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Dissertations / Theses on the topic 'Chinese language Study and teaching Australia Foreign speakers'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project.
published_or_final_version
Education
Master
Master of Education

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2

Wong, Wei-wah Claudia, and 黃惠華. "The learning of Chinese orthography and its centrality in learning Chinese as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45877907.

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3

Liu, Songhao. "The acquisition of the Chinese de-construction by native English speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1192.

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4

Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.

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5

Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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6

Yin, Zhaochun, and 尹照春. "The lexical inferencing of Chinese learners of English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47752920.

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The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity. Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners‘ lexical inferencing, and the similarities & differences of learners at different stages. The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was ‘Guess > Accept’ at senior secondary stage and ‘Guess > Evaluate > Accept’ at three tertiary stages. There was an obvious upward shift of processing type from the ‘pure top processing’ of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners‘ lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct‘, while one third were ?Partially Correct‘. There was an increase tendency of ‘Correct‘ or ?Partially correct’ inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing. Further explorations reveal that Chinese EFL learners‘ procedural & declarative knowledge might potentially explain the performances of their lexical inferencing. This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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7

Ng, Siu-wah, and 吳笑華. "Investigating the effect of metacognitive strategies training on CSL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209643.

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8

Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.

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9

Huang, Chih-Liang. "Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2116.

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This project is designed to teach crosscultural differences in English education in Taiwan employing a strategy-based curriculum. By comparing crosscultural differences between Taiwan and American cultures, students will have a strong desire to learn English in order to know more about American culture.

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10

Hui, Leng. "A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/672.

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Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics.

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11

Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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12

Tam, Fung Yi May. "Genre analysis of the reading passages in two series of textbooks used in Hong Kong and the People's Republic of China." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/384.

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13

Chunyan, Ma. "Additive Bilingualism or ‘Straight-for-English’? The linguistic and cultural impact of different approaches to the teaching of English on children in two Chinese schools." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners&rsquo
needs. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z&rsquo
SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks.

The results of the study appear to show that the teaching programme in English at Z&rsquo
SL has failed to meet the children&rsquo
s needs. The materials are not designed for young learner&rsquo
s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children&rsquo
s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language.

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14

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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15

Li, Citing, and 李茨婷. "Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085763.

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16

Kazemi, Ali School of Modern Language Studies UNSW. "A systematic study of self-repairs in second language classroom presentations: with some reference to social variables and language proficiency." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/24298.

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Self-repairs have been the subject of investigation in a number of research areas, notably psycholinguistics and conversation analysis. This study has aimed at the examination of self-repairs in second language classroom presentations. Specifically, it has sought to gain insight into self-repairs in naturally occurring talk and to explicate the possible relationships between the variables of age, sex, and educational background and self-repair behaviour of L2 speakers as well as the possible link between self-repair and proficiency. Accomplishing these required a scrutiny of individual self-repairs and their classification. However, the classifications which have traditionally been used in the psycholinguistic approach suffer from a number of shortcomings, as they are usually based on the analysis of surface forms of self-repairs. Because of the subjectivity involved in this process, there has been considerable variation in terms of classes of self-repairs and also the decision as to where a given self-repair belongs. An in-depth analysis of self-repair data revealed that self-repairs do cluster into categories. This analysis also yielded a set of features which are relevant to the study of self-repairs. In addition to showing that the established categories are mutually exclusive, comparison of major categories of self-repairs according to these features, which characterise the trajectory of self-repairs, resulted in the explication of a number of regularities in the way L2 speakers carry out self-repairs. Having established a data-driven classification of repairs, an attempt was made to see whether learner variables of age, sex and educational background have any significant effect on self-repairs. It turned out that none of these variables have a significant effect on self-repairs. In addition, it became clear that while beginning, intermediate, and advanced L2 speakers have been shown to demonstrate significant proficiency-related differences, these differences fade away when they come from the same proficiency level.

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17

Chan, Lai-wa, and 陳麗華. "The investigation of the effectiveness of process writing method to enhance the practical writing ability of international school students who learn Chinese as a second language = Guo cheng xie zuo jiao xue fa dui ti sheng guo ji xue xiao Zhong wen wei di er yu yan xue sheng xie zuo ying yong wen zhi cheng xiao yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209681.

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18

Santos, Sara Gonçalves dos. "Desempenho oral de falantes de língua materna Chinesa, aprendentes de Português Europeu língua estrangeira :efeitos do aumento da complexidade cognitiva da tarefa = Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the task." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953535.

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19

Cheung, Sin-lin Isabelle, and 張善蓮. "A study of lexical errors in South-Asian Non-Chinese speakingchildren's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36863658.

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20

Jin, Mengyao, and 金梦瑶. "A study of error correction strategies in TCSL of Hong Kong international schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366389.

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21

Lee, Ya-Chi. "Promoting creative English teaching using Chinese culture for elementary schooling in Taiwan." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2952.

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To make English an interesting subject for elementary school students, teachers need to know what material attracts students, how to motivate students, and how to release students' creativity. Therefore, This project incorporates the concepts of multiple intelligences, motivation, culture and language, and development of creativity to provide a model for promoting creative English teaching in the elementary schools of Taiwan. In addition, the content of the unit, based on Chinese culture and the comparison of Chinese and American cultures, is an innovative curriculum designed to motivate students to learn English.

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22

Lim, Yuk-wan Grace, and 林玉雲. "A study of collocation in Hong Kong interlanguage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951454.

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23

Ullah, Rizwan. "A critical review on the provision of Chinese language education for NCSS in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329976.

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This study provides a critical review on the provision of Chinese Language education for non-Chinese speaking students (NCSS) in traditional high-concentration designated secondary schools in Hong Kong. NCSS are equipped with L2 Chinese literacy but are asked to survive with the main stream society who sought for L1 Chinese literacy. This has been a thorny issue since 2008 where the good efforts of various stakeholders including the EDB have not yielded any positive outcomes in enhancing the Chinese literacy of the NCSS. On one hand the NGOs strongly advocate for an alternative Chinese curriculum framework for NCSS while on the other, the EDB justifies the existing provision of Chinese education such as the central Chinese curriculum framework (CCCF) and the supplementary Chinese curriculum guide (SCG) as adequate. Their entanglements have ended up as political fights and bring further disarray to schools, teachers and the NCSS. Despite the absence of literature and few research studies, the issue of providing Chinese Language education for NCSS is pursued in this study within a theoretical framework derived from three related areas of research: Language policy in Hong Kong for government and subsidized schools, the Chinese Language curriculum for NCSS in Hong Kong and NCSS’ language acquisition and Chinese language learning. The main aim of the study is to achieve a better understanding of the Chinese literacy of the NCSS, the manner in which the school-based NCSS Chinese curriculums are adopted from the CCCF and SCG and implemented. Last, the different views of the stakeholders and their entanglements are depicted. This study employed an eclectic approach where both quantitative (test administration and survey) and qualitative (observations, documentary review and in-depth interview) methods were administered to collect the data for the study. The essence of critical ethnography was employed in the qualitative method where in-depth interviews in a semi-structured manner and my experience and educational upbringing as an NCSS helps shed additional light and explanation to the issue which allows the issue to be holistically depicted. The findings reveal that, despite the NCSS attaining satisfactory examination results in the international Chinese examination (GCSE); their Chinese literacy is far beyond the benchmark of the societal expectations. Second, regardless of the amount of work that the EDB has put in place concerning the implementation of the NCSS Chinese curriculum, there is a weak negotiation between the different levels of curriculum planning, namely the strategic, tactical and operational. In addition, at the operational level of planning, teachers’ inadequate LTC and LTEC in notional and operational curriculums warrant our concern. Last, the entanglements between different stakeholders arise due to their relative differences on the degree of accountability and practicality concerns towards the issue. The study seeks to contribute to empirical and conceptual knowledge on international studies and re-conception on language education policy for linguistics minorities at the political level and fills the literature gaps on language pedagogy, LTEC and LTC at school level. Finally, it becomes a unique literature in explaining the un-imparted multilingual NCSS’ language acquisition which is absence in the field of applied linguistics.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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24

Liu, Yuwei. "A study of the use of adversative, causal and temporal connectors in English argumentations, descriptions and narrations by tertiary Chinese ESL learners." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/282.

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This study unravels the connector patterns and mental activities that the Chinese learners of English as a Second Language (ESL) and native-English speakers display/perform upon the adoption of adversative, causal and temporal connectors while writing English argumentations, descriptions and narrations. It focuses on the ways in which the Chinese ESL learners’ thinking and connector production recursively interact in meaning-building processes. To elicit information of the writers’ mental processes, three English writing tasks with concurrent verbal reports were used as main elicitation tools. Chinese university students from Low, Mid and High proficiency levels and native-American-English users (Native) were asked to speak out their thoughts while writing English argumentations, descriptions and narrations. Data were also elicited from the retrospective verbal reports and following-up interviews which were conducted right after each writing and concurrent verbal report. Comparison of connector patterns in English texts produced by the Chinese and native-English writers suggests that the Chinese Mid and Low groups use significantly more connectors than the Native group while connector frequencies between the Chinese High and the Native group reveal no significant difference. It has been argued that the High-level students, being more linguistically skilled, can use connectors as well as other cohesive devices to form textual connections as their native-English-speaking counterparts. However, the Mid and Low-level writers, lacking abilities of manipulating other cohesive devices, tend to rely mainly on connectors. Moreover, comparison between the three Chinese groups indicates that the Mid uses significantly more connectors in English texts than the High and Low groups. The Mid group, on the one hand, is not linguistically mature enough to use various cohesive devices as skillfully as the High group, but, on the other hand, has more knowledge on the connector usage than the Low. When connectors were analyzed by category, it is found that the Chinese students use fewer adversative connectors in argumentations and narrations than the native-English writers. This pattern is found to have arisen from the Chinese students’ rigid textual development. ESL learners, due to their poor second language (L2) proficiency, cannot develop sophisticated argumentative and narrative structures. Instead of resorting to counter-arguments and reverse-order narration, they tend to simply list ideas. This could result in lower occurrences of adversative connectors in their argumentations and narrations. The data that are extracted from concurrent verbal reports reveal that the Chinese students use their first language (L1) for five mental activities: (1) initiation, (2) revision, (3) comment-making, (4) decision-making, and (5) monologue-conducting while using L2 for only two: initiation and revision. Examinations on the cognitive demand of the mental activities show that ESL learners rely more on their L1 to perform the cognitively more demanding activities such as comment-making, decision-making and monologue-conducting. Furthermore, the verbal data show that the L2 proficiency levels affect ESL writers’ mental activities in two ways. First, proficient ESL learners report larger linguistic units than the less proficient ones. Second, proficient ESL learners report higher proportions of cognitively more demanding activities than the less proficient ones. These two patterns are argued to result from the different working memory capacities of the proficient and less proficient ESL writers as well as the different ways of processing information in their working memory. Finally, a model of L2 writing process is developed to delineate how L2 proficiency, working memory and cognitive process interact and contribute to L2 writing process. Theoretically, this L2 model refines the L1 model and enriches the current understanding of the L2 writing process in three ways. First, mental activities are classified according to how much cognitive workload they demand. Such categorization is necessary because it explains ESL learners’ language choice while doing verbal reports and also explains the difficulties the learners encounter in L2 writing. Second, the L2 model separates the composing process as pre- and post-stage, which allows us to see how frequencies and types of mental activities differ in the two phases. Third, by including language choice, the L2 model addresses a wider interpretation of the mental activities in writing process. Pedagogically, the comprehensive and explanatory accounts of the connector patterns and mental activities address the problems that ESL learners have when using connectors in L2 writing. This will definitely facilitate the teaching of L2 writing.

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25

Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?

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26

Lei, Xiao, and 雷霄. "Understanding writing strategy use from a sociocultural perspective: a multiple-case study of Chinese EFLlearners of different writing abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085672.

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27

楊潔瑜 and Kit-yu Kitty Yeung. "Factors contributing to English oral reading fluency in Chinese children learning English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717016.

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28

Chanduloy, George Felix, and 陳炳江. "Design of a task-based reading ability test in English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948765.

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29

Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.

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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.

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30

Tam, Susanne. "Cognitive assessment of Chinese immigrant students in Cantonese and English." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29732.

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Assessing English-as-a-second-language (ESL) children in their native and second languages (L1 & L2) is likely to result in a better estimate of their academic potential than in the L2 alone. In the present study, the Hong Kong-Wechsler Intelligence Scale for Children (HK-WISC), the Stanford-Binet Intelligence Scale: Fourth Edition (SB: FE), and the Woodcock Language Proficiency Battery (WLPB) were administered to 32 Cantonese-speaking children from Hong Kong. The mean age of these children was 11.01 years. Their mean age on arrival (A0A) was 9.27 years, while their mean length of residence (L0R) was 1.74 years. Results of the multiple regression analyses and analysis of variance indicated that AOA and LOR are significant predictive variables for ESL immigrant's verbal performance. In addition, variables such as family socioeconomic status, frequency of speaking Cantonese at home, gender, and having studied English before are also useful to make predictions of these children's performance. The present sample had a high nonverbal and low verbal profile of performance on the English IQ measure. However, this profile of performance was not present on the Chinese IQ measure. These findings add to the cumulative data that Orientals have a characteristic intellectual profile. Finally, this study suggests that, if feasible, immigrant children should be assessed in both LI and L2. Standardized tests can be used to assess ESL immigrant children, even in their first few years of arrival to a new country. The results of the assessment should be kept as a record so that comparisons can be made with future assessment results. However, all these results need to be interpreted with extreme caution because inappropriate labelling and misplacement of these children are unacceptable.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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31

De, la Rouviere Jeremiah Daneil. "Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80325.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research.
AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.

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32

Kwok, Leung Lai-wan Peony, and 郭梁麗蘊. "An analysis of the possible effect of the order of instruction ofEnglish grammatical morphemes on the order of difficulty as derivedfrom written compositions of Chinese adolescent ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31948789.

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Shi, Qingquan. "Achieving interaction in listening and speaking within a Chinese cultural context." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2080.

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The purpose of this project is to develop heuristics and guidelines for English teachers to design appropriate courses. The exploration begins with a review of relevant literature in order to provide principles to comprise a pedagogical model. Based on that model, an instructional unit is presented that incorporates the model in a real-world context.

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Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
published_or_final_version
Education
Master
Master of Education

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35

Chen, Mingjun, and 陈明君. "Strategy to solve cognitive overload in listening comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365622.

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本研究通過對深圳大學初級漢語水平留學生的晤談以及測試，發現初級水平階段的漢語學生在聆聽過程中常出現以下困難： 1. 未能準確辨識出語音。 2. 雖然能夠識別單個辭彙或者短語，但是無法獲取整個句子的含義。 3. 未能及時進入聆聽狀態，以至於錯過了錄音的開始部分。 4. 遇到障礙往往會卡在困難之處，導致錯過了後續的錄音內容。 5. 無法概括出語段大意。由於語言知識的不足，留學生在聆聽過程中往往受挫。從認知負荷理論的角度看，無論是語音、辭彙、語法結構，乃至於句子的深層含義和文本大意，不同的層面都對工作記憶施加了負荷。降低認知負荷的有效方法便是激活學生的圖式，對所聽材料進行預測、補充以及選擇性加工，使工作記憶留存更多資源處理不熟悉的任務。適當的聆聽策略可以幫助學生激活長時記憶中的圖式，跳躍障礙，提升理解。基於此，本研究以深圳大學初級漢語班的外國學生為研究對象，以其中一班（共13 名學生）為實驗組，另一個班（共11 名學生）為控制組，進行准實驗研究。考慮到學生已初步具備預估、猜想的意識，且大部分聆聽困難可透過此方法得以解決，所以在實驗過程中，實驗組學生將接受“猜一猜”的聽力策略教學法。此聽力策略的實施階段包括聆聽以前和聆聽過程。控制組學生接受教師原有的教學方法，即聆聽前教師講解生詞，學生流覽問題，而後聽錄音做練習。准實驗研究結果顯示，實驗組學生“詞義推斷”一項成效明顯，而“句子深層含義”以及“概括大意”兩項雖然有所改善，但和控制組相比，差異仍未達到顯著水平。“猜一猜”的聆聽策略能在一定程度上幫助學生激活長時記憶中的圖式，在聆聽前根據話題、背景知識等預估錄音大意，在聆聽過程中，利用上下文來跳躍障礙，達成順暢理解。圖式的激活降低了學習者工作記憶的負荷，為工作記憶釋放了大量空間。從學生調查問卷的結果看，聽力策略“猜一猜”得到了師生的普遍認同，具有教學意義。最後，本研究對聆聽教學以及未來研究提出了一些建議，以期有更深入的探討。
published_or_final_version
Education
Master
Master of Education

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36

Tse, Kam-lok, and 謝錦樂. "The translation of Chinese business documents into English by studentsin Hong Kong vocational education: someimplications for second language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29680396.

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Kung, Shui Man Jessica. "Language maintenance or language shift ? : a study of South Asian ethnic minorities' Chinese language learning in Hong Kong." HKBU Institutional Repository, 2012. http://repository.hkbu.edu.hk/etd_ra/1353.

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Yu, Kwan-mei, and 余君美. "Christianity and English language teaching: astudy of an English conversation class for Mainland Chinese scholarsat an English-speaking church in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38732932.

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39

Hung, Yei Lun. "The role of the program administrator in instructed English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2666.

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Discusses issues concerning the role of a program administrator in designing instructional units and managing language schools in Taiwan for adult learners (age 18 and up) in the English-as-a-foreign-language (EFL) context. Offers useful EFL teaching strategies in speaking and writing and gives program administrators tips on organizing schools and designing good instructional units.

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Lu, Vivian Yann-Ling. "The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5171.

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The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.

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41

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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42

Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.

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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.

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43

Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

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44

Feng, Ye, and 丰烨. "Current issues of formative assessment improvement in Hong Kong international school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366067.

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The research aims at finding out the current issues and Profession dilemma which have an important influence on the Formative Assessment improvement especially in teaching Chinese as a second language in Hong Kong international schools and trying to provide some instructive suggestions to solve the problems. In order to conduct this research, several research methodologies were used to collect data and the whole progress was combined Quantitative Research and Qualitative Research together. First of all, Pilot Tests were carried out to make sure that the methodologies designed for the experiment can obtain the expected results. Second, the researcher utilized questionnaire, interview and observation to get the data from the target teachers who teach Chinese as a second language in Hong Kong international school and the target students who learn Chinese especially Mandarin as a second language. In the procedure, the researcher used the questionnaire to acquire the key points of problems, and then design interview questions which are based on them. Finally, the data collected from the questionnaire, interview and observation was analyzed by synthesis to acquire a final result. According to the findings of this study, three major issues have been identified. Firstly, the lack of professional training of how to apply formative assessment leads to common confusion to the Hong Kong international school teachers. Second, Students feel difficult to balance tests and final exams and hold less confidence in self-assessment and cooperation assessment. Different education backgrounds of the students lead to a complicated attitude to the formative assessment. Lastly, the low quality of teachers’ feedback results in ineffective information to students in the formative assessment. 本論文旨在研究於香港國際學校中，形成性評估在漢語作為第二語言教學時所遇到的現實問題和專業困境，並嘗試提出具有建設性意義的解決方案。本次研究採用質性研究和量性研究相結合的研究方法。其中具體採用的是問卷調查法、訪問調查法與觀察研究法等研究方法，並事先進行先導實驗以確保調查達到預期效果。研究以先導試驗開始，之後會針對研究物件（香港某所國際學校的對外漢語教師及其班上的學生）進行以形成性評估為主題的問卷調查、訪問調查和觀察研究。在調查過程中，研究者會依據問卷調查的初步結論設計後面的訪談問題；最後各項結果將被加以綜合分析以得出最終結論。本次研究主要得出以下三方面的結論: 一、教師在推行形成評估時所面臨的主要困境主要是教師在形成性評估的專業知識、技能等方面缺乏系統的培訓和學習。二、學生在形成性評估所面臨的主要問題有主要是難以平衡平時小測和終結性評估之間的比例關係，且學生普遍對自主性評估和合作性評估的信心度不高。其中不同教育背景的學生複雜而矛盾的認知態度對於形成性評估的推行有著重要的影響。三、教師和學生在形成性評估之中存在溝通的困境，即教師回饋滯後和回饋品質不高，導致學生無法在形成性評估中及時獲得有效資訊。
published_or_final_version
Education
Master
Master of Education

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45

Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.
Bibliography: p. 372-438.
Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Mode of access: World Wide Web.
xvii, 496 p. ill

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46

Meyer, Sue-meng. "What are they telling us in their journals: an exploratory study of adults learning Chinese as a foreignlanguage in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31945168.

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47

Lu, Cheng-Wei. "Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.

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The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.

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48

Wong, Shiu-yu Winnie, and 黃兆瑜. "Agrumentative writing in L1 Chinese and L2 English: a study of secondary six students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958333.

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49

Holland, Lillian Christine. "A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3123.

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Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.

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Pak, Samuel Sungchoon. "Incorporating crosscultural learning strategies to reduce English language learning stresses on Hong Kong's secondary students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1523.

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