Dissertations / Theses on the topic 'Chinese language Singapore Psychological aspects'

This thesis is an investigation into the socio-economic effects of English literacy among the Chinese of Singapore between 1945 and 2000. Through the use of oral history, statistical evidence, and existing secondary literature on the conditions of everyday life in Singapore, it explores how English literacy as a life chance has played a key role in shaping the class structures that exist among the Chinese in Singapore today. Adopting a 'perspective from below', this study provides a historical account that surveys the experiences of everyday life in Singapore through the stories of everyday life. It seeks to present an account that more accurately reflects the nation's nuanced past through defining eras in Singapore's post-war history 'Singapore Stories' in the plural, as opposed to the singular. Viewing the impact of English literacy through the prism of Max Weber's concept of life chances allows an examination of the opportunities in the lives of the interviewees cited within by distinguishing between negotiated and corralled life chances. The overarching argument made by this study is that in the later stages of Singapore's postwar history and development, English literacy was a critical factor that allowed individuals to negotiate key opportunities in life, thus increasing the likelihood of socioeconomic mobility. For those without English literacy, the range of possibilities in life became increasingly restricted, corralling individuals into a less affluent economic state. While acknowledging the significance of structural forces, and in particular the shaping influence of industrialisation, economic policy, and social engineering, this study also demonstrates how regarding the Singapore Chinese as possessing a variety of distinguishing social and economic characteristics, all of which serve to segment the community as an ethnic group, adds a new and critical dimension to our academic understanding of the nation's social past and present. By locating areas of resistance and the development of life strategies by an individual or household, this thesis illustrates how language, literacy, and class operated within the reality of undefined and multilayered historical spaces among the Chinese of Singapore.

Lau Wing Yin, Verena.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1998.
Includes bibliographical references (leaves 74-78).
Abstract also in Chinese.
Acknowledgments --- p.2
Abstract in English --- p.3
Abstract in Chinese --- p.4
Introduction --- p.5
Major features of the Chinese language and processes in Chinese reading comprehension
Different paradigms in Chinese reading comprehension
Research questions of the present study
Research design of the present study
Experiment1 --- p.24
Experiment2 --- p.32
Experiment3 --- p.39
General Discussion --- p.57
Conclusion --- p.73
References --- p.74
Appendix A --- p.79
Appendix B --- p.84

by Au-Yeung Lai Hung.
Running title: Chinese reading.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 125-130).
Acknowledgements
Abstract
Table of Contents
List of Tables
List of Figures
List of Appendices
Introduction --- p.1
The Chinese Language and Some of Its Major Features --- p.4
The Role of Parafoveal Visual Information in Chinese Reading: Implications on Eye Movement Control and the Characteristics of the Perceptual Span --- p.7
General Views of Language Comprehension Processes --- p.13
General theoretical backgrounds --- p.13
Functional roles of Chinese word categories --- p.18
Research Problems and Method --- p.20
Experiment I --- p.23
Method --- p.27
Results and Discussion --- p.32
"Comprehension performance, reading time, and reading efficiency" --- p.32
Component processes in Chinese reading --- p.40
Overall mean RT analyses --- p.42
Separate analyses for each session --- p.47
Experiment II --- p.51
Method --- p.58
Results and Discussion --- p.60
Comprehension performance and reading time --- p.60
Component processes in various display conditions --- p.66
Experiment III --- p.73
Method --- p.76
Results --- p.80
Results for SVO sentence structure --- p.81
Results for SOV sentence structure --- p.88
Results for OSV sentence structure --- p.96
Discussion --- p.103
Lexical access and sentence comprehension --- p.103
Verb violation --- p.105
Noun violation --- p.108
Clause boundary effect --- p.111
Differential effects of the types of violation on word types --- p.113
The interactive nature of Chinese processing --- p.113
Evaluations of the results from various word orders --- p.114
General Conclusion --- p.116
References --- p.125
Appendices --- p.131

In Experiments 3 and 4, event-related potentials were recorded to verify the findings of the first two behavioral experiments. Similarly, Experiment 3 employed the lexical decision task and Experiment 4 used the position decision task. First, results revealed that a series of ERP components (P150, P200, and N400) were found to be related to the effect of position-specific radical frequency when the lexical decision task was used (Experiment 3). However, when replacing the lexical decision task with the position decision task but keeping illegal characters as fillers, the effect of position-specific radical frequency became quite weak, which was only associated with P200 (Experiment 4a). Moreover, when using the position decision task but replacing illegal characters with geometric figures as fillers, there were no effects of position-specific radical frequency any more (Experiment 4b). Second, the task was found to influence the time course for effects of position-free radical frequency, which was reflected by P200 in the lexical decision task (Experiment 3) and by N400 in the position decision task (Experiments 4a and 4b). Finally, simple character frequency could play a role in processing compound characters in which simple characters were used as radicals, but such effect was significant only in the position decision task and it was reflected by a change in N400 (Experiments 4a and 4b).
These findings indicate that position-specific radicals could play a role in character recognition, but this effect appears to be constrained by the task and/or the composition of materials. In contrast, effects of position-free radicals keep stable across different tasks and composition of materials. In addition, the findings also suggest that simple character information could exert influence on compound character processing, but only when characters are processed implicitly (e.g., in the position decision task). Implications of this research and future directions are discussed.
This research was designed to examine the processing of different kinds of radical frequency information, i.e. frequency as a position-free radical, frequency as a position-specific radical, and frequency as a stand alone character. Whether the task or the composition of materials could influence the processing of such information was also examined. The first two were behavioral experiments and results indicated that effect of the position-free radical frequency was stable across the lexical decision task (Experiment 1) and the position decision task (Experiment 2). Effect of the position-specific radical frequency emerged only when the lexical decision task was available (Experiment 1).
Wu, Yan.
Adviser: Hsuan Chih Chen.
Source: Dissertation Abstracts International, Volume: 72-04, Section: B, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 99-108).
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Abstract also in Chinese; includes Chinese characters in Appendix A-C.

In sum, the three studies suggest that, on one hand, Chinese compound words, particularly the opaque ones, seem to be represented as holistic orthographic units in the mental lexicon. On the other hand, the meanings of the component morphemes are activated in visual recognition of Chinese compound words, suggesting a decomposed access. The implications of these results for a model of Chinese compound word representation and access, as well as the dispute between morpho-orthographic and morpho-semantic decomposition accounts of morphological processing in other languages, were discussed.
Study 2 adapted the transposed-letter similarity effect in English (Forster, Davis, Schoknecht, & Carter, 1987; Acah & Perea, 2008) into transposed-character similarity effect in Chinese to further examine the orthographic representation of Chinese compound words. Study 2 examined the processing of both transposable and untransposable compound words to distinguish the decomposed account (which assumes morpheme-to-word activation) and the holistic account (which assumes activation of word-level orthographic representation) of the mental representation of Chinese compound words. It was found that transposable word-word pairs (e.g., [special characters omitted], means tie in English-[special characters omitted], means lead in English) did not produce significant priming effects. This result is inconsistent with the decomposed account, but is explicable in terms of the holistic account. Two follow-up experiments show that the transposed-character similarity effects differ for transparent (e.g., [special characters omitted], means proud in English) and opaque words (e.g., [special characters omitted], means careless in English). Transposed nonwords show significant facilitation effect to the original words when the original words were opaque (e.g., [special characters omitted]) but not when they were transparent words (e.g., [special characters omitted]). It suggests that opaque words are more likely than transparent words to be represented as orthographic wholes. The findings of word-level orthographic representation and the influence of semantic transparency provide convergent evidence for the conclusions reached by Study 1.
The first two studies are concerned with whether Chinese two-character compound words have decomposed or holistic orthographic representations in the mental lexicon. Study 1 made use of the high frequency orthographic neighbor inhibition effect (Grainger & Jacobs, 1996; Davis & Lupker, 2006) in the masked priming paradigm. It was found that a high frequency orthographic neighbor (e.g., [special characters omitted] means virtually in English) inhibited recognition of a low frequency target word (e.g., [special characters omitted], means brief in English). The high frequency orthographic neighbor inhibition effect was supposed to be caused by lexical competition between prime and target words (Grainger & Jacobs, 1996). Therefore, the observation of inhibition in Study 1 suggests that the prime words have word-level representations that compete with those of target words for lexical access. It is argued that the activated word-level lexical representation is likely to be orthographic representation, rather than phonological and semantic representations, because the influence of phonology was found to be limited in a follow-up experiment, and the semantic relatedness between the prime and target words was low. Furthermore, because the inhibition effects were stronger for semantically opaque than transparent compound words, it seems that opaque words are more likely than transparent words to be represented as unitary units.
The third study investigated whether or not the meaning of a component morpheme would be activated in the process of recognizing a Chinese two-character compound word. Current accounts of morphological processing disagree on whether morphological processing is form then meaning, or form with meaning (Feldman, O'Connor, & Del Prado Martin, 2009; Davis & Rastle, 2010). The focus of the debate is actually whether morpheme meaning activation occurs at early stage of compound word processing. This study attempted to contribute to that debate by trying to dissociate morphological processing of form and meaning. The method was to investigate masked priming effects produced by prime-target pairs that contained a pair of semantically related morphemes but without any overlap in orthography, phonology or whole-word meaning (e.g., [special characters omitted] /surprised in English/-[special characters omitted]/break one's promise in English/). Since there was no overlap between the prime and the target in form, any priming effects produced could be attributed unequivocally to activation of morpheme meaning (e.g., [special characters omitted], both means eat in English). The results of Study 3 show that morpheme meaning activation without form overlap occurred as early as the first 60ms of word processing. This finding is more consistent with the form-with-meaning than the form-then-meaning account.
This dissertation reports on three studies of the cognitive representations and processes in visual recognition of Chinese two-character compound words. Because Chinese two-character compound words are composed of two spatially separated characters which themselves are words, there has been a debate about whether these words are represented and processed in the mental lexicon as unitary wholes or as combinations of the component characters (Zhang & Peng, 1992; Taft & Zhu, 1995).
Zhang, Lingyan.
Advisers: Yujing Ni; Ling-po Shiu.
Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 142-153).
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Abstract also in Chinese; includes Chinese.

Li Hong.
Thesis (Ph.D.)--Chinese University of Hong Kong, 1998.
Includes bibliographical references (p. 133-142).
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Mode of access: World Wide Web.
Abstracts in English and Chinese.

This study examined the roles of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge, measured using twelve different tasks hypothesized to indicate these four broad constructs, in Chinese character recognition and English word reading among 536 Hong Kong Chinese kindergartners, second- and fifth-graders. The twelve tasks generally showed an increase in performance with grade level. Confirmatory factor analyses comparing alternative models of these four constituents of Chinese word reading revealed a dynamic pattern of children's latent linguistic or reading processing skills development: The best-fitting model of kindergartners' processing was one that included two broad constructs, broadly termed metalinguistic processing and orthographic processing. In contrast, second-graders showed a fine-grained sensitivity to four distinct skills of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge. Finally, the latent processing skills of the fifth-graders converged into phonological and orthographic processing. The contributions of each of these initially specified constructs, i.e., sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge, to Chinese word reading varied across each separate grade in regression analyses. The sub-character processing construct was uniquely associated with kindergarten Chinese word reading only. In contrast, the morphological awareness construct was uniquely associated with Chinese word reading in both second- and fifth-graders. The orthographic knowledge construct was uniquely associated with word reading across ail three grades. However, the phonological awareness construct was not uniquely associated with Chinese word reading in any of the groups of children, though it was uniquely associated with English word reading, even with Chinese character recognition skill statistically controlled. These findings demonstrate how Chinese word reading might develop across age and highlight the importance of sub-character processing, morphological awareness and orthographic knowledge for Chinese word reading development as well as the importance of phonological awareness for English word reading.
Tong Xiuli.
Adviser: Catherine McBride-Chang.
Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3806.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (leaves 151-166).
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Abstracts in English and Chinese; includes Chinese characters.
School code: 1307.

Chi-kong Tang.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 47-50).
Appendixes in Chinese.
Acknowledgments --- p.i
Abstract --- p.ii
Table of Contents --- p.iii
List of Tables --- p.v
List of Figures --- p.vi
List of Appendices --- p.vii
Introduction --- p.1
Eye Movement Control and Effective Vision in Reading English --- p.1
Comparison of Chinese and English --- p.4
Effective Vision in Chinese Reading --- p.5
Research Questions of Present Study --- p.6
Research Design of Present Study --- p.9
EXPERIMENT1 --- p.11
Method --- p.12
Results --- p.19
Discussion --- p.21
EXPERIMENT2 --- p.24
Method --- p.24
Results --- p.26
Discussion --- p.28
EXPERIMENT3 --- p.31
Method --- p.32
Results --- p.34
Discussion --- p.37
General Discussion --- p.41
Conclusion --- p.46
References --- p.47
Appendices --- p.51

This study explored the learning experience of Chinese heritage language learners, focusing on the interaction of their multiple goals, their emotional responses, as well as the influence of their experience in their family and formal school contexts. The settings of this study were the sixth to eighth grade classes at two local community Chinese schools. Data were collected from multiple sources including students' responses to a self-report questionnaire, interviews with teachers, interviews with 19 focal students and their parents, and a semester-long retrospective observation journal. Data were analyzed using coding procedures suggested by Strauss and Corbin (1998) from a grounded theory qualitative approach. Results indicated that perceptions of Chinese school learning affected students' motivational goals and their emotional responses in the Chinese learning experience. These perceptions included (a) perceptions of the Chinese learning environment (instructional methods, teachers' characteristics, and peer influence), (b) perceptions of their ability, (c) perceptions of values and beliefs, and (d) perceptions of their available time and schedule. Students in this study reported having both learning intention goals (categorized as integrative and instrumental goals) as well as well-being (social and work-avoidance) goals. Students also reported experiencing both positive emotions (enjoyment, pride) and negative emotions (boredom, anger) in the Chinese learning context. The contextual factors, including students' formal school experience and their family experience also seemed to influence directly or indirectly students' perceptions of Chinese school learning as well as their motivational goals and emotional responses. How students balanced their multiple goals and their multiple emotions determined the extent of students' willingness to attend Chinese school, the extent of their engagement in learning Chinese, as well as the extent of their acknowledgement of their Chinese identity. Implications for research and practice are discussed.
text

Sum Kwok-wing.
Thesis submitted in: December 2003.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (leaves 73-79).
Abstracts in English and Chinese.
Abstract --- p.ii
Chinese Abstract (論文摘要) --- p.iii
Acknowledgements --- p.iv
Table of Contents --- p.v
List of Tables --- p.vi
List of Figures --- p.vii
Chapter Chapter 1 - --- "Significance of Onset, Rime and Tone in Monosyllab Words" --- p.1
Chapter Chapter 2 - --- General Methods --- p.19
Chapter Chapter 3 - --- Experiment 1 --- p.28
Chapter Chapter 4 - --- Experiment 2 --- p.35
Chapter Chapter 5 - --- Experiment 3 --- p.41
Chapter Chapter 6 - --- Comparison and Summary of the First Three Experiments --- p.47
Chapter Chapter 7 - --- Experiment 4 --- p.53
Chapter Chapter 8 - --- General Discussion --- p.59
References --- p.72
Appendix I --- p.79
Appendix II --- p.87
Appendix III --- p.95
Appendix IV --- p.103
Appendix V --- p.111
Appendix VI --- p.112
Appendix VII --- p.113

Adopting both qualitative and quantitative approaches with a strong element of triangulation, the present research aimed to investigate the issues of reticence and anxiety in oral English classroom-learning and testing situations at the tertiary level in Mainland China.
Following the ground work phase, the main study, which was divided into two phases, got underway. In the first phase, a 124-item survey was distributed to approximately 570 first-year undergraduate non-English majors at three different proficiency levels at Tsinghua University; 547 valid questionnaires were processed. In the second phase, three English language classes (one from each different proficiency group) were selected for the case study which continued for the full term: the students were required to write reflective journals with one entry per week for six consecutive weeks, the teachers were asked to observe and keep a weekly record of the students' reticence and anxiety in classroom activities during the whole term, the three classes were observed and video-taped twice, 7 students from each group and their teachers were invited for semi-structured interviews, and the final oral English test given to the students was observed and video-taped.
The large-scale survey was analyzed using SPSS 11.00---descriptive statistics, reliability, correlation, factor analysis, t-test, and ANOVA to examine students' self-reported reticence and anxiety and their relationships with other variables such as students' self-rated English proficiency. The journals, interviews, and observations were subjected to a thematic content analysis to explore students' reticence and anxiety during oral English lessons and tests, and identify factors underlying reticence and anxiety in oral English classroom-learning and testing situations as well as corresponding coping strategies adopted by the participants.
The major findings were: (1) a considerable number of students self-reported and were observed to be reticent and nervous during oral English lessons and tests. The more proficient students tended to be less reticent and anxious, (2) the more reticent student tended to be more anxious during oral English lessons and tests, (3) reticence and anxiety negatively affected students' performance in oral English, (4) student reticence and anxiety varied from activity to activity in the classroom and changed during both the term and final oral English test, (5) multiple factors contributed to student reticence and anxiety during oral English lessons and tests, (6) the majority of the participants felt helpless about student reticence and anxiety. Most teachers and students were not aware of how to effectively cope with them, and (7) reticence and anxiety interacted with each other in both situations. Based on these findings, certain pedagogical implications were discussed to reduce students' reticence and anxiety in oral English classroom-learning and testing situations, thus enhancing the teaching and learning of oral English in Mainland China. In addition to contributing to the overall literature of research on reticence and anxiety in Chinese and FL learning contexts, the present research revealed some areas for future research.
Liu Meihua.
"July 2005."
Adviser: Jane Jackson.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0167.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (p. 336-360).
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Abstract in English and Chinese.
School code: 1307.

In Study 2, I further refined these scales and created an additional measure of commentary mediation, reflecting, in part, socio-emotional-regulation aspects of the writing interaction process. Across both Hong Kong and Beijing, these three measures of literate mediation, print mediation, and commentary mediation, were examined in relation to cognitive/metalinguistic awareness skills and Chinese reading and writing skills in three groups of children and their mothers. These groups included 63 Hong Kong third year kindergartners, 43 Beijing third year kindergartners, and 49 Beijing first graders. Results of Study 2 showed that mothers of kindergarten children tended to use lower level mediation strategies, such as stroke and component segmentation, and allowed less autonomy during the joint writing process. In contrast, mothers of first graders tended to use higher level mediation strategies, such as character level mediation, and allowed more autonomy, during this process. Results of the commentary mediation analyses demonstrated that Hong Kong mothers offered more negative than positive responses compared to Beijing mothers, particularly for kindergartners. In addition, the literate mediation and print mediation scale scores were significantly correlated with Chinese reading and writing in both Hong Kong and Beijing K3 children, but not in Beijing first graders. Scores on the literate mediation scale explained 11% to 25% unique variance in literacy skills in Beijing K3 children and reading skills in Hong Kong K3 children, even with maternal education, nonverbal reasoning, visual skills and metalinguistic awareness statistically controlled. In Hong Kong K3 children, children's orthographic awareness partially mediated the relation between literate mediation and Chinese word reading. Of all commentary mediation measures included, only the process mediation measure, focused on specific comments toward children's effort or strategies, was found to be uniquely associated with Chinese word reading and writing in Hong Kong K3 children and significantly related to Chinese word reading in Beijing K3 children with children's age, nonverbal reasoning and maternal education statistically controlled. Study 3 extended and tested the maternal mediation measure to Pinyin writing in Beijing K3 children. Maternal Pinyin mediation was uniquely associated with Chinese word reading even apart from children's general cognitive skills, maternal education, and phonological awareness.
The present research was among the first attempts to analyze the nature of maternal mediation of writing in Chinese and its association with literacy skills. The findings highlight the importance of maternal mediation of writing in preschool children's independent literacy development in Chinese across Hong Kong and Beijing.
This dissertation consisted of three studies investigating the nature of maternal mediation of writing among kindergarten and first grade children and their mothers across the two prominent Chinese societies of Hong Kong and Beijing and further examined the associations of maternal mediation of writing with cognitive /metalinguistic abilities and literacy skills in Chinese cross-culturally. In Study 1, two scales of literate mediation and print mediation based on mother-child writing interactions were created and refined. These scales, developed following work on Hebrew by Aram and Levin (2001; 2004), were modified and tested among 67 Hong Kong mother-child dyads from three grade levels---second year kindergarten, third year kindergarten, and first grade. The results showed that mothers' use of lower-level memorization strategies tended to be negatively associated with their children's reading skills, whereas mothers' higher level analytic scaffolding strategies were positively correlated with reading skills, even with age, grade level, nonverbal reasoning, and maternal education statistically controlled.
Lin, Dan.
Adviser: Catherine McBride-Chang.
Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (leaves 148-163).
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Abstract also in Chinese; some appendices include Chinese characters.

In the Western view, shyness has long been perceived as an undesirable personality trait that may interfere with one's interpersonal interactions and adversely affect life satisfaction. However, shyness is viewed differently in Chinese cultures. In Chinese society, individuals are encouraged to restrain personal desires in the interest and wellbeing of the greater good. Given the cultural endorsement of internalized self-control, shy children in Chinese culture are favored for their seeming social competence and selfdiscipline; they are well-liked by their peers and teachers, and considered socially fit. Among the variables that influence L2 strategy choice and use, personality type and motivation are two critical predictors, whereas foreign language anxiety and willingness to communicate often influence learners' performance in L2 communication. This study examined the interrelationship among shyness, L2 learning strategy use, L2 learning motivation, foreign language anxiety, and willingness to communicate. Participants were 364 students enrolled in either Freshman English or Sophomore English courses in a private university in Taipei. They were asked to fill out self-report questionnaires about their global shyness, strategy use and motivation regarding their English studies, the degree of foreign language anxiety they experienced in their current English class, and their willingness to communicate in both Chinese and English contexts. Results indicated that non-shy students reported using strategies more often across all strategy types than their shy counterparts, with compensation strategies being used the most often, and social strategies the least often. In addition, results from a series of hierarchical multiple regressions showed that intrinsic motivation to know appears to be the most important predictor among all motivation regulations for all students' use of most of the strategies. Results also indicated that shyness, foreign language anxiety, and willingness to communicate in both Chinese and English were correlated. Students who reported experiencing more foreign language anxiety in their English class showed less willingness to communicate in both Chinese and English. Moreover, shyness and foreign language anxiety had a moderate positive correlation. Implications for research and practice are discussed.
text

Chan Hing Yee Letty.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2006.
Includes bibliographical references (leaves 128-134).
Abstracts in English and Chinese.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS --- p.iv
LIST OF TABLES --- p.ix
LIST OF FIGURES --- p.x
Chapter CHAPTER 1 - --- INTRODUCTION
Chapter 1.1 --- Rational of the Study --- p.2
Chapter 1.2 --- Research Gap --- p.3
Chapter CHAPTER 2 - --- REVIEW OF THE LITERATURE
Chapter 2.1 --- Review of Motivation Theories and Research --- p.6
Chapter 2.2 --- Factors that Affect Writing Motivation --- p.11
Chapter 2.2.1 --- Personal Factors --- p.11
Chapter 2.2.2 --- Environmental Factors --- p.14
Chapter 2.3 --- Writing Development --- p.17
Chapter 2.4 --- The Nature of Writing --- p.18
Chapter 2.4.1 --- Theories in Writing Processes --- p.18
Chapter 2.4.2 --- Composing Processes/Planning Process --- p.22
Chapter 2.5 --- Motivation in Language Learning: Context in Hong Kong --- p.25
Chapter 2.5.1 --- Education Background in Hong Kong --- p.25
Chapter 2.5.2 --- Writing Instructions --- p.26
Chapter 2.5.3 --- Learning Motivation --- p.27
Chapter CHAPTER 3 - --- METHOD
Chapter 3.1 --- Research Question --- p.30
Chapter 3.2 --- Research Design --- p.31
Chapter 3.3. --- The Use of Methodology in the Current Study --- p.31
Chapter 3.3.1 --- Studying Motivation --- p.31
Chapter 3.3.2 --- Studying Writing Processes --- p.33
Chapter 3.4 --- Participants --- p.34
Chapter 3.5 --- Data Collection Procedures --- p.35
Chapter 3.5.1 --- Semi-structured Interviews --- p.35
Chapter 3.5.2 --- The Composing Processes --- p.37
Chapter 3.5.3 --- Writing Journals --- p.41
Chapter 3.6 --- Instruments --- p.41
Chapter 3.6.1 --- Background Information Questionnaire --- p.41
Chapter 3.6.2 --- Motivation and Effort Questionnaire --- p.42
Chapter 3.6.3 --- Scale of Writing Apprehension --- p.42
Chapter 3.6.4 --- Writing Self-Efficacy Questionnaire --- p.43
Chapter 3.7 --- Data Analysis Procedures
Chapter 3.7.1 --- Responses to the Background Information Questionnaire --- p.43
Chapter 3.7.2 --- Responses to the Motivation and Effort Questionnaire --- p.43
Chapter 3.7.3 --- Responses to the Scale of Writing Apprehension --- p.44
Chapter 3.7.4 --- Responses to the Writing self-Effcacy Questionnaire --- p.44
Chapter 3.7.5 --- The Semi-structured Interview --- p.44
Chapter 3.7.6 --- Methods to Analyze the Data Collected in the Composing Session --- p.45
Micro-motivation --- p.45
Analysis of Pauses --- p.45
Analysis of Writing Journals --- p.45
Chapter CHAPTER 4 - --- RESULTS AND DISCUSSION --- p.48
Chapter 4.1 --- Writing Motivation and Affect --- p.48
Chapter 4.1.1 --- Results of Motivation and Effort Questionnaire --- p.48
Chapter 4.1.2 --- Results of Scale of Writing Apprehension --- p.49
Chapter 4.1.3 --- Results of Writing Self-Efficacy Questionnaire --- p.51
Chapter 4.2 --- Background of the Participants --- p.52
Chapter 4.2.1 --- Daniel --- p.52
Chapter 4.2.2 --- Cintia --- p.53
Chapter 4.2.3 --- Melina --- p.54
Chapter 4.2.4 --- Charlene --- p.55
Chapter 4.3 --- Second Language Writing Motivation Outside the Classroom --- p.56
Chapter 4.3.1 --- Personal Level --- p.57
Chapter 4.3.2 --- Environmental Level --- p.67
Chapter 4.4 --- Second Language Writing Motivation Inside the Classroom --- p.72
Chapter 4.5 --- Confidence about Writing --- p.78
Chapter 4.6 --- Micro-motivation in the Writing Task --- p.82
Chapter 4.6.1 --- Factors Affecting Writing Motivation --- p.83
Chapter 4.6.2 --- Factors Affecting Confidence --- p.86
Chapter 4.6.3 --- Factors Affecting the Level of Comfort --- p.89
Chapter 4.7 --- Writing Strategies --- p.91
Chapter 4.8 --- Theoretical Discussions --- p.96
Chapter 4.8.1 --- Writing Motivation: Its Relation to the Current Motivational Theories --- p.96
Chapter 4.8.2 --- An Important Need for L2 Student Writers --- p.102
Chapter 4.8.3 --- Theories in Writing Processes --- p.103
Chapter 4.8.4 --- The Advantage of Personal Writing to L2 Students --- p.105
Chapter CHAPTER 5 - --- CONCLUSION AND IMPLICATION
Chapter 5.1 --- Recapitulations --- p.107
Chapter 5.2 --- Results and conclusion --- p.109
Chapter 5.3 --- Implications --- p.115
Chapter 5.3.1 --- Methodological Implications --- p.115
Strengths and Weaknesses --- p.115
Further Research --- p.116
Chapter 5.3.2 --- Pedagogical Implications --- p.117
Creating the Basic Motivational Conditions --- p.120
Generating Writing Motivation --- p.122
Maintaining Writing Motivation --- p.124
Encouraging Positive Retrospective Self-evaluation --- p.126
Chapter 5.4 --- Conclusion --- p.127
REFERENCE --- p.128
APPENDIXES
APPENDIX A Background Information Questionnaire --- p.135
APPENDIX B Consent Form of Participants --- p.137
APPENDIX C Motivation and Effort Questionnaire --- p.138
APPENDIX D Scale of Writing Apprehension --- p.140
APPENDIX E Writing Self-Efficacy Questionnaire --- p.142
APPENDIX F Instructions for Participants in the Writing Task --- p.144
APPENDIX G Participants' Writing Sample in the Writing Task --- p.146
APPENDIX H Instructions for Keeping a Writing Journal --- p.157
APPENDIX I Participants' Reflective Writing Journals --- p.158
Daniel's Journals --- p.158
Cintia's Journals --- p.161
Melina's Journals --- p.186
Charlene's Journals --- p.194