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Dissertations / Theses on the topic 'Language and languages Study and teaching (Secondary) Case studies'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.

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2

Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.

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3

McMillan, Deborah E. "Teachers' classroom practice : emic interpretations of teaching English in Belize's secondary schools." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263896.

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This study was designed to gather the meaning-perspectives and interpretations teachers gave to their language teaching practice using their voice and the voice of learners. The complex and paradoxical language situation in Creole-speaking communities like Belize has been well documented by researchers and linguists including Craig (1978), Roberts (1994), Robertson (1997), and Young (1995). There are a number of education reports on the English language teaching situation at the primary school level in Belize; however, very little attention has been given to English language teaching at the secondary level. In this study, the teachers' practice was examined using Clandinin's (1985), Elbaz's (1983), and Jarvis's (1999) definitions of teachers' knowledge. Nespor's (1987), Pajares' (1992) and Richards and Lockhart's (1996) articles and research on teachers' beliefs served as theoretical support on the role and importance of beliefs in teachers' practice. The language teaching strategies offered by Kumaravadivelu (1994), and those recommended for bidialectal communities by Corson (1997), Craig (1978), Robertson (1995), Rubinstein (1977), Sato (1989), and Young (1995) were used to compare the strategies found in the data.Two secondary school teachers and two students participated in the study. Data were gathered using short teacher questionnaires, teachers' lesson plans, pre-observation and follow-up interviews with teachers, audio-taped and video-taped class observations, stimulated recall sessions with teachers and students, and the researcher's field notes and reflective journal. The analysis of data produced four themes: (a) teachers' English language practice, (b) teachers' knowledge about their practice, (c) teachers' pedagogical beliefs, and (d) the learners' voice: the other perspective.The study's findings suggest that the teachers' personal, practical, and situated knowledge resides in their practice. A practice informed by their pedagogical beliefs, and reflected in the choice of English language teaching strategies developed from a complex fusion of pedagogical beliefs, learner needs, and the sociolinguistic context. The findings did not support the view that English language teachers are ill-prepared for the bidialectal situations in Creole communities, nor were the teachers poor models of English. This study will contribute to the understanding of English language teaching in Belize's secondary schools.
Department of Educational Studies

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4

Shen, Jing Qi Flora. "Code-switching in language practices of secondary school students in Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953685.

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5

Chan, Ping-kwan Walter, and 陳炳坤. "Evaluation of the tailoring scheme in Chinese language: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958485.

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6

Leask-Smith, Lyn Ann. "A picture's worth a thousand words: a case study of grade 10 English language educators teaching visual literacy." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003585.

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The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.

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7

Chow, Oi-man Betsy, and 周靄雯. "A study of the effectiveness of code-marking in enhancing grammatical accuracy in secondary ESL writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945028.

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8

Chan, Kok-chi, and 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.

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9

Price, Cecelia Joyce. "Multimodal Design for Secondary English Language Arts: A Portraiture Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.

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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities. Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.

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10

Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

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11

Adewuyi, David Aderemi. "Understanding school effectiveness and English language certification in the Third World, an ethnographic study of some Nigerian secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34501.pdf.

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12

Seah, Xuyu, and 佘溆渝. "A case study of teachers' change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178738.

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本文通过个案研究，探究两位在香港国际学校任教中学一年级的华文教师，在实施现行与新华文课程的实际情况。研究主要通过课堂录像、教师访问与观课记录，阐述教师在实施新课程时的转变。本文也希望找出一些重要和具启发性的现象，进而总结影响教师转变的因素。本文综合运用了Fullan（1993）和Pennington（1995）的研究理论，以此为依据来设计理论架构。本研究发现在教师发展的过程中，三个阶段会同时间出现，特别是处于第一和第二阶段的时间。本研究也发现，教师实施新课程的时候，对教学目标格外重视，而且在教材选择与使用方面，以及教学活动的设计，都有明显的转变。针对影响教师转变的因素，研究显示课程的修订常促使教师在实际教学中有所调整。其次，教师积极参与新课程的筹备和教学工作，也能促进教师对新课程的理解与接受。当然，学生在课堂上的反应是直接影响教师转变的必要因素之一。本研究的结果可以帮助校方在全面推行新课程之前，预先了解教师在新课程实施方面所需的准备。学校行政人员也可以借鉴此研究的相关成果，为往后学校推行新课程作铺垫。 Using a case study approach, this paper explores the changes in two teachers when implementing the existing and new Chinese Language curriculum in the Secondary One level of an international school in Hong Kong. According to the findings yielded from several video-recordings, interviews and classroom observations, this study hopes to investigate the changes in the teachers when implementing the new curriculum. It also highlights some significant areas of concern, and concludes the critical factors that affect teachers’ change. The integration of Fullan’s (1993) and Pennington’s (1995) theories have been adopted as the theoretical framework for this study. Findings have shown that the three stages of teachers’ change can actually co-exist, and this is especially so for Stage One and Stage Two. Moreover, findings also show that the teachers began to place a greater emphasis on the teaching objectives. Significant teacher change is also observed in terms of the selection and application of teaching materials, as well as the design of learning activities. As for the critical factors which influence teacher change, the researcher found that the revision of the existing curriculum has encouraged teachers to adapt and adopt the changes. The active involvement of the teachers in the preparation and implementation of the new curriculum have also promoted a deeper understanding and hence, enabled teachers to better accept the new curriculum change. Inevitably, the students’ reaction in the classroom is a direct factor which affects teacher change. This study hopes to shed some light on the participating school about the situation that teachers will face when a new curriculum is in place. The results of this study will in turn enable the school to better prepare the other Chinese Language teachers in carrying out the new curriculum effectively. The administrative staff can also gain relevant experience which maybe helpful in the next round of curriculum review.
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13

Andersson, Antonia. "Teaching English to newly arrived immigrant pupils : A qualitative case study about teachers' experiences at a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59905.

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This qualitative case study examines teachers’ perspectives on receiving and teaching newly arrived immigrant pupils. Previous research and the Swedish National Agency for Education have shown that immigrant pupils have a tendency to fail their education, and some researchers also implied that these children fail their English education. The aim of this essay has been to investigate how English teachers at a secondary school in southern Sweden deal with the growing number of newly arrived immigrants in their classes. The collected data is based on qualitative semi-structured interviews with three teachers at a secondary school in Sweden. The results indicate that the teachers considered that it was challenging to receive and teach newly arrived immigrant pupils. They do not have enough information on how they should incorporate these children into subject planning and ongoing pedagogical initiatives. Moreover, the data also show that the participants expressed the fact that the pupils often had a low level of English proficiency, and that they occasionally did not obtain a grade in English. The pupils’ low English level connected with their ongoing Swedish acquisition made it difficult for the teachers to adapt their teaching. The Results also implied that many newly arrived pupils used English as a communication language, which may have a positive impact on their learning.

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14

Pettersson, Beatrice. "ICT in English language teaching : A case study of Swedish lower and upper secondary teachers' and students' attitudes and experiences." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26829.

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15

Chu, Lina, and 朱麗娜. "An investigation into the language difficulties encountered by F.2 students in studying history in an Anglo-Chinese secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626044.

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16

Ng, Mei Han May. "Learner preferences of activity types : a case study in a Chinese-medium secondary school in Hong Kong." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/496.

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17

Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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18

Lee, Kam-cheung Francis, and 李淦章. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944632.

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19

Cheng, Sze-chiu, and 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.

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20

Chau, Fung-ming, and 周鳳鳴. "Reticence and anxiety in language classrooms: with regard to F. 1 students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31944991.

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21

Mok, Kwan-tei Monica, and 莫群弟. "A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31650818.

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22

Wong, Kuk-ying Esther, and 王菊英. "Learner preferences of task types: a case study in a Chinese-medium secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31945211.

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23

Chung, Sin Yi Maggie. "Instructional intervention and the learning of request acts : an exploratory study on secondary one students." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/853.

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24

Leung, Hin-ki Stella, and 梁顯奇. "The teaching of English in Hong Kong secondary schools: a sociolinguistic approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31952124.

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25

Li, Yuk-kuen Terri, and 李玉娟. "A study of the relationship between the reading background and writingperformance of a group of secondary five students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959659.

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26

Chu, Chun-pong, and 朱振邦. "Students' perceptions of the medium of instruction in sciencesubjects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957808.

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27

Leung, Man-man Teresa, and 梁文敏{272b21}. "English in the Hong Kong classroom: a study of student participation in language lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574845.

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28

Lee, Fuk-yu, and 李復餘. "A case study of the errors in Chinese writing made by the secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961770.

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29

So, Kit-yuk, and 蘇潔玉. "A case study on the writing development of a Cantonese-speaking child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958266.

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30

Smallwood, Ian M. "Approaches to the teaching of vocabulary: theeffects of monolingual and bilingual presentation of lexical items onvocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958254.

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31

Sin, Man-fai, and 冼文輝. "The evaluation of the implementation of the Chinese extensive reading scheme in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961927.

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32

Zhang, Xi, and 張茜. "Exploring the implementation of international mindedness in Chinese teaching : multiple case studies in a Hong Kong IB programme for local students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209684.

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Under the background of booming demands in international school programmes provided for heritage language Chinese speakers, teaching Chinese has become a challenge in balancing between promotions of heritage understanding and incorporation of international awareness, so as to comply the aims of International Baccalaureate curriculum. The research initiates with reviewing a series of literature related to interpretation of international mindedness and cultural understanding, international education and Chinese teaching in international context. This qualitative research specifically focuses on teachers and students in an IB diploma programme affiliated to a local Hong Kong school, aiming to find out the practice and perception of the participates in and towards Chinese as a heritage language teaching and learning down to the implementation of international mindedness. Student questionnaires, interviews and observation are included into methods of data collecting. In conclusion, international mindedness is seen as a pathway rather than a goal in Chinese lessons, and one important concept in thinking.
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Education
Master
Master of Education

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33

Wong, Bow-yue Lucia, and 黃寶瑜. "An investigation of the process writing approach as a curriculum innovation in local junior secondary classrooms: three case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369160.

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An investigation of the impact of the implementation of the curriculum innovation, the process writing approach (PWA), in the teaching and learning of writing may have on the beliefs of teachers and students in the area of writing was conducted. Using a collective case approach of three junior form English teachers, their beliefs about the effective teaching of writing, the usefulness and implementation of the PWA and its effects on their beliefs and practices post-implementation were investigated. Students of low, average and high linguistic ability and their beliefs about the effective teaching of writing were explored and the impact, if any, on students’ approach to writing post-implementation were investigated. A multi-dimensional methodology, which drew on both quantitative and qualitative data collection techniques, was employed. Findings showed that those teachers’ beliefs about the effective teaching of writing included aspects of genre and process approaches. These in turn affected their perceptions towards the top-down implementation and its usefulness in the classroom, raising issues such as teacher understanding, increased marking workload and feasibility prior to this year’s implementation. Other factors that affected the successfulness of the innovation reported post-implementation by teachers included the PWA’s time-consuming nature and students’ abilities, raising awareness of the importance of providing teacher autonomy in adapting the PWA to meet students’ needs across ability levels. In addition, though students held their own beliefs about the effective teaching of writing that included aspects of the genre approach as well as the importance of receiving teacher feedback, findings reported that the implementation of the new writing approach was positively well received by them regardless of their linguistic ability, as it not only increased their self-confidence in their writing skills but also their interest in learning from and sharing of writing. However, such were achieved at the expense of the reported increased pressure at the pre-writing stage as well as the difficulties faced in the peer editing and feedback stages. Causes of these findings were explored with a discussion on related pedagogical and research implications for similar contexts like this, with particular reference to the context of Hong Kong.
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Education
Master
Master of Education

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34

Cheng, Sau-lan, and 鄭秀蘭. "Case studies of integrating affective education with Chinese novel teaching based on the transactional model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48329848.

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本研究以一組香港初中學生為對象，透過建構小說教學融合情意教育的理論，設計有助青少年發展正向情意質素的閱讀教學課程作為干預策略，並結合質性和量性的研究方法，一方面以內容分析探討學生閱讀小說後的多篇相關寫作中反映的情意反應，瞭解這些反應在不同情意範疇的傾向；另一方面以個案研究結合敘事探究的方法，深入地探討這些情意反應的廣度與深度，和哪些元素與交流模式為本的中文課堂互動，對學生在課堂刺激下所產生的情意反應有關鍵作用；再輔以問卷分析，瞭解學生對交流模式的取態，和交流模式對學生情意發展的影響。研究結果顯示學生以交流模式閱讀三本指定小說產生了情緒、審美、心靈、道德、人際、社會等多面向的情意反應，而以審美和心靈範疇的反應最多。此外，學生的情意內化程度平均介於「賦值」和「價值建構」之間。研究亦發現學生對交流模式的學習活動十分認同，對具有綜合策略的學習模式如「讀者劇場」的認同程度尤其明確。綜合整個研究，可見學生的不同的先存經驗包括成長背景、性格特徵、閱讀經驗、社會文化的影響等，很大程度上影響著學生對文本的反應傾向和深度，但交流模式有助學生豐富其「接受圖式」，加強閱讀中「想像、詮釋、反省、感悟」等文藝心理活動，以致學生會調整其先存的「回應結構」，從而更能與小說滲透在不同情意範疇的「召喚結構」產生「同構」關係，因此有助促進學生的情意發展。本研究填補了中國語文與文學教育融合情意教育在研究上的缺乏，和彌補了情意教育及相關研究在定義、範疇釐定、評量架構等方面的困難，透過建構源自Rosenblatt 的學生/讀者作為情意主體和文學作品情意內涵對應的「交流模式」，與修訂Krathwolh 等的情意評量模型，形成理論架構和研究工具，有效地探討少年學生以交流模式閱讀小說的細微經驗。研究者透過探究這些經驗的脈絡，以情意發展的視角予以詮釋、論述，呈現學生在研究過程中創造的意義——主體如何與小說交流通感而建構自我的意象。透過詮釋學生的自我敘說和情意成長經驗，研究者更得以進一步瞭解社會、教育的某些面貌，從而在語文和情意教育的本體論、知識論和方法論等層面提出反省和建議。 Little research has been done on affective education imparted in Chinese language education in Hong Kong. To fill the gap, this research intends to find out whether the affective quality of teens would be positively affected if reader-response protocol could act as a channel between the students and the text. Evaluation standards of affective domains and internalization levels derived from Krathwohl, Bloom & Masia (1964)’s “Affective Taxonomy” and Martin & Reigeluth (1999)’s affective stance have been constructed to categorize and assess students’ affective responses. On the other hand, “The Sun Set” by Shu Xiang-cheng, “The Lubing Flowers” by Zhong Zhao-zheng, and a translated novel “The Heaven Shop” by Deborah Ellis have been prescribed as reading materials for the students. The affective elements in these novels were figured out as tools for assessment and pattern matching. A reading group involved 13 Form two students was formed and an instructional programme was conducted within a school year. Students were expected to be able to have transactions with the text through instruction protocol and extended activities developed from the Transactional Model based on Rosenblatt’s reader-response theory. Data collected from different sources included students’ writings, drawings, in-depth interviews and questionnaires. Qualitative and quantitative methods comprised of narrative inquiry case studies, content analysis and questionnaire analysis were applied to examine students’ affective responses after reading the assigned novels. The research seeks to understand the depth and the breadth of students’ responses, the inclination of these responses in different affective domains, and what factors play key roles in stimulating students’ affective responses when interacting with Transactional Model-based reading lessons. Research results reveal that after reading the prescribed novels, students made positive affective responses in different domains consisted of emotional, aesthetic, spiritual, moral, interpersonal and social, mostly in aesthetic and spiritual domains. Their affective development tended to lie between “valuing” and “organization” internalization levels. It was also discovered that students strongly agree with learning activities developed from the Transactional Model, especially integrated strategies such as readers-theatre. It was found that the existing experiences of students significantly influence the inclination and depth of their responses to the novels. However, the Transactional Model could broaden their receptive schema, and encouraged their psychological activities when reading novels. In this way, students adjusted their responsive structure, making it isomorphous with the evocative structure of the novels, which permeated the different affective domains. As a result, reading experiences of involved students were internalized and affective development was enhanced to a satisfactory extent. This research addresses the gap between integrating Chinese language and literature education with affective education. The outcome of the research is expected to benefit Chinese language curricula by building an example showing how language learning can enhance students’ positive character building and affective growth. By interpreting students’ self narratives and affective development experiences, the researcher could delve deeper into the circumstances of the society and education, hence reflections and suggestions in terms of ontology, epistemology and methodology of Chinese language and literature education could be provided.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Lee, Chun-wah, and 李振華. "Effects of cognitive strategy instruction on reading comprehension foracademically low achieving students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196106X.

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Ng, Kit-har Susanna, and 吳潔霞. "Incorporating literature into the certificate level English classroom in Hong Kong: three case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29651153.

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Kwok, Wing-ki Judy, and 郭詠琪. "The relationship between students' self-monitoring and performance on oral tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945053.

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Iun, Ka Man. "Tourism English in Macao, a case study." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1942464.

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Yang, Chi-cheung Ruby, and 楊紫嬙. "Second language classroom interaction patterns: an investigation of three case studies of pre-serviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290896.

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Lau, Ming-yan, and 劉銘恩. "Dissemination strategies for the newly revised Chinese language curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3196302X.

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Chan, Yuet Ying Elaine. "The effects of deductive and inductive approaches on the acquisition of grammatical structures in second language : the case of the passive voice among secondary two students in Hong Kong." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/560.

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Siu, Ching-yee Truely, and 蕭靖懿. "An evaluation of a writing skills programme for form six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626627.

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Lau, M. H., and 劉梅寒. "An investigation and comparison of the use of learner strategies: a case study of two secondary six studentswith different exposure to extensive reading in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944619.

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Lam, Sau-yau, and 林守柔. "Case studies of the performance of local form six students in Chinese individual oral presentation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960261.

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Yiu, Ki Dorothy, and 姚琦. "A design of reading and vocabulary enrichment activities for second language learners of S3 in a Hong Kong secondary school to activatetheir receptive to production vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31945223.

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Baker, Adelita Gonzales. "Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799503/.

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Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.

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Khongpun, Somsook. "Composing processes of Thai high school students : a protocol analysis." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862270.

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This protocol-based case study research explored the general composing and thinking processes of five Thai EFL high school subjects who, while verbalizing their thoughts, composed in the first language (L1), Thai, and in the second language (L2), English. The composing sessions were audiotaped and videotaped; these tapes were then transcribed, translated, and coded for analysis, along with notes, drafts, and the written compositions.The L1/L2 protocol data yielded a number of interesting findings. Most subjects had a purpose in mind while composing their texts, but had little concern for the audience. Individually, each subject displayed a unitary composing style across languages, tending to compose in the Li and the L2 similarly, with minor variations. This suggests that composing knowledge and skills of the L1 were probably transferred to the composing in the L2.As a group, the subjects wrote the Li compositions in a similar manner, manifesting mental planning and reliance on internal resources, as they alternated among writing, repeating, and rehearsing. The L2 compositions gradually emerged with frequent repetitions and brief pauses, and the L2 composing processes seem to be constrained by the subjects' imperfect mastery of the L2.In addition, when they stumbled on L2 lexis, grammar, and mechanics, the subjects mainly employed the L1. Use of the L1 seemed to facilitate the subjects’ writing in the L2 a great deal. In both the L1 and the L2 compositions, the subjects tended to comment and repeat portions of texts in words, rehearse in phrases, and engage in other composing activities at the sentence level. The translated segments which occurred in the English protocols were at the phrase level.A tentative composing process model of these Thai EFL subjects is proposed; implications for EFL composition instruction and suggestions for further research are also provided.
Department of English

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Au, Suk-ying, and 區淑英. "A study of students' responses to their teachers' written feedback on writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31944978.

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Wong, Wai-ping Agnes, and 黃慧萍. "A case study of the strategy that low-performance form five students employed in reading narrative writings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31961423.

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Wang, Wenfeng, and 王文峰. "Teachers' beliefs and practices in the implementation of a new Englishcurriculum in China: case studies of foursecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41508609.

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