Dissertations / Theses on the topic 'Chinese ESL students'
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Lu, Mei-hui. "Changes in the concept of reading in English and in the use of reading strategies among ESL learners identified before and after ESL reading instruction /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7906.
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Ghosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.
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FENG, SHOUDONG. "STRATEGY USE IN UNEQUAL ENCOUNTERS: PRAGMATIC COMMUNICATION STRATEGIES OF CHINESE ESL LEARNERS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990554309.
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Ping, Hanci. "Teaching Chinese ESL students in a writing workshop, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/NQ61672.pdf.
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Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.
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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology in the classroom, but ignore cultural impacts on ESL. The results of the Sign Test revealed that a large number of the students preferred to do oral and email comments in an indirect way, because they felt that they would need group harmony.It was noted that some students would like to receive email comments from their partner, not provide the comments to him/her, because commenting on his/her essay would hurt him/her. In many participants' view, teacher's reviews are more important than their partner's, since cultural barriers such as face saving and shyness prevented them from voicing their own opinion. The results also indicated that the students reacted favorably to the e-mail modality, although some of them still thought that it was a waste of time. Therefore, this modality did serve some students to allay their concerns about face-saving. In the study, a few students favored "anonymous" peer reviews, which could be achieved through email peer review.Department of English
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Yu, Siu-lei. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244293.
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Ota, Akiko. "Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1051.
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The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add cultural and linguistic diversity to American higher education by contributing to the internationalization of campuses, international students' transition into U.S. life and academe is often fraught with challenges including culture shock, adjusting to the new environment and society, adjustment to norms of academic performance, acquisition of academic and language skills, and negotiating chilly campus climates. Such factors can affect academic success, social/cultural acclimation, and even personal/ethnic identity. However, little is researched about international ESL students' transitions into U.S. higher education. This study employs qualitative research with semi-structured interview and grounded theory as analytical technique and aims to rectify the existing research literature limitation by identifying factors that facilitate and inhibit social, cultural, and academic transitions among international ESL students that best serve and accelerate their academic career in the United States.
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Martins, Anna Clara Z. A. B. "Moving Between Academic Systems: Chinese Students And The Educational Challenges Within Western Universities." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429180903.
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Yu, Siu-lei, and 余小梨. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944735.
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Kan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.
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Su, Mengwei. "The Impact of On-campus Employment on Chinese Undergraduate Students in the U.S." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521118514191313.
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Lo, Susanna Yee-Ling. "Procedural facilitation of strategic knowledge in ESL writing, longitudinal case studies of 9 Chinese-background freshman students of engineering." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41461.pdf.
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Chen, Tzu-Wen. "The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1258184902.
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Thesis (M.A.)--Kent State University, 2009.Title from PDF t.p. (viewed April 21, 2010). Advisor: Kristen Precht. Keywords: phonological awareness; Chinese phonological awareness; Taiwanese phonological awareness; English phonological awareness; EFL; ESL; Zhuyin Fuhao; L1; L2; Chinese Zhuyin Fuhao; Taiwanese students. Includes bibliographical references (p. 73-80).
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Dagistan, Murat. "A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563281769870744.
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yang, xiuyuan. "Examining the Cross-cultural Experience of Eight Chinese International EFL Students Studying STEM Disciplines in Doctoral Programs at a Large Public Research University." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3902.
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Chinese international students’ difficulties in adjusting to the U.S. classrooms has long been overlooked. They have been stereotyped as not experiencing any problems as a result of their excellence at all levels of education, which also implies that they have been succeeding at handling cross-cultural issues. Research which focuses on Chinese international students are usually generated in the area of second language learning or pedagogical methods, Chinese international students’ cross-cultural experience has not been fully explored. The present study was hence conducted to fill the literature gap. Its results could lead to an improvement of Chinese international EFL students’ studying abroad experience, as well as provide directions for possible future studies. The study investigated the research question: how does a group of eight Chinese international EFL students studying STEM disciplines in doctoral programs at a large public research university make meaning of their cross-cultural classrooms/lab setting experiences?
The study is a qualitative case study. Participants were recruited via purposeful snowball sampling. An interpersonal, semi-structured interview was used for data collection, and guidelines provided by Smith et al. (2009) were adopted for data analysis. The results show that all eight participants have been experiencing culture-shock since they arrived in the U.S., and they held many erroneous assumptions about studying in the U.S.. Their major difficulties were generated by adjusting to the U.S. classroom culture and using/understanding cultural English. Causes of their cross-cultural experience could be traced to differences between the Chinese and the U.S. curricula and pedagogical methods; and the teacher centered, textbook oriented teaching methods adopted in their Chinese schools for English teaching. Besides, since most of the participants were top students when they were in China, considering the demand for academic excellence in the Chinese culture, participants’ eagerness to maintain/obtain academic accomplishments severed the negative part of their cross-cultural experience.
On the basis of my findings, I recommend re-examining (and corresponding change) of the curricula, avoiding the expert blind spot while teaching, and a change in schools in China regarding its English teaching method. However, because this is a qualitative case study, when facing a different group of students (other than my participants), these suggestions should be applied selectively.
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Kan, Mei, and 簡微. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL)learning activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38709156.
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Chiu, Monica Fan Fan. "Lexical cohesion in expository writing: Will a study of the similarities between an English and Chinese paragraph be helpful to ESL students?" CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/713.
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Wu, Shu-hua. "Discourse Transfer Phenomena as Manifested in the Interlanguage Performance of Four Chinese ESL University-Level Students: An Analytical/Interpretive Investigation of what Chinese Learners Bring to NS-NNS Interaction." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392019371.
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Wu, Shu-hua. "Discourse transfer phenomena as manifested in the interlanguage performance of Four Chinese ESL University-level students : an analytic/interpretive investigation of what Chinese learners bring to NS-NNS interaction /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488205318511143.
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Liu, Sherry. "Effectiveness of a University Bilingual Degree Program Among Overseas Chinese." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.
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The language and communication skills of foreign students have long been a concern in
U.S. universities. The majority of U.S. universities require foreign students for whom English is not their native language to take English language proficiency tests such as the Test of English as a Foreign Language (TOEFL) as part of admission requirements. Some universities have included interventions to increase the success of Chinese students against their struggle to understand English course content. One such program is the Gateway to Successful Tomorrow Bilingual Degree Program (GST). The gap to be addressed on this study was that the effectiveness of GST has not been formally evaluated among foreign students particularly overseas Chinese students studying at U.S. universities. The purpose of this study was to examine the effectiveness of the GST among overseas Chinese students studying at U.S. universities as measured through students' grade point averages (GPA) and TOEFL scores. The theoretical framework that guided this study was the Vygotsky's sociocultural theory. The quantitative study used a causal comparative design to gather quantitative data from student achievement records and TOEFL scores. Pearson's correlation analysis and analysis of variance were conducted to predict if underlying relationships exist among variables. Key findings of the analyses showed that GST students had a significantly higher GPA than non-GST student. However, results also indicated that there was no evidence that the GST program significantly improved TOEFL scores. The GST program had an overall positive impact on the international Chinese students' academic performance and with continued research international students stand to gain even more from this program.
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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /." access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.
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Ma, Jingjing, and 马晶静. "Chinese EFL university students' decision-making in peer review of second language writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329861.
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Informed by a sociocognitive view of writing, this study investigated six Chinese EFL students’ focus of decision-making and extent of criteria use in evaluating student texts, their decision-making in response to peer feedback and factors affecting their decision-making and criteria use in computer-mediated criterion-referenced peer review in one Chinese university setting. A multiple-case design was adopted and data were collected from a variety of sources, including think-aloud protocols, stimulated recall, semi-structured interviews, document analysis and classroom observations.
An examination of the think-aloud and stimulated recall data revealed that five out of the six students displayed language-oriented decision-making while evaluating peers’ texts. The students also tended to emphasize consistently specific elements of student writing within language, content and organization regardless of task type. They used part of the assessment criteria to the extent that particular elements evaluated by them coincided with specific components of the criteria. In response to peer feedback, the students decided to incorporate it selectively into revision, with one student being an exception.
Data analysis indicated that the students’ focus of decision-making and criteria use while evaluating peers’ texts were affected by the following factors: students’ own writing beliefs, conceptions and knowledge; teacher’s writing beliefs, conceptions and associated classroom practices; writing task types and features of student texts. The students’ decision-making in response to peer feedback was found to be subject to the influence of four categories of factors: student writer factors, especially their writing beliefs and knowledge; student reviewer factors; teacher factor and writing task factor.
The findings provide an in-depth look into both the cognitive and social dimensions of peer review. On the basis of the findings, the study proposes a tentative exploratory model of Chinese EFL university students’ decision-making in criterion-referenced peer review. It captures the interplay between cognitive and social dimensions of peer review and throws light on the interaction between cognition and context in the case of learning to write through peer review. Particularly regarding the social dimension of peer review, the variety of factors influencing the students’ decision-making and criteria use in this activity indicate that their evaluation of peers’ texts and response to peer feedback were not linear processes, but were mediated by multiple factors. Among the various factors identified, the strong influence of the writing beliefs and conceptions held by the students, their peers and the teacher suggest the crucial role played by learner and teacher beliefs in affecting L2 students’ learning to write through peer review. This study also highlights the interactional effect of views about writing and learning to write exhibited by the students, their peers, the teacher and the “methodology” of criterion-referenced peer review on the students’ decision-making and extent of criteria use.
Finally, the study makes pedagogical recommendations concerning how to enable students to make informed decisions in criterion-referenced peer review to bring its theoretical potential into full play. Recommendations for further research are also proposed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Wei, Jiaqi. "Chinese EFL student perceptions of their learning through reflections on web-based learning." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22468/.
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English, as a foreign language, is a compulsory course for all students in their university study journey since the 1990s in China (MOE, 1994). The significant status of English was re-affirmed by the reform of English in higher education since 2007, which was further improved in 2016 by new guidelines by the Ministry of Education in China (MOE, 2007, 2016). English has become a tool for communication acquired by students to use in their daily life, for example when studying, living, and for social communication and future work (MOE, 2016), rather than being a foreign language used to merely read English articles to understand the Western world (in China, 'Western world' refers to developed countries, for example, the United Kingdom, the United States, or Canada, etc., which have a high-level development in economic, technology and living standards (Zhang, 2018)). Standardised uniform education will be gradually replaced by individualised education to satisfy each student's needs in their daily life (Ma, 2017). The Internet, as a medium, brings a potentially revolutionary change in the way both learning and teaching take place inside and outside of class. Its use is suggested by the Ministry of Education to promote students' English learning ability, particular in learning outside of the classroom (MOE, 2016). This research explored 19 university students' perceptions of EFL learning outside of class by accessing their ideas of and motivation for learning English, and investigating their English learning activities on websites out of class during the research conducted. It draws on a case study approach, based on the constructivist viewpoint, to analyse students' English learning by themes. Results were obtained through a combination of weekly group meetings, individual interviews, and reflective written reports completed by students. Moreover, this study discusses the relationship between perceptions and practices, it reflects on the relationship between beliefs and the learning process (Ellis, 2008).
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Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.
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Lin, Meixiao. "Effects of cooperative learning on the oral proficiency of Chinese students in the tertiary-level EFL classroom." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/8941.
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To explore the impact of cooperative learning (CL) on Chinese students’ English oral proficiency, a 15-week quasi-experiment was conducted in a Chinese university during the first term of the Academic Year 2007-2008. A non-randomized pre-test-post-test control group research design was adopted with 37 first-year students in the experimental class (the EC) and 36 in the control class (the CC). The EC students participated in CL in conjunction with regular language instruction in an integrated skills course. They were exposed to CL activities for about 30 minutes in each session, making up a total of 90 minutes every other week. The CC students only received conventional whole-class instruction. The oral pre-test and post-test were conducted before and after the intervention to measure the students’ gains in oral proficiency. The National College Entrance English Exam (NCEEE) and a final term English exam (FTEE) were employed to measure their improvement in general proficiency. Interactional data of two EC groups (the ESs) and two CC groups (the CSs) were collected by the oral pre-test and post-test, and a pre-task and post-task in the classroom. The purpose was to detect any change in their interactional strategy use. The interactional data of the ESs and the CSs were transcribed, and interactional strategies were identified in the transcriptions. The quantitative results are presented using descriptive analysis as well as inferential analysis. Effect size was also measured to examine the relative magnitude of the treatment. The interactional strategies used by these two groups were compared. The quantitative results revealed a null experimental effect on overall oral proficiency and on its components: grammar and vocabulary, pronunciation and discourse management, but the effect on interactive communication was inconclusive. Conversation analysis showed that the ESs appeared to do somewhat better in interactional strategy use than the CSs. Also, the results did not significantly favour CL in comparison with conventional whole-class instruction in helping Chinese students improve their general proficiency. As this study was conducted with intact classes with a small sample, the results may only be generalized to similar universities in China, and may not be generalized to all the foreign language learners or institutions in China.
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Tang, Guimin. "Contextualization: an Experimental Model for EFL Writing Instruction in China." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3487.
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Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context.
Using the mixed methods approach, I conducted the study by engaging 60 second-year undergraduate students from a university in China and five Chinese students studying in a joint program in a university in the United States. The Write-to-learn Model based on my context-oriented framework was used in the study.
The findings of the study show that following a 5-month training with the Write-to-learn Model, the experimental group improved significantly more than the control group with respect to English writing, indicating that adding context to EFL teaching and learning created positive writing outcomes for EFL students. In addition, the results of this study also demonstrate that the Chinglish phenomenon was related to decontextualized EFL writing practices and thought patterns resulting from culture. Adequate comprehensible input of authentic materials was found to be a good remedy to minimize EFL students' Chinglish expressions. This study found that the Write-to-learn Model was an effective approach in China's EFL writing classes.
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Fungula, Bob. "Oral Corrective Feedback in the Chinese EFL Classroom : Methods employed by teachers to give feedback to their students." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31151.
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This is an empirical study based on English as a foreign language (EFL) teachers' experiences. The study is on Chinese EFL teachers’ usage of different oral corrective feedback (OCF) types as well as their own beliefs as to what strategies they make use of most frequently and what they do to improve their own OCF. Semi-structured interviews and non-participant observations were employed as instruments for the data collecting process. Four Chinese EFL teachers were interviewed, one male and three female, with varied amounts of professional experience and of different ages. Four observations were made in the classrooms of the same teachers as a supplement to the interviews. The interviews were analyzed by means of content analysis. The results indicate that Recast is the most commonly used feedback method and that the teachers had different thoughts on which feedback method was the most effective or the one they most frequently used. Furthermore, the results indicate that there are differences between teachers’ beliefs about their feedback strategies and the observation results.Detta är en empirisk studie som bygger på intervjuer med och observationer av kinesiska lärare i engelska som främmande språk (EFS). Målet med studien var att få en uppfattning om kinesiska EFS-lärares användning av olika muntliga korrigerande feedbackmetoder (MKF) samt deras egna föreställningar om vilka strategier som de använder oftast och vad de strävar efter att förbättra i sina egna sätt att ge MKF. Semistrukturerade intervjuer och ickedeltagande observation användes som instrument under datainsamlingsprocessen. Fyra kinesiska EFS-lärare intervjuades, en manlig och tre kvinnliga lärare med varierande längd av yrkeserfarenhet och i olika åldrar. Fyra observationer gjordes även på samma lärares lektioner som ett komplement till intervjuerna. Intervjuerna analyserades utifrån metoder för innehållsanalys. Resultaten indikerar att omformulering är den mest använda feedbackmetoden och att lärarna hade delade åsikter om vilken feedbackmetod som är mest effektiv eller den som de själva använde mest. Vidare tyder resultaten på att det finns skillnader mellan lärarnas föreställningar om sina feedbackstrategier och observationsresultaten.
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Zhang, Qian. "Understanding change in Chinese undergraduate students' language learning motivation during the transition to UK higher education." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134962.
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This thesis investigates changes in Chinese undergraduate students’ language learning motivation during the transition from their home cultural setting to the host cultural setting, while studying on a China-UK 2+1 collaborative programme at the University of Bedfordshire. Since the 1990s, there has been growing attention to research on L2 motivation in classroom or other educational settings. To bridge the gap between general and L2 motivational theories, a number of theoretical frameworks have been developed. The most comprehensive of these is Dörnyei’s (1994a) three-level motivational framework. However, there is as yet little empirical evidence to verify this. The study employed mixed methods. Firstly, in order to identify whether these students’ language learning motivation changed over time, a two stage questionnaire survey was carried out with 158 students. Questionnaires were first administered in October shortly after students arrived in the UK to begin their courses and again in May when they were close to completing their degrees. Factor analysis was used to verify the structure of the questionnaire. Paired t-tests were used to evaluate whether significant changes had occurred in each of the motivational dimensions addressed. Secondly, in-depth face-to-face interviews were conducted with 14 of the questionnaire respondents. The interviews explored motivational change in more open-ended fashion and in greater depth. Students’ comments were transcribed, translated and categorised on the basis of Dörnyei’s (1994a) framework. The conclusions, triangulated by both the key findings and the interview results, indicate that Chinese students have strong instrumental orientations and that their language learning motivation changes significantly at the Learner Level and Language Learning Situation Level of the framework. Some patterns underlying these changes were also discovered. The research findings additionally served to support the applicability of the Dörnyei (1994a) framework. Based on the empirical research findings, some practical recommendations are offered respectively for Chinese students and academic staff. These include: 1) The university should provide more information, or relevant training, about the British academic system and culture. 2) Academic staff need to understand Chinese students more fully and might adjust their teaching style to accommodate them. 3) There is a need for the university to redesign the academic English module to help students efficiently cope with their studies in the UK.
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Yeh, Wai Man Helen. "Students' perspection of communicative language teaching : a study of the effects of oral communicative activities in a post-secondary EFL classroom." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/409.
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Chen, Wan-Ting. "A corpus study of differences in the spoken English and spoken Mandarin Chinese of Taiwanese EFL students in Liverpool and Taiwan." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3025924/.
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This thesis is concerned with whether the Taiwanese EFL learners with different English environment/education backgrounds have noticeably different language use from each other in spoken English and spoken Mandarin. This thesis aims to investigate the differences in language use of two Taiwanese EFL learner communities in the UK (Liverpool) and Taiwan (Taipei). The Taiwanese EFL learner community in Taiwan is further divided into two groups because of their different educational backgrounds (English-relevant subjects and non-English-relevant subjects.) Our investigation looks at the use by the three groups of English pronouns I, you and it, Mandarin pronouns? (wŏ) [I], ? (nĭ) [you] and ? (tā) [it]. Their use of English verbs is and have and the Mandarin verbs ? (shì) [to be] and ? (yŏu) [to have/exist] are also investigated. The investigation focuses on whether there are significant differences in the use of the highly frequent L1 and R1 collocates of these words and the patterns in which these collocations are used. We investigate whether these differences are potentially explained by the influence of the different kinds of input from the environment and educational training to which these EFL learners are exposed. Our findings show that significant differences in the use of spoken English between the three groups exist. Differences in the nature of the English input to which the three groups have been exposed appear to be a possible explanation of differences in these participants' English use. However, we also find there are significant differences in the use of spoken Mandarin between the groups of participants with different English input backgrounds. What we identify as differences suggests that a cross-language influence on people's first and second/foreign language use may exist.
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Li, Kangdi, and 李康迪. "An investigative analysis on Hong Kong international school students' willingness to communicate in Chinese : in a Hong Kong ESF international school = Xianggang guo ji xue xiao xue sheng Han yu jiao ji yi yuan diao cha yu fen xi : yi Xianggang mou Ying ji guo ji xue xiao wei li." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209644.
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本研究探究了香港某所國際學校中漢語作為第二語言學習者的中文交際意願。研究對象主要是香港某英基國際學校的170名漢語學習者；主要採用定量的研究方法，通過研究者的課堂觀課和學生的“自我報告”（Self-report）來搜集數據，通過五個量表（背景變量量表、心理變量量表和課堂內外漢語交際意願量表）來實現研究；研究的內容包括學生們課堂內、外漢語交際意願的總體水平以及可能存在的差異，並總結前人研究發現，在新的研究背景下對一些可能存在影響關係的背景變量（年齡、性別、漢語水平、學習漢語的社會支持、母語、性格、對待學習漢語的態度）和心理變量（學習漢語時的焦慮、動機、自我覺察的交際能力）進行數據分析并驗證假設，通過SPSS19.0來付諸實現；最終就如何提高學生的課堂內、外漢語交際意願提出教學建議。
本次研究的主要研究發現有：（1）該國際學校漢語學習者的總體漢語交際意願水平偏低，介於“較低交際意願”和“中度交際意願”之間，而且課內漢語交際意願略高於課外漢語交際意願。（2）總體來看，男生和女生之間不存在漢語交際意願上的顯著差異，但在課內，女生比男生更容易不懂就問、更關注語言知識的細節；男生比女生更願意作為發言代表來公開表達自己觀點；在課外，男生比女生更願意在校園裡與陌生人說漢語，更願意和朋友們或者陌生人上網用漢語交流。（3）預科項目（DP）和中學項目（MYP）的學生群體間不存在漢語交際意願的顯著差異。但在課堂上，DP學生比MYP的學生更願意進行公開性的漢語表達，更願意深入探討相關問題，更願意進行一些總結概括能力較強的發言。（4）DP年級學生的漢語水平和交際意願呈顯著正相關，即漢語水平高越高，課內、課外和總體的漢語交際意願越高,漢語水平越低，課內、課外和總體的漢語交際意願越低。（5）在用漢語進行“主動性發言”上的意願，漢語水平高的群體明顯高於漢語水平低的群體，說明高水平漢語學習者更願意掌握交際的主動權。（6）學習漢語社會支持較多的群體表現出明顯更高的漢語交際意願，呈顯著正相關。（7）以廣東話作為母語的學生比以英語作為母語的學生具有更高的漢語交際意願，這種差異性在課堂外比課堂內體現得更為明顯。（8）性格較外向的學生比性格較內向的學生具有更高的課內漢語交際意願。（9）喜歡學漢語的學生比不喜歡學漢語的學生具有更高的課內、課外和總體漢語交際意願。（10）總體來看，學生學習漢語的動機和自我覺察的漢語交際能力都偏高，且兩者與課內、課外和總體漢語交際意願均呈十分顯著正相關，其中動機與課外方面相關性略大，而自我覺察的交際能力與課內方面相關性略大。學生的總體焦慮水平偏低，與課內、課外和總體交際意願均呈十分顯著負相關，與課內方面相關性略大課外方面。無論是課內還是課外漢語交際意願，“自我覺察的交際能力”對漢語交際意願來說是預測性最強的心理變量。
This research investigated Chinese as second language (CSL) learner’s willingness to communicate (WTC) both inside and outside classroom in one of international schools, Hong Kong. The research objects are 170 Chinese Language B learners from an English School Foundation (ESF) international school. The main methodology adopted here was quantitative method. Classroom observations by researcher and self-reports by students were firstly done to collect background data, and then five scales were employed to do the main investigation, including a WTC Inside–the-classroom Scales (WTCIS), a WTC Outside-the-classroom Scale (WTCOS), a Language Anxiety Scale (LAS), a Motivation Scale (MS) and a Self-perceived Communicative Competence Scale (SCCS). The research objectives were to explore the general situation of CSL learners’ WTC, and the specific characteristics as well as possible differences of their WTC inside and outside the classroom; then to further examine the possible affecting variables from both background and psychological perspectives including gender, age, Chinese language proficiency, mother tongue, social support, personality and attitudes towards learning Chinese, which were regarded as background variables, and language anxiety, motivation and self-perceived communicative competence, which were regarded as psychological variables. After that, data was processed and analyzed by SPSS 19.0 for hypothesis verification. Finally, pedagogical implications on how to improve CSL learners’ WTC both inside and outside classroom were generalized from the study.
The major findings showed that: (1) the general WTC of CSL learners from this school were slightly on the low side, between the Lower and Middle level, and the WTC inside the classroom was comparatively higher than outside of classroom. (2) On overall WTC, there was no significant difference between male and female students. But inside the classroom, girls were more likely to ask questions and pay more attention on language details than boys, while boy were more active to be the presenters and voice out in public. Outside the classroom, boys were more willing to communicate with strangers or chat online with friends in Chinese. (3) No significant WTC difference was found between Diploma Program (DP) and Middle Years Program (MYP), but DP CSL learners showed more willingness to make public speech, to be more of an inquirer in problems, and to do more generalization in speaking. (4) Among DP group, significant positive correlation was found between language proficiency and WTC, suggesting that the more proficient CSL learners showed higher WTC, and vice versa. (5) The more proficient group were more willing to speak Chinese voluntarily than the less proficient ones, implying that the more competent language learners are more likely to the take the initiative in communication. (6) CSL learners with more social supports to learn Chinese showed higher WTC, and a significant positive correlation was found here. (7) Students with Cantonese as mother tongue had higher WTC than their English as mothertougue counterparts, and this difference was more obviously outside of classroom. (8) Extroverted students showed significantly higher WTC inside of the classroom than the introverted. (9) Students who liked learning Chinese demonstrated higher WTC than those who didn’t. (10) Students’ motivation to learn Chinese and their SPCC were both on the high side, and both correlated positively on WTC, with motivation correlated more closely on outside WTC while SPCC more on inside WTC. Students showed slight lower anxiety level in speaking Chinese. Anxiety had significant negative correlation with WTC, and it mattered more inside than outside of classroom. No matter for WTC inside or outside, SPCC was the most predictive variable among the three.published_or_final_version
Education
Master
Master of Education
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Hong, Kyungsim. "Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5270/.
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This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld.
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Shen, Li. "Third foot or fifth wheel a comparison of figurative language in Chinese and English persuasive essays written by Mandarin-speaking advanced EFL students /." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9701510.
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Xia, Yan. "Efficient reading in standardized tests for EFL learners : a case study of reading strategies used by Chinese English major students in TEM-4." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8355.
Full textAbstract:
The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; 4) what can teachers do to promote efficient reading in classrooms. The data were collected from 25 English major students, including their reading efficiency indicated in the test performance, a reading strategy checklist and a questionnaire about the students’ perception of reading strategy and obstacles to their efficient reading. Both qualitative and quantitative analyses were used for comparisons between proficient students and non-proficient students. The findings indicate that the students in general rely on metacognitive and test-wiseness strategies in their reading practice. There is no significant relationship between strategy use and test performance. The difference between proficient and non-proficient students lies in the automaticity and fluency at lower-level skills rather than a mere use of metacognitive strategies. The reading problems common students are facing include inadequate language proficiency with limited vocabulary and a lack of automaticity, low reading speed and a lack of background knowledge. Suggestions are given for future reading teaching to promote efficient reading in these aspects.
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Mak, Barley Shuk-yin Chan. "An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong university." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5615.
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This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.
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Hsu, Chiao Hsin, and 許巧欣. "A Study on the Chinese-English Phonological Awareness of Chinese, EFL, and ESL students with Chinese Language Background." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41709326584378041414.
Full textAbstract:
碩士國立臺中教育大學
教育學系
95
The purposes of this study were as follow: (1) to explore the differences of phonological awareness among Chinese, EFL, and ESL students. (2) to explore if the different language background would affect students’ phonological awareness. (3) to explore the relationship between Chinese-English phonological awareness. (4) to explore the errors of phonemic awareness among Chinese, EFL, and ESL students. (5) to provide some suggests to language learners in Taiwan. The design of this study was the ex post facto research. The subjects were the top classes in the kindergarten of Chinese, EFL, and ESL in Taichung. 66 students were examined in Chinese-English Phonological Awareness Test. According to the scores obtained were analyzed by descriptive statistics, One-way ANOVA, Pearson product-moment correlation, and Error Percentage Analysis. The major results can be drawn as follow: 1. The mean of syllabic, Chinese phonemic, English phonemic, and phonological Awareness test shows ESL>EFL>CHI. 2. Besides Phoneme Deletion, there was a significant correlation between Chinese and English Phoneme Counting, partly Phoneme Deletion, and Phoneme Choice in Chinese, EFL, and ESL. 3. The mistakes of Chinese, EFL, and ESL students as follow: （1） Consonant Substitution： A. The bilabial stop gets the highest correct rate, and the interdental fricative gets the lowest one. B. In English Consonant Substitution, there were interdental-alveolar, voiced-voiceless, and fricative-liquid confused. C. In Chinese Consonant Substitution, there were interdental-palatal, interdental-alveolar, palatalalveolar-palatal, voiced-voiceless, aspirated-unaspirated, africate-liquid, fricative-africate confused， similar sound substitution, and sound addition. （2） Vowel Substitution： A. The unrounded-mid-central vowel gets the highest correct rate, and the rounded-front-high vowel gets the lowest one. B. In English Vowel Substitution, there were high-low confused, tesnse-lax sound confused, and similar sound substitution. C. In Chinese Vowel Substitution, there were tense-lax confused, semi-round－round confused, semi-round－unround confused, high-low confused, front-back confused, and similar sound substitution. Further to the conclusion, several suggestions were presented as a guideline to the English learner in Taiwan and to the reference of future related research.
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Jiang, Guowu. "EFL/ESL vocabulary teaching strategies: the effects of bottom-up and top-down approaches on the acquisition of EFL/ESL vocabulary by Chinese university students." Thesis, 2014. http://hdl.handle.net/1959.13/1041576.
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Research Doctorate - Doctor of Philosophy (PhD)While there has been some research on the role of bottom-up and top-down processing in the learning of a second/foreign language, very little attention has been given to bottom-up and top-down instructional approaches to English academic vocabulary teaching. This dissertation presents a quasi-experimental study designed to assess the relative effectiveness of two modes of academic English vocabulary instruction, bottom-up and top-down, for Chinese university students (N = 120). For the purposes of the research, the participants were divided into two groups (bottom-up and top-down) and were exposed to 48 hours of explicit vocabulary instruction over eight weeks. The groups differed in that each was only exposed to one method of vocabulary teaching, either bottom-up or top-down. Two dimensions of the participants’ academic English vocabulary development (reception and controlled production) were measured quantitatively with two different vocabulary tests, Academic Vocabulary Size Test (AVST) and Controlled-Productive Knowledge Test (CPKT), administered at the start (T1) and at the end (T2) of the treatment. The analyses of the test results revealed that both groups made significant gains in the attainment of English academic vocabulary, both in terms of vocabulary size and controlled-productive vocabulary knowledge. However, the study’s findings indicate that the bottom-up group slightly outperformed the top-down one at T2, on both vocabulary size and controlled-productive knowledge, for this population of English as a Second Foreign Language (EFL) learners. A range of factors are likely to have been responsible for this outcome, including the nature of L2 lexical acquisition, learners’ proficiency levels, and the specifics of the Chinese cultural and educational tradition. Additionally, it appears that the innovative EFL academic vocabulary course that was specifically constructed for the purposes of the study was quite effective in achieving good learning outcomes, in both the two instructional approaches. These findings also reinforce the argument for the effectiveness of explicit vocabulary teaching, as has been reported in relevant literature.
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Wang, Ning. "Teacher motivation : a narrative inquiry into two EFL/ESL teachers' cross-cultural teaching experiences /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370184&T=F.
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Qian, Jun. "Host Communication Competence and Mass Media Use among a Sample of Chinese ESL Students." Thesis, 2009. http://hdl.handle.net/1974/2577.
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This qualitative study investigated Chinese ESL students’ use of host mass media and how such use enabled them to acquire host communication competence and acculturation from their perspective. It was grounded on Kim’s theory of communication and cross-cultural adaptation and the uses and gratifications theory, and employed a phenomenography approach. Nine participants at a university in Ontario were involved in this study. Data obtained from media use logs, think-aloud protocols, and follow-up interviews provided a fairly far-reaching and detailed description of the participants’ uses, reasoning, and effects of using host mass media.
The analysis of data illustrated that these students used a variety of media as sources of information, language acquisition, culture learning, entertainment, and communication. Findings suggest that host mass media were the major influence on these students’ acquisition of host communication competence, perceptions of and acculturation to Canada. Their reliance on mass communication went into the later years of their acculturation process, and complemented their language and culture learning, which was somewhat limited through insufficient or reluctant participation in host interpersonal communication. Host communication competence was a primary factor that influenced their selection and use of host mass media, but it was not the only decisive factor relevant to their degree of acculturation. Individual characteristics, the social and cultural environment in Canada were also found to have significant impact on their acculturation process and outcomes. It is expected that the findings can assist colleges and universities in designing effective programs based on these students’ needs and characteristics, thus enabling them to achieve their academic and professional goals.Thesis (Ph.D, Education) -- Queen's University, 2009-08-11 04:01:28.763
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Yang, Luxin. "Writing group-project assignments in commerce courses : case studies of Chinese-background ESL students at two Canadian universities /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442515&T=F.
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Espinoza, Victor Marcelo. "Culture, parents, and course selection : a case study of Chinese ESL students in a British Columbia secondary school." Thesis, 2003. http://hdl.handle.net/2429/14369.
Full textAbstract:
The following is a case study of grade 12 English as a Second Language (ESL)
students enrolled in a British Columbia secondary school during the 2001-2002 academic
year. The principal objective of this research was to uncover the following: 1) if ESL
students made course choices at grade 12 which differed from those of non-ESL student
choice patterns at grade 12; 2) the role of familial preferences, cultural influences and
prior learning styles which predispose student choice for post secondary concentrations.
This research examined the academic transcripts of 238 (94 ESL, 144 non-ESL)
students, analyzed the responses of 145 (65 ESL, 80 non-ESL) student questionnaires,
and considered interviews with 26 ESL students and 12 school staff (4 counselors, 8
teachers). The findings suggest that a significant difference exists in the academic
courses in which ESL grade 12 students enroll compared to non-ESL students. Cultural
and familial influences were found to affect both the types of senior courses ESL students
chose and their aims about future educational and career aspirations. The findings
suggest that secondary schools examine critically their policies regarding broadening the
exposure of ESL students to more expressive courses in Arts to extend equality of
opportunity in determining their career choice directions.
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Guo, Xiaoqian. "L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud." Thesis, 2012. http://hdl.handle.net/1828/4200.
Full textAbstract:
In the field of L2 (second language) writing, a great number of studies have been done to explore learners’ writing processes and writing strategies since the last three decades. However, the relationship between learners’ strategy use and writing performance is still not clear-cut, and researchers still debate about whether L1 (first language) writing processes and strategies are similar to or different from L2 writing processes and strategies. To explore these controversial issues, this study has examined the L1 and L2 academic writing processes of 35 Chinese ESL (English-as-a-second-language) learners by using concurrent think-aloud protocols and retrospective interviews.
In line with previous strategy studies, the findings of present study also revealed that learners selected, used, and evaluated a wide range of writing strategies (i.e., approach, rhetorical, communication, cognitive, metacognitive, affective, and social strategies) in both L1 and L2 tasks. Moreover, the results of qualitative and quantitative analyses indicated that the overall pattern of strategy use by learners was similar between L1 and L2. Specifically, learners tended to transfer their approach, rhetorical, communication, and cognitive strategies across languages. As for the correlations between writing strategies and writing scores, statistical tests did not detect any significant relationships between learners’ strategy use and their writing performance in either the L1 writing task or the L2 writing task.
One main implication suggested by the present study is that learners should not only be encouraged to reflect on their L2 writing performance and strategy use, but also be provided with the opportunities to reconsider and reflect on how they usually approach and process L1 writing tasks.Graduate
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Yeung, Steve K. M. "A comparison of the effectiveness of explicit grammar instruction and experientially-oriented instruction in teaching the English article system to Chinese ESL students." 1992. http://hdl.handle.net/1993/18659.
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Tsai, Shu-hwa, and 蔡淑華. "Chinese EFL College Students'' Chinese and English Lexical Encoding." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/63236867690640825348.
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碩士國立高雄師範大學
英語學系
87
ABSTRACT The study aimed to examine how majors, year levels, languages (English and Chinese) and lengths of delay for recall affected the EFL learners'' lexical encoding in terms of the three componential lexical features: phonetic, orthographic, and semantic features. It consisted of two experiments: Experiments I and II. In Experiment I, four tests were conducted: the English and Chinese immediate recall tests and the English and Chinese 60-second delayed cued-recall tests. The subjects for Experiment I were 257 students from National Kaohsiung Normal University (NKNU), with 46 English seniors, 97 English freshmen, 45 Chinese seniors, and 69 Chinese freshmen. Experiment II, conducted exactly one week after Experiment I, contained two tests--the English and Chinese one-week delayed cued-recall tests. The subjects for Experiment II were 217 NKNU students that had taken part in Experiment I. The data collected from the 6 recall tests were analyzed via two-way MANOVAs. Besides, the subjects'' responses to the questionnaires were also analyzed. The major findings were summarized in the following. (1) The subjects'' English lexical encoding varied significantly across majors. In general, the English majors tended to rely more on the phonetic features but less on the orthographic features than the Chinese majors in encoding English words. (2) The subjects'' English lexical encoding did not vary significantly across year levels. Yet, the English seniors exhibited significantly greater reliance on the phonetic features but less on the orthographic features than the English freshmen when encoding English words. (3) The subjects'' Chinese lexical encoding did not vary significantly across majors. (4) The subjects'' Chinese lexical encoding did not vary significantly across year levels. Yet, interestingly, the English seniors showed significantly more reliance on the phonetic features than the English freshmen in their delayed recalling of Chinese words. (5) The subjects'' lexical encoding differed across languages. For English short-term lexical encoding, the subjects (except the English seniors) relied more on the orthographic features, then the phonetic, and last, the semantic for encoding words in memory. Yet, for the Chinese short-term lexical encoding, all the subjects relied more on the phonetic, then the orthographic, and last, the semantic features. As for English long-term lexical encoding, the subjects generally turned most of their attention to the semantic features of the English words, then the graphic, and last, the phonetic. Distinctively, for Chinese long-term lexical encoding, the subjects relied more on the graphic, then the semantic, and last, the phonetic features of the Chinese words. (6) The subjects'' lexical encoding tendencies differed across tests of different lengths of delay (zero, 60 seconds, or one week) on both the English and the Chinese tests. Generally speaking, the subjects'' encoding of English words was more graphically-associated on the immediate recall test but more semantically-associated on the delayed recall tests. Yet, the subjects'' encoding of Chinese words was more phonetically-featured on the immediate recall test but more graphically- and semantically-featured on the delayed recall tests. In the end, based on the findings, it was inferred in the study that (1) the English language training the EFL learners received had significant effect on their English lexical encoding; (2) just like the acquisition of any other language skills, the EFL learners'' lexical encoding also exhibited a series of developmental stages; (3) L2 learning had certain effect on the EFL learners'' L1 lexical encoding.
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Cai, Mengyue. "Undergraduate EAL (English-as-an-Additional-Language) Students' Reported Use of Vocabulary Learning Strategies and its Relationship vis-à-vis Language Proficiency, Vocabulary Size, and Gender." Thesis, 2014. http://hdl.handle.net/1828/5850.
Full textAbstract:
In the field of second language vocabulary learning, numerous studies had been done
to investigate language learners’ use of vocabulary learning strategies, as well as
relationships between the use of vocabulary learning strategies and other individual
variables (e.g., personality, intelligence, major, learning style, etc.). To fill the gap in the
literature reviewed, the present study examined the use of vocabulary learning strategies
reported by 95 Chinese undergraduate engineering students, and relationships between
the use of vocabulary learning strategies and three key variables, i.e., language
proficiency, vocabulary size, and gender.
Results of this study indicated: 1) With a reported frequency of overall vocabulary
learning strategies use of medium, Chinese undergraduate engineering students use
determination strategies most frequently, while social strategies the least. 2) There is a
negative relationship between the use of overall vocabulary learning strategies reported
by Chinese undergraduate engineering students and their language proficiency. In terms
of the use of the five categories of vocabulary learning strategies, determination,
cognitive, and metacognitive strategies are positively correlated to Chinese undergraduate
engineering students’ language proficiency. While social and memory strategies are
negatively correlated. On the level of individual vocabulary learning strategies, ten
individual vocabulary learning strategies are significantly correlated with language
proficiency. 3) Chinese undergraduate engineering students’ use of overall vocabulary
learning strategies and vocabulary size are positively correlated. In terms of the use of the
five categories of vocabulary learning strategies, social strategies is negatively correlated
with vocabulary size while the remaining four categories are positively correlated. On the
level of individual vocabulary learning strategies, significant correlations are identified
between the use of three individual vocabulary learning strategies and vocabulary size. 4)
No significant difference is found between male and female Chinese undergraduate
engineering students on uses of overall vocabulary learning strategies, although male
Chinese undergraduate engineering students employ overall vocabulary learning
strategies more frequently than females. When analyzing the use of the five categories of
vocabulary learning strategies, male students employ social, memory, and cognitive
strategies more frequently than female students while female students employ
determination and metacognitive strategies more frequently. In terms of the gender
differences on the use of individual vocabulary learning strategies, female students
employ two individual vocabulary learning strategies more frequently than male students
at significant levels.
Findings of the present study illustrate Chinese undergraduate engineering students’
reported use of vocabulary learning strategies, as well as correlations between the use of
vocabulary learning strategies and language proficiency, vocabulary size, and gender. It
is recommended that English language teachers in China spending more time on
vocabulary learning strategies training and taking advantages of the individual
vocabulary learning strategies that can contribute to students’ language learning.Graduate
kellycai0913@gmail.com
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Chang, Chin-yen, and 張今燕. "An Interlanguage Study of Chinese EFL Students’ Expressions of Gratitude." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/cg9aa3.
Full textAbstract:
碩士國立中山大學
外國語文學系研究所
96
Expressing gratitude has a significant function in societal interaction. As Eisenstein and Bodman (1993) suggested, only when the function of gratitude is expressed appropriately can it “engender feelings of warmth and solidarity among interlocutors” (p.167). However, compared with other widely discussed speech acts such as apology and request, the speech act of expressions of gratitude seldom drew researchers’ attention. The present study hence focuses on investigating EFL (English as foreign language) learners’ behavior in realizing expressions of gratitude on the basis of cross-cultural comparison of NS-Cs (Native speakers of Chinese) and NS-Es (Native speakers of English) in terms of perception and production performances. Data used for analysis cover 60 NS-E, 60 NS-C, and 60 EFL speakers’ data elicited from Discourse-Completion-Task (DCT) questionnaire which consisted of 24 scenarios in which four contextual factors, comprising social distance, social status, gender of interlocutor and severity of the situation were embedded. Scale-Response questionnaire (SRQ) was designed to obtain two cultural groups’ perception in terms of degree of imposition, degree of gratefulness, and likelihood of the expectation of benefactors. The EFL group was further categorized into two groups on the basis of proficiency level. Among each group, the number of male and female participants was even. The result of SRQ shows that both cultural groups generated the same tendency, that is, the greater imposition the informant felt s/he caused to the benefactor, the more grateful s/he felt and the more likely s/he thought the benefactor would expect receiving expressions of gratitude. NS-Es’ perceptions on the likelihood of gratitude expectation and degree of imposition were significantly higher than NS-C group’s. In terms of the contextual factors, NS-C participants were found to be more sensitive to relative social status while NS-E participants were more sensitive to relative social distance. The analysis of DCT data shows that NS-Cs and NS-Es generated similar strategies in gratitude-provoking situations and NS-E group generated greater amount of strategy use. Both groups generated more strategies and lengthier utterances in situations bearing greater imposition. EFL groups were found to generate similar strategy uses as the two cultural groups did. Accordingly, the occurrence of negative sociopragmatic transfer was rare while negative pragmalinguistic transfer was more observable. Some linguistic properties of transfer reflected the cultural orientation. Instead of pragmatic performance, proficiency level seemed to be influential in linguistic accuracy, amount of strategy use and length of utterances. The limitation of the study suggests future study conduct on natural utterances, oral DCT, introspective interview with the informants and further discussion on role-play data to get a more comprehensive understanding of the behavior of expressions of gratitude realized by NS-Cs, NS-Es and EFL learners.
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Huang, You-Lian, and 黃有廉. "Strategy Use and Regulation in the Writing Tasks of Chinese EFL Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/33682640610474894146.
Full textAbstract:
碩士國立高雄第一科技大學
應用英語所
92
This study aims to investigate how Chinese EFL students use and regulate writing strategies when dealing with different composition topics and genres. Participants were 23 juniors majoring in English at National Kaohsiung First University of Science and Technology. In order to examine the research questions and find out if any differences existed between Chinese EFL students at different levels of writing proficiency, based on their performance in the first semester, 3 students were selected (1 proficient student, 1 average student, and 1 less proficient student) as participating subjects, and only their data were analyzed and discussed. The students were taught and practiced on five genres of composition topics. For each genre, two topics were assigned for them to write about. The students were asked to fill out a 41-item questionnaire concerning the strategies they used each time they engaged in a writing topic. Along with the questionnaires, data collection and analysis also included individual interviews. The findings of the study show that the students at each level of writing proficiency used strategies differently in terms of the number of strategies and types of strategies. In addition, results indicate that the students possessed metacognitive knowledge—that is, they would regulate their use of strategies to deal with different writing tasks according to topic familiarity, topic difficulty, strategy familiarity, and strategy effectiveness. It is thus suggested that EFL students should be taught how to use strategies effectively and how to approach a variety of writing tasks.
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"Metacognitive knowledge, vocabulary size and EFL reading comprehension of Chinese tertiary students." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074693.
Full textAbstract:
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.
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Chuang, Chung-yin, and 莊仲吟. "A Study on Chinese EFL College Students' Pragmatic Knowledge of Factive Presuppositions." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/33744046216374786708.
Full textAbstract:
碩士國立高雄師範大學
英語學系
88
The aim of the present study is to investigate Chinese college students’ pragmatic knowledge of factive presuppositions. The study attempts to examine whether students are able to draw presuppositions from sentences. It also aims to explore whether the seniors have a better understanding of factive presuppositions than their freshman counterparts. Through the analysis of students’ performance on the test, it is anticipated that the implications and suggestions of this research will make contributions to the pragmatic aspect of EFL instruction. The subjects of this study were 80 freshmen and 65 seniors in the Department of English at National Kaohsiung Normal University. The major instrument used was a factive presupposition comprehension test. One-way ANOVA, one-way MONOVA, and repeated measures were employed to analyze the data yielded from the experiment. The major findings were summarized as follows: (1) The students showed an understanding of factive presuppositions. However, their pragmatic competence of this aspect was still immature. (2) The seniors and freshmen did not show significant differences in their comprehension of factive presuppositions. The language training at university did not contribute to the students’ progress in comprehending factive presuppositions. (3) Besides the factivity value of verbs, the students’ presupposition judgments also seemed to be governed by the certainty property of verbs and their L1 knowledge. Finally, it is suggested that the teachers should provide explicit teaching of presuppositions in the EFL classroom. The students’ English competence can be enhanced through explicit teaching of this kind of knowledge
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Wu, Ling-chun, and 吳玲君. "A Study On Chinese EFL Students'' Self-Revision Strategies In English Writing." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/13161384604604250599.
Full textAbstract:
碩士國立高雄師範大學
教育學系
82
This study aims to investigate the Chinese student writers'' revising strategies in English writing with a hope to see what they revise, how they revise, and why they decide to revise. It is expected that the revision research will contribute to the study of EFL composition in Taiwan, and benefit teachers and students themselves in the instruction of English writing and the improvement of writing texts. The study designed from the perspective of self-revision adopts text analysis to examine student writers'' revising drafts. Subjects'' revisions are classified in terms of (1) the amount of revisions; (2) the syntactic level of revisions; (3) the operation of revisions; and (4) the purpose of revisions. Besides, revisions made by all subjects are judged to be successful or unsuccessful to see the feasibility of student writers'' self-revision.