teaching Crew --- p.66 / Chapter 3.2.6.2 --- Classroom Teaching Routines --- p.66 / Chapter 3.2.6.3 --- Medium of Instruction --- p.67 / Chapter 3.2.6.4 --- Attendance of the Subjects --- p.68 / Chapter 3.2.7 --- Data Collection --- p.68 / Chapter 3.2.7.1 --- Pre- and Post-program Attainment Tests --- p.68 / Chapter 3.2.7.2 --- Post-program Questionnaire Survey --- p.69 / Chapter 3.2.8 --- Experimental Procedures --- p.70 / Chapter 3.2.8.1 --- An Overview of the Experimental Procedures --- p.70 / Chapter 3.2.8.2 --- Workshop for the Teaching Crew --- p.70 / Chapter 3.2.8.3 --- Implementation of the Programs --- p.70 / Chapter 3.2.8.4 --- Administration of the Pre- and the Post-program Test --- p.71 / Chapter 3.2.8.5 --- Conducting Post-program Questionnaire Survey --- p.71 / Chapter 3.3 --- DATA PROCESSING AND ANALYSIS --- p.71 / Chapter 3.3.1 --- Attainment Tests Results --- p.72 / Chapter 3.3.1.1 --- A General Picture of the Linguistic Effects of the BEAPs 2003 --- p.72 / Chapter 3.3.1.2 --- Inter-group Mean Scores Comparison --- p.72 / Chapter 3.3.1.3 --- Within-group Mean Scores Comparison --- p.72 / Chapter 3.3.2 --- Results of the Post-program Questionnaire Survey --- p.73 / Chapter 3.3.2.1 --- Subjects' Perceived English Abilities and Attitudes towards English (Learning) --- p.73 / Chapter 3.3.2.2 --- Subjects' Evaluation of the Programs --- p.77 / Chapter 3.3.3 --- The Research Hypotheses Tested --- p.79 / Chapter 3.4 --- SUMMARY OF MAJOR FINDINGS OF THE FIRST STUDY --- p.81 / Chapter 3.5 --- DISCUSSION --- p.81 / Chapter 3.5.1 --- Impact of the BEAPs on Learners' Action Verb Learning --- p.82 / Chapter 3.5.1.1 --- Significant Linguistic Enhancement in Both Subject Groups --- p.82 / Chapter 3.5.1.2 --- Similar Patterns of the Linguistic Enhancement of the Two Subject Groups --- p.82 / Chapter 3.5.2 --- Positive Effects of the BEAPs on the Learners' Attitudes towards English --- p.83 / Chapter 3.5.2.1 --- Positive Affective Changes in Both Subject Groups --- p.83 / Chapter 3.5.2.2 --- Similar Patterns of Affective Change in the Two Subject Groups --- p.85 / Chapter 3.5.3 --- A Second Look at the Literature --- p.86 / Chapter 3.5.4 --- Evaluation of the First Study --- p.89 / Chapter 3.6 --- METHODS TO IMPROVE THE STUDY DESIGN AND IMPLEMENTATION --- p.90 / Chapter 3.7 --- SUMMARY OF CHAPTER 3 --- p.92 / Chapter 4 --- THE SECOND STUDY --- p.93 / Chapter 4.1 --- INTRODUCTION --- p.93 / Chapter 4.1.1 --- Comparison of the First Study and the Second Study --- p.93 / Chapter 4.2 --- DESIGN OF THE SECOND STUDY --- p.95 / Chapter 4.2.1 --- Research Hypotheses --- p.95 / Chapter 4.2.1.1 --- Research Questions --- p.95 / Chapter 4.2.1.2 --- Null Hypotheses --- p.96 / Chapter 4.2.2 --- Subjects --- p.96 / Chapter 4.2.3 --- Variables of the Second Study --- p.97 / Chapter 4.2.4 --- Experimental Treatment --- p.98 / Chapter 4.2.4.1 --- Design of the Programs --- p.98 / Chapter 4.2.4.2 --- Brain-based Groups --- p.99 / Chapter 4.2.4.3 --- Teaching Content --- p.99 / Chapter 4.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.100 / Chapter 4.2.5 --- Materials Development --- p.100 / Chapter 4.2.5.1 --- Introduction Task of the Combined Group --- p.102 / Chapter 4.2.5.2 --- Consolidation Task of the Combined Group --- p.102 / Chapter 4.2.6 --- Experimental Teaching --- p.103 / Chapter 4.2.6.1 --- The Teaching Crew --- p.103 / Chapter 4.2.6.2 --- Teaching Role --- p.105 / Chapter 4.2.6.3 --- Classroom Teaching Routines --- p.105 / Chapter 4.2.6.4 --- Medium of Instruction --- p.107 / Chapter 4.2.6.5 --- Attendance of the Subjects --- p.107 / Chapter 4.2.7 --- Data Collection --- p.108 / Chapter 4.2.7.1 --- Pre- and Post-program Attainment Tests --- p.108 / Chapter 4.2.7.2 --- Pre- and Post-program Questionnaire Surveys --- p.108 / Chapter 4.2.7.3 --- Post- program Subjects' Oral Interview --- p.110 / Chapter 4.2.8 --- Experimental Procedures --- p.110 / Chapter 4.2.8.1 --- An Overview of the Experimental Procedures --- p.111 / Chapter 4.2.8.2 --- Workshop for the Teaching Crew --- p.112 / Chapter 4.2.8.3 --- Orientation for the Subjects --- p.112 / Chapter 4.2.8.4 --- Administration of the Pre-program Attainment Test and Questionnaire --- p.112 / Chapter 4.2.8.5 --- Implementation of the Programs --- p.113 / Chapter 4.2.8.6 --- Conducting the Post- program Subjects' Oral Interview --- p.113 / Chapter 4.2.8.7 --- Administration of the Post-program Attainment Test and Questionnaire --- p.113 / Chapter 4.3 --- DATA PROCESSING AND ANALYSIS --- p.113 / Chapter 4.3.1 --- Attainment Tests Results --- p.114 / Chapter 4.3.1.1 --- A General Picture of the Linguistics Effect of the BEAPs 2004 --- p.114 / Chapter 4.3.1.2 --- Inter-group Mean Scores Comparison --- p.114 / Chapter 4.3.1.3 --- Within-group Mean Scores Comparison --- p.115 / Chapter 4.3.2 --- Results of the Questionnaire Surveys --- p.116 / Chapter 4.3.2.1 --- Subjects' Questionnaire Results --- p.116 / Chapter 4.3.2.2 --- Teachers' Questionnaire Results --- p.124 / Chapter 4.3.3 --- Results of the Post-Program Oral Interview --- p.133 / Chapter 4.3.3.1 --- Interview on Two Subjects from Each Subject Group --- p.133 / Chapter 4.3.3.2 --- Interview on All Picture Group Subjects --- p.135 / Chapter 4.3.4 --- The Research Hypotheses Tested --- p.136 / Chapter 4.4 --- SUMMARY OF MAJOR FINDINGS OF THE SECOND STUDY --- p.138 / Chapter 4.5 --- EVALUATION OF BRAIN-BASED ENGLISH ACTIVITY PROGRAMS / Chapter 4.6 --- SUMMMARY OF CHAPTER 4 --- p.140 / Chapter 5 --- DISCUSSION --- p.142 / Chapter 5.1 --- INTRODUCTION --- p.142 / Chapter 5.2 --- DISCUSSION OF THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.142 / Chapter 5.2.1 --- Impact of the BEAPs on the Learners' Action Verb learning --- p.142 / Chapter 5.2.1.1 --- Significant Linguistic Effect Enhancement of All Subject Groups of Learners --- p.143 / Chapter 5.2.1.2 --- Similar Patterns of Linguistic Effect on All Subject Groups of Learners --- p.144 / Chapter 5.2.2 --- Possible Effects of the BEAPs on Learners' Perceived English Abilities and Attitudes towards English (Learning) --- p.145 / Chapter 5.2.2.1 --- Similar Positive Affective Change in the Action and the Picture Group --- p.145 / Chapter 5.2.2.2 --- The Most Positive Affective Change in the Combine Group Learners --- p.147 / Chapter 5.3 --- SUMMARY OF THE LINKS BETWEEN THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.149 / Chapter 5.4 --- SUMMARY OF CHAPTER 5 --- p.151 / Chapter 6 --- CONCLUSION --- p.153 / Chapter 6.1 --- ADVICE ON TEACHING ENGLISH ACTION VERBS --- p.153 / Chapter 6.1.1 --- "Possible Misconception of the Superiority of Using ""Actions "" to ""Pictures “" --- p.153 / Chapter 6.1.2 --- Versatility of a Combined Teaching Model --- p.154 / Chapter 6.1.3 --- Task-based Teaching Approach and Group-based Learning --- p.155 / Chapter 6.1.4 --- Practicability of Incorporating the Brain-based English Program in the Regulation School's Curriculum --- p.156 / Chapter 6.2 --- SUGGESTIONS FOR FUTURE RESEARCH --- p.157 / Chapter 6.2.1 --- Pursuing a Longitudinal Study (with Delayed Tests) --- p.157 / Chapter 6.2.2 --- Variety of Teaching Input Type --- p.157 / Chapter 6.2.3 --- Other Grammar/ Skills Areas --- p.158 / Chapter 6.2.4 --- Cognitive Tasks that Share No Common Brain Areas --- p.158 / Chapter 6.2.5 --- Gender Difference --- p.158 / Chapter 6.2.6 --- English Proficiency Level --- p.159 / Chapter 6.3 --- SUMMARY OF CHAPTER 6 --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.170 / APPENDIX A1. Percent of Studies by Categories that Have Reported Activation in Specific Cortical Area --- p.170 / "APPENDIX A2. Cognitive Processes Involved in ""Actional"" Input" --- p.171 / "APPENDIX A3. Cognitive Processes Involved in ""Pictorial"" Input" --- p.172 / APPENDIX B1. BEAPs 2003 Action Verb List --- p.173 / APPENDIX B2. BEAPs 2003 Distribution of Action Verbs in the Learning Tasks --- p.177 / APPENDIX C1. BEAP 2003 Action Group's Learning Tasks (A Typical Session) --- p.180 / APPENDIX C2. BEAP 2003 Picture Group's Learning Tasks (A Typical Session) --- p.183 / APPENDIX D1. Pre-test of the First Study --- p.186 / APPENDIX D2. Post-test of the First Study --- p.190 / APPENDIX E. Post-program Questionnaire of the First Study --- p.195 / APPENDIX Fl. BEAP 2003 Timetable of the Action Group --- p.202 / APPENDIX F2. BEAP 2003 Timetable of the Picture Group --- p.203 / APPENDIX G1. Results of the Pre-and Post-tests of the First Study --- p.204 / APPENDIX G2. Questionnaire Results of the First Study --- p.207 / APPENDIX H BEAPs 2003 Action Verb Picture Cards (Samples) --- p.213 / APPENDIX 11. BEAPs 2004 Action Verbs List --- p.217 / APPENDIX 12. BEAPs 2004 Distribution of Action Verbs in the Learning Tasks --- p.221 / APPENDIX J1. BEAP 2004 Action Group's Learning Tasks (A Typical Session) --- p.224 / APPENDIX J2. BEAP 2004 Picture Group's Learning Tasks (A Typical Session) --- p.227 / APPENDIX J3. BEAP 2004 Combined Group's Learning Tasks(A Typical Session) --- p.230 / APPENDIX K1. Pre-test of the Second Study --- p.233 / APPENDIX K2. Post-test of the Second Study --- p.238 / APPENDIX L1. Subjects' Pre-program Questionnaire of the Second Study --- p.243 / APPENDIX L2. Subjects' Post-program Questionnaire of the Second Study --- p.247 / APPENDIX Ml. Teachers' Post-program Questionnaire of the Second Study --- p.252 / APPENDIX M2. Unedited Comments Gathered from the Teachers' Questionnaire --- p.253 / APPENDIX N1. Questions of the First and Second Part of Subjects' Interview --- p.259 / APPENDIX N2. Transcriptions of Subjects' Interview --- p.260 / APPENDIX O1. BEAP 2004 Timetable of the Action Group --- p.285 / APPENDIX O2. BEAP 2004 Timetable of the Picture Group --- p.287 / APPENDIX O3. BEAP 2004 Timetable of the Combined Group --- p.289 / APPENDIX P1. Test Results of the Second Study --- p.291 / APPENDIX P2. BEAPs 2004 Subjects' Questionnaire Results --- p.295 / APPENDIX Q BEAPs Action Verb Picture Cards (Samples) --- p.312 / "APPENDIX R1. ""Cognition and Student Learning Research Grant Project"" Announced by the Department of Education of the United States" --- p.316 / "APPENDIX R2. Grants for ""Brain Research as a Foundation for Research on Learning"" Announced by the National Science Foundation" --- p.317 / "APPENDIX R3. Recommendation of the ministry of Education, Culture, Sports, Science and Technology of Japan" --- p.318 / APPENDIX R4. Announcement of the Singapore Government --- p.319
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_324703 |
| Date | January 2004 |
| Contributors | Wong, Ka Sin., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, xvi, 319 leaves : ill. ; 30 cm. |
| Rights | Use 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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