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Rozprawy doktorskie na temat „Chinese learning”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

Lester, Pamela Lyn. "Learning Chinese : three autobiographical narratives". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30501.

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This autobiographical case-study is an arts-informed narrative inquiry into learning (Mandarin) Chinese as an Additional Language (CAL). I have been studying Chinese for over a decade, but in this thesis I focus on the six months (September 2009–February 2010) I spent studying CAL at a high intermediate level in Taipei. I offer three creative non-fiction narratives connected to that experience. The first is a language memoir that mixes languages (English and Chinese), poetry and prose. The second is a reader’s theatre script that re- presents conversations on Chinese with a variety of people (students, teachers and expatriates) from my CAL community in Taipei. The third is a bricolage of image-texts related to CAL selected from internet sources. I conceptualize all three narratives as autobiographical in that they explore various sources – individual, communal, and societal – that are invariably woven together in any story of the self. By using multiple autobiographical accounts to explore lived experience I am working with an opportunity to explore the elusive, shifting, context- dependent and influential nature of narrative sense-making. This approach also provides an opportunity for tensions, resolutions, dissonances, and resonances to reverberate across the stories in ways that stimulate unity without the expense of uniformity. Further, each narrative serves to triangulate the others, drawing as they do on different source materials and perspectives. Yet all three narratives are also fundamentally individual creations, identity texts (Cummins, 2006) even, and as such work to investigate how the personal is inevitably professional, the artistic simultaneously academic, and how representation is always also creation. This investigation of narratives and identities is not peripheral to CAL learning itself. As my understanding of the forces operating on my CAL identity increases, implications for my trajectory as a language learner emerge in significant, liberating ways. This in turn, allows the integration of CAL-related linguistic, sociolinguistic, and cultural habits into my ongoing personal narrative to become more conscious, comfortable and complete. I offer this study as an invitation to participate in the important, complex, and urgent work of increasing awareness of one’s self-in-context.

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2

Wong, Wei-wah Claudia, i 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

Shao, Junyu. ""Chinese learning for fundamental structure, western learning for practical use?" : the development of late nineteenth century Chinese steam navy revisited". Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/chinese-learning-for-fundamental-structure-western-learning-for-practical-use(79d3dce7-a45e-48a4-80c7-762bf881bcd3).html.

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The defeats suffered by the Qing Empire in the two Opium Wars revealed to the Chinese how their traditional armed forces were incapable of defending the country against Western aggressors. In the second half of the nineteenth century, a group of Chinese elites advocated that China needed to strengthen herself by pursuing a degree of military modernisation which, in effect, meant Westernisation. Under the banner of ‘Chinese learning for fundamental structure, Western learning for practical use’, a substantial Western-style steam navy was established and was considered one of the most powerful in East Asia. Yet despite this huge effort, this force invariably failed to fulfil its task of safeguarding the empire. The central argument of this dissertation is that the failure of the Chinese steam navy was inevitable, primarily because of the Qing Empire’s ‘fundamental structure’ being incompatible with the requirements of a modern steam navy. China in the second half of the nineteenth century was characterised by autocratic Manchu rule, decentralisation of provincial authorities, self-sufficient agrarian economy, and a social elite consisting of Confucian scholars. This research analyses in detail how such a ‘fundamental structure’ affected the development of the Chinese naval power in the facets of the statesmen behind the navy, the naval officer corps, the building and acquisition of ships and the way in which the naval power was used. On this basis, the dissertation draw the conclusion that a ‘fundamental structure’ such as that of the Qing Empire was not conducive to producing a powerful navy, and that the defeat of that navy was inevitable and not accidental. This research examines the development of the Chinese steam navy against the history of the nation during the late nineteenth century, and employs existing literature on seapower for analytical guidance. The main body of the dissertation is based on published and unpublished primary sources.

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4

Wu, Chao-Jung. "Learning cultures : the example of learning Chinese as community language in Chinese schools in the UK". Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/9584.

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Within a multi-cultural society, it is important to understand the effect of 'when culture meets culture'. This study uses the British Chinese schools, where Chinese is taught as a heritage language, as an example to explore the culture of learning when there is a meeting of British and Chinese cultures. The study hypothesises that under the situation of learning heritage language the students are learning more than the heritage cultural content, they are also learning about the 'culture of learning'. The study attempts to present an integrated account of the complex factors which contribute to the development of distinctive cultures of teaching and learning in these schools. It applies multiple methods in data collection, including a teacher questionnaire, followed by classroom observations and interviews with the teachers and some of their students. The students' learning strategies were also explored, using the Strategy Inventory for Language Learning developed by Oxford, to add dimensions to the findings. To analyse elements in the research context, an Ecology Model of Learning Cultures is proposed which extends from the concept developed by Bronfenbrenner in his ecology model of cognitive development. The study identifies several distinctive issues from the research context, including particular types of activities used in the classrooms, mixed-age/ability groups of children, distinctive roles of texts and textbooks, of the teachers and students, of the community schools, and the Chinese families. By using the analogy of 'microcultures' for each of the identified issue, the study intends to provide a better reflection of the complex nature of the culture of the UK Chinese schools than can be provided by the idea of an encounter between monolithic cultures of learning.

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5

Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /". Link to the online version, 2005. http://hdl.handle.net/10019/1326.

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6

Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.

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7

Liu, Weiping. "Learning environments of Chinese Only Children". Diss., Ludwig-Maximilians-Universität München, 2010. http://nbn-resolving.de/urn:nbn:de:bvb:19-161879.

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8

Lam, Ho-cheong, i 林浩昌. "Orthographic awareness in learning Chinese characters". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3762734X.

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9

Fu, I.-Ping P. "Student Approaches to Learning Chinese Vocabulary". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.

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This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL). The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience.
Ph. D.

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10

Lin, Hsing-Yin Cynthia. "Phonological interference between English and Chinese when learning Mandarin". online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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11

Yik, Ping-chui. "Learning styles and language learning outcomes". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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12

To, Wing-hei. "Does Chinese analogy chunk with culturally relevant rules? : development and validation of new Chinese rules /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31941291.

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13

Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students". Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.

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14

Chan, Kam-kong Angus. "Learning Chinese keyboarding skill Cangjie input method /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B40040100.

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15

Chan, Kam-kong Angus, i 陳錦江. "Learning Chinese keyboarding skill: Cangjie input method". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B40040100.

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16

Wang, Xutao. "Chinese Text Classification Based On Deep Learning". Thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35322.

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Text classification has always been a concern in area of natural language processing, especially nowadays the data are getting massive due to the development of internet. Recurrent neural network (RNN) is one of the most popular method for natural language processing due to its recurrent architecture which give it ability to process serialized information. In the meanwhile, Convolutional neural network (CNN) has shown its ability to extract features from visual imagery. This paper combine the advantages of RNN and CNN and proposed a model called BLSTM-C for Chinese text classification. BLSTM-C begins with a Bidirectional long short-term memory (BLSTM) layer which is an special kind of RNN to get a sequence output based on the past context and the future context. Then it feed this sequence to CNN layer which is utilized to extract features from the previous sequence. We evaluate BLSTM-C model on several tasks such as sentiment classification and category classification and the result shows our model’s remarkable performance on these text tasks.

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17

Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students". PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.

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The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.

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18

Wong, Kun-wing Peter. "Breaking the learning barrier of Chinese Changjei input method /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21367875.

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19

Gao, Xuesong. "From the Chinese Mainland to Hong Kong understanding shifts in Mainland Chinese students' English learning strategy use /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38896382.

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20

Barron, Paul Edward. "An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia /". St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.

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21

Chien, Ker-wei. "On not learning Chinese : multiple Chineseness of the Chinese schools in the Philippines". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23212/.

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In light of the ‘methodological cosmopolitanism’ of Ulrich Beck and Natan Sznaider (2006), this thesis aims to investigate the multiplicity of Chineseness produced in the Chinese schools in the Philippines. The study draws on participant observation based on my one-year teaching in a Philippine-Chinese school, on-site interviews with students, parents, administrators, educationalists and officials, and archival and documentary research. The major findings of the study reveal that: (i) viewed from different perspectives, three versions of Chineseness generated in Chinese school emerge: Huaqiao Chineseness with the nationalistic view of China as the motherland embodied by the traditional teaching approach involved in ‘teaching Mandarin as a national language’; Huaren Chineseness which proposes to seek a balance between the younger generations’ Mandarin learning and Filipino outlook; ‘communal Chineseness for integration’ by which the younger generations are provided with community-based resources to enter the upper-middle class in the social stratification of the Philippine mainstream society; (ii) Mandarin education practised in Chinese schools is predominated by the view of Huaqiao Chineseness which not only has a devastating effect on the effectiveness of its teaching but also impedes the educational reform launched by the supporters of Huaren Chineseness from promoting the teaching approach fit for Chinese-Filipino identity of the younger generations by means of teaching Mandarin as a second language; (iii) As the current Mandarin education fails to be adapted to the local environment, it is ‘communal Chineseness for integration’ that plays a role in their integration into the mainstream and in helping them enter upper-middle class positioning in the Philippine social stratification; by contrast, Mandarin education has become increasingly irrelevant to their everyday life and career development. These findings have implications for further researches that (1) the eye of methodological cosmopolitanism can help explore the extent of cosmopolitanisation in an overseas Chineseness community’s Chineseness in general and Chinese education in specific; (2) the extent of cosmopolitanisation of an overseas Chinese education in constructing and projecting Chineseness can affect its cultural preservation in the destination country and forge a unique path of integration into the mainstream society for an overseas Chinese community.

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22

Yang, Wan Chi (Ada Yang). "The enlightened Chinese characters : a cognitive approach of computer assisted Chinese character learning". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2428.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006.
With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...

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23

Lai, Yang. "Learning Copyright in Chinese Fandom: A Study of Informal Learning in Cyberspace". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605279450637024.

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Chan, Kok-chi, i 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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Wong, Kun-wing Peter, i 黃冠榮. "Breaking the learning barrier of Chinese Changjei input method". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31961198.

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26

Ma, Weiyi. "How does meaning specificity affect adults' and children's verb learning and extension?" Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 171 p, 2009. http://proquest.umi.com/pqdweb?did=1833621241&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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27

Tio, Yee Pin. "COGNITIVE EFFECTS OF LEARNING MANDARIN CHINESE NUMERAL CLASSIFIERS". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2004.

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This study examines the relationship between language and cognition with a focus on Chinese numeral classifiers (CNCs). NCs are ideally suited to exploring the link between language and semantic categorization, as classifier selection depends on the physical attributes of the associated noun (e.g., Mandarin zhi is used for long and rigid objects and tiao for long and flexible objects). Previous studies on numeral classifiers have addressed the language-cognition link by comparing the cognitive performance of monolingual as well as bilingual speakers of different languages (Lucy, 1992; Saalbach & Imai, 2005; Gao & Malt, 2009). In contrast, the present study sought to address the cognitive effects of numeral classifiers via a training study that investigated whether exposure to CNCs influenced Native-English speakers’ object categorization preferences, inhibitory control and memory retrieval. The participants of this study were 99 Native-English speaking College students. They were randomly assigned to an experimental group, which received training on four commonly used CNCs during the initial phase of the experiment, or a control group, which did not receive similar treatment during the initial phase. After the initial phase, the experimental group and the control group were assessed on a Forced Choice Task, a Go/No-Go Task and a Memory Task. A Mixed-design ANOVA indicated that the experimental group displayed a preference for objects sharing the same classifier in the Forced Choice Task and the Go/ No-Go Task (i.e. Go trials) when compared to the controls. The effect of exposure to numeral classifiers on inhibitory control was supported with a significantly lower false alarm rate (in the No-Go trials) for the experimental group. However, no group differences were observed in the results of the analysis of the participants’ median reaction times in the Go/No-Go tasks. Similarly, the differences between the two groups’ scores on the Memory Task was not found to be significant. The results of the study indicated that exposure to CNCs influenced Native-English speakers’ categorization. The results also revealed partial support for the influence of exposure to CNCs on inhibitory processing, but not in the case of object clustering.

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28

Zhang, Yue. "Discriminative learning approaches for statistical processing of Chinese". Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510405.

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29

Au, Pui-ki. "Implicit and explicit learning in Chinese dyslexic children". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37088725.

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Hancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.

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This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into the approaches to teaching and learning Chinese literacy. Third, miscue analysis of reading and thinking aloud protocols are conducted in mainstream schools with six Chinese boys, aged eight to nine years, in order to analyse in depth the reading strategies deployed by children in their attempts to gain meaning from both Chinese and English texts. The findings reveal that Chinese parents provide a rich learning environment where children consolidate and in some cases extend the literacy learning experiences gained in the complementary Chinese school. What also emerges from the research is that while the children in the study have a great deal of metalinguistic and metacognitive knowledge gained from learning diverse writing systems, this knowledge is not recognised within policy or practice in mainstream schools. Finally, Hornberger’s Continua of Biliteracy are used as a model both in order to analyse the mosaic of qualitative data generated during the research process and to provide a framework for a discussion of educational policy and practice in multilingual Scotland.

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31

Taga, Yumi. "Vocabulary learning strategies of Chinese learners studying Japanese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944693.

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32

劉文山 i Man-shan Simon Lau. "Learning on the conceptions of a Chinese culture". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961733.

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33

區佩琪 i Pui-ki Au. "Implicit and explicit learning in Chinese dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37088725.

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Liu, Junying. "Organisational learning of risk management for Chinese contractors". Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421624.

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Chen, Lijuan. "An Investigation of Language Learning Strategies Developed by Students in Online Chinese Learning". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393979.

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Language learning strategies (LLSs) are “complex, dynamic thoughts and actions, selected and used by learners with some degree of consciousness in specific contexts in order to regulate multiple aspects of themselves (such as cognitive, emotional, and social) for the purpose of a) accomplishing language tasks; b) improving language performance or use; and/or c) enhancing long-term proficiency” (Oxford, 2017, p. 48). Considerable research into LLSs has demonstrated their significance in making learning more effective and enjoyable, and has contributed to advancements in pedagogy as well as language learning theory. Online language learning has become an integral part of 21st century education. This newer form of learning has presented particular challenges which require language learners to adopt particular LLSs and develop new LLSs to effectively manage their learning. However, existing LLS studies have largely been concerned with on-campus students. Furthermore, there has been a lack of context-specific LLS research in online language learning, that is, research that distinguishes between synchronous and asynchronous environments. With the popularity of the Chinese language increasing globally over recent decades, this thesis aims to investigate the types of LLSs that online Chinese learners use across asynchronous and synchronous learning environments in the contexts of self-directed learning, assessment task completion, and online class participation. It also examines how online Chinese learners’ use of LLSs is influenced by the interactants, the characteristics of the specific learning context, and selected individual learner characteristics. This research project was carried out among students in the online Chinese courses provided by Griffith University through Open Universities Australia. Following Creswell (2009, 2012), a mixed-methods approach was employed to investigate their LLS use. The approach utilised four research instruments: an online survey questionnaire adapted from the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), online interviews, observations of online classes, and tracking of learner activity online. The SILL was adapted to include questionnaire items soliciting participants’ strategy use in online Chinese learning in particular. The investigation of online Chinese students’ LLS use in this project is of significance in four areas. It has provided: 1) new and detailed information about students’ LLS use in online Chinese learning; 2) insights into how individual students adopt LLSs and technological tools to solve learning problems in various learning contexts; 3) an exploration of factors influencing LLS use – on one hand the characteristics of language learning contexts (asynchronous or synchronous environments, and interactants) and, on the other, individual learner characteristics (motives, learning goals, age, and length of prior learning of Chinese); and 4) recommendations regarding LLS adoption, use, and training.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Yang, Yu. "Vocabulary learning strategies used by L1 English speakers learning Chinese as a foreign language". Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/vocabulary-learning-strategies-used-by-l1-english-speakers-learning-chinese-as-a-foreign-language(738b27f7-221e-479e-9d9f-62373002fc71).html.

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This study is an investigation into the vocabulary learning strategies (VLS) and the influencing factors behind the strategy use by L1 English adults in learning Chinese as a foreign language (CFL). A qualitative case study approach was adopted drawing on a wide range of data including interviews, learner diaries, think-aloud activities, observations, and learning products, collected from eight participants, three of whom were investigated in depth. A comprehensive list of VLS was identified, and these were systematically categorised into six vocabulary learning sub-tasks. The descriptive data further showed different ways of implementing VLS, especially strategies involving multiple steps, such as dictionary use, and some active ways of using strategies that might be traditionally perceived as passive, such as repetition. Having discussed specific issues for using strategies in CFL learning, the study extended some of its findings to inform language and vocabulary learning generally. The study also explored how various factors such as learners’ personality traits, learning styles, interests, language environment, immediate study context, proficiency level, the specific nature of learning Chinese, and learners’ self-regulation can influence strategy uses. It further examined the self-regulation factor between highly strategic and less strategic learners, and identified two meta-strategy chains that are particularly relevant to effective strategy use. The self-assessing and diagnosing chain involves the use of monitoring, evaluating, reflecting and causal attribution strategies, and the macro-level planning chain involves the use of selecting and orchestrating strategies. The study pinpointed some key steps for better implementation of the two self-regulative chains. Based on these findings, this study has furthered the understandings of two types of learners, namely, fine brush and free hand learners in Chinese vocabulary learning. Recommendations for CFL pedagogy have been put forward and materials developed that can be used to facilitate learners to become better self-regulated in vocabulary learning.

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Wang, Lihong. "Chinese postgraduate students in a British university : their learning experiences and learning beliefs". Thesis, Durham University, 2010. http://etheses.dur.ac.uk/196/.

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This thesis is an ethnographic study of a group of Chinese postgraduate students in a British university as they become adjusted to the culture of teaching and learning in the new learning environment during their first year of overseas study. It focuses on these Chinese students’ initial perceptions of British teaching and learning practices compared with their inherited culture of learning and how they make adjustments, emotionally, cognitively, and behaviourally, in order to make their learning successful, with the result of changes and developments in their conceptions and beliefs about knowing and learning. The present study seeks to draw together understanding from the fields of intercultural adaptation theories, tertiary students’ conceptions of learning research, and the interface of culture and learning, i.e. cultures of learning, to explore the impact of studying abroad on students’ intellectual development and personal growth so as to inform international and intercultural education.

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Wei, Jiaqi. "Chinese EFL student perceptions of their learning through reflections on web-based learning". Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22468/.

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English, as a foreign language, is a compulsory course for all students in their university study journey since the 1990s in China (MOE, 1994). The significant status of English was re-affirmed by the reform of English in higher education since 2007, which was further improved in 2016 by new guidelines by the Ministry of Education in China (MOE, 2007, 2016). English has become a tool for communication acquired by students to use in their daily life, for example when studying, living, and for social communication and future work (MOE, 2016), rather than being a foreign language used to merely read English articles to understand the Western world (in China, 'Western world' refers to developed countries, for example, the United Kingdom, the United States, or Canada, etc., which have a high-level development in economic, technology and living standards (Zhang, 2018)). Standardised uniform education will be gradually replaced by individualised education to satisfy each student's needs in their daily life (Ma, 2017). The Internet, as a medium, brings a potentially revolutionary change in the way both learning and teaching take place inside and outside of class. Its use is suggested by the Ministry of Education to promote students' English learning ability, particular in learning outside of the classroom (MOE, 2016). This research explored 19 university students' perceptions of EFL learning outside of class by accessing their ideas of and motivation for learning English, and investigating their English learning activities on websites out of class during the research conducted. It draws on a case study approach, based on the constructivist viewpoint, to analyse students' English learning by themes. Results were obtained through a combination of weekly group meetings, individual interviews, and reflective written reports completed by students. Moreover, this study discusses the relationship between perceptions and practices, it reflects on the relationship between beliefs and the learning process (Ellis, 2008).

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Tu, Wing-yan Sheryl. "Analogy motor learning in a Chinese population : Hong Kong /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35505205.

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Tu, Wing-yan Sheryl, i 杜穎欣. "Analogy motor learning in a Chinese population: Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013937.

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Chow, Man-ching Eva. "Written vocabulary learning among Hong Kong dyslexic children : an investigation on paired associate learning and incidental learning". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35772207.

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Chan, Kok-chi. "Effectiveness of computer-assisted learning in Chinese language Dian nao fu zhu zhong wen yue du jiao xue zhi cheng xiao ping gu /". Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31959969.

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CHIEN, JUI CHUN, i 簡瑞春. "Applying E-Learning to the Learning of Similar Chinese Characters in Chinese Idioms". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/89704498319053434266.

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碩士
亞洲大學
資訊工程學系碩士在職專班
97
In recent years, due to the development of the internet and the rapid dissemination of the information, information technology is widely used in the learning area, and it brings in important impacts no mater in business, schools or even individuals. In this research, an Idioms and Similar Characters Learning System is constructed. E-Learning technology is applied to the teaching of Chinese Language and Literature, and to explore the impacts of E-Learning system to the Idioms and Similar Characters Learning for elementary school students. The third to six grade students of an elementary school in Nantou County participated in the experiments of this research. Moreover, the Mandarin teaching materials of Idioms and Similar Characters are bases on Grade 1-9 Curriculum Guidelines. After the classroom instructions, the teachers collect the learning records of the students, and implement the tests of the Idioms and Similar Characters in the end of semester. According to results of the test data analysis, the students can be categorized into eight types of learning problems. In this research, several pedagogies for Idioms and Similar Character Teaching are applied to design the Idioms and Similar Characters Learning System. After the learners logging in by their student IDs, the system will analyze the learning types of the learners and provide adaptive learning contents to the learners. After finishing the learning activities on the systems, post-tests for learners are administered and the results are stored in the database as the reference of future adaptive learning. Keywords: Similar Character, Idioms, Pedagogy

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Chan, Shih-Ping, i 詹詩頻. "A Study on the Contents of Chinese Learning Magazines by Examining “The World of Chinese”, “Chinese Learning” and“Live Interactive Chinese”". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36034973296993822016.

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碩士
開南大學
華語文教學研究所
98
This qualitative study was to examine the contents of Chinese learning magazines, which are one of the various, widely used Chinese learning materials in the new era of Chinese learning mania. Three magazines were examined in this study: “The World of Chinese”, “Chinese Learning” and “Live Interactive Chinese”. The purpose of this study was to gain better understanding of the editors’ beliefs of the selection of the contents and the users’ expectations. There were two resources for data collection. The researcher interviewed the magazines editors and designed a separate questionnaire for the teachers and learners. The results showed several improvements needed for the future including: 1. A lack of proficiency level placement 2. A lack of solid theoretical foundations 3. A lack of speedy update of assisted tools 4. A lack of diversity of topics and supplementary materials

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Kuan, Yun Chen, i 管芸辰. "Deep learning techniques for Chinese sentence representation learning". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2jfs64.

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碩士
國立政治大學
資訊科學系碩士在職專班
106
The paper demonstrates how the deep learning methods published in recent years applied in Chinese sentence representation learning. Recently, the deep learning techniques have attracted the great attention. Related areas also grow enormously. However, the most techniques use Indo-European languages mainly as evaluation objective and developed corresponding to their properties. Besides Indo-European languages, there are Sino-Tibetan language and Altaic language, which also spoken widely. There are only some independent languages like Japanese or Korean, which have their own properties. Chinese itself is belonged to Sino-Tibetan language family and has some characters like isolating language, tone, count word...etc.Recently, many publications also use the multilingual dataset to evaluate their performance, but few of them discuss the differences among different languages. This thesis demonstrates that we perform the sentiment analysis on Chinese Weibo dataset to quantize the effectiveness of different deep learning techniques. We compared the traditional TF-IDF model with PVDM, Siamese-CBOW, and FastText, and evaluate the model they created.

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Yetty, Go, i 吳旖旎. "A Correlation study among CFL Chinese Learning Styles, Learning Strategies, and Chinese Achievement among Indonesian Student at Chinese Department Binus University". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42139147345303781159.

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碩士
中原大學
應用華語文研究所
102
Every student certainly demonstrates different achievement in their Chinese language learning process, because every student has their own individual way to take to resolve their problems in learning. In learning process, students’ individual differences exist. These differences lead to different learning speed and learning style of the student. These individual differences has an important influence for teachers’ teaching and the development of student’s learning. So, understanding students’ individual differences is a benefit for teaching. In other words, if teachers can use teaching strategies that match with students’ learning styles and learning strategies, it will enhance effectiveness of the teaching, and also enhance the students' learning effectiveness and their learning achievement. The purpose of this study is to investigate the correlation among learning styles, learning strategies, and learning achievement among Indonesian Student at Chinese Department, Binus University. This study is based on Reid’s learning styles theory and Oxford’s learning strategies theory, and also use Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) and Oxford’s Strategy Inventory for Language Learning (SILL) to investigate student’s learning styles and learning strategies. The participants are 2009-2013 academic year first-grade, second grade, third grade and fourth grade students from Chinese Department, Binus University, 232 students took the learning styles and learning strategies measure test. The results of the test are for understanding student’ learning styles and learning strategies preference, and also for comparison of the results with student achievement to see whether it is relevant or not. Finnally, according to the results of this study, researcher provided teachers with teaching strategies that match with student’ learning styles and learning startegies. The main finding of this study is that student’s learning style preference is group style and students were using social strategies as their learning strategy. According to the student learning style and learning strategy preference results, student are prefer to learn together with others or in group and learning in a more interactive way. Researcher suggests that teachers can use cooperative language learning as teaching strategies. Cooperative language learning approach makes students learning through group interaction. This approach emphasis on mutual support and team learning of the students, in order to enhance learning result and students’ communicative competence. Finally, based on the results of research, reseacher give suggestions for Chinese Department of Binus University students in learning, for easier way in order absorb, retain and learn new information, students must be more aware of their learning styles and learning strategies; for teachers in teaching, hope teachers can design teaching strategies that suit Chinese Department of Binus University student’s learning styles and learning strategies, using an interactively learning activities. It is expected that this research not just can enhance student learning achievement, but also for the development of education in Chinese Department of Binus University.

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Chang, Yueh-Chuan, i 張月娟. "The Effect of E-learning on Chinese Learning Motivation and Learning Interest". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/54122839422119697551.

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碩士
大葉大學
資訊管理學系碩士班
103
In this study, the affection of learning motivation and interest of Taiwan’s junior high school students to apply multimedia integration into Chinese Literature teaching was investigated by using Action Research. Moreover, by introduction scripts, pictures, images, animation and briefing into teaching process to find out whether this would improve learning interest of students and reduce difficulties of teacher or not. Twenty-nine students of a junior high school in Tao-Yuan city were selected to be the research samples through quasi-experimental teaching and a pretest-posttest design method. The teaching experiment conducted in 70 classes for 14 weeks. Learning Engagement Questionnaire was used as pretest and posttest. In addition, interviews, teaching notes were also collected for recording the learning and progress of students during experiment process. This thesis surveys twenty-nine questionnaires and analyzes them by using t-test. To see if there were differences between the pretest and the posttest in the same class. The conclusions of this study are as follows: 1. By introduction multimedia integration into Chinese Literature teaching can make students more activate learning. 2. By introduction multimedia integration into Chinese Literature teaching can effectively increase the engagement of learning. 3. By introduction multimedia integration into Chinese Literature teaching can let students more easily understand the abstract conception in an article. 4. By introduction multimedia integration into Chinese Literature teaching can prompt the learning interest of students. 5. Both introduction multimedia and other teaching method integration into Chinese Literature teaching can greatly improve learning effect. Together, this research provides insight of integrating multimedia into Chinese instruction and can be applied to those future researches. Key Words：multimedia integration, Chinese Literature teaching, Action Research

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Chen, Han-Hung, i 陳漢鴻. "Machine Learning of Computer Chinese Chess". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/63619371735996104370.

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碩士
國立雲林科技大學
資訊工程研究所
94
Computer chess has always been an interesting subject in artificial intelligence. We propose a method to design a Chinese chess program that improves its performance through training. In this study, we utilize temporal-difference learning, which is a method of reinforcement learning. Experimental results showed that the program indeed improved its performance.

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Kuo, Ching-Hua, i 郭青樺. "Feature Learning on Chinese Chess Program". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/33213096144569736456.

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碩士
國立交通大學
多媒體工程研究所
101
The evaluation function has a significant effect on the playing strength of a Chinese chess program. However the evaluation function is usually computed by a large number of features with different feature weight values. The traditional approach is to manually adjust the weight values by a trial and error process, but it consumes a lot of time. This paper is a study of the feature weight of evaluation function in Chinese chess program. We designed a system to automatically adjust the feature weight values which are in Chinese chess program by computing Elo rating with a Minorization-Maximization algorithm. We also implemented new features and assigned the weight values by this system. Then we estimate the performance by playing against the original version. And the result comes that the method this paper presents can enhance the playing strength of the Chinese chess program effectively.

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Chong, Hong Noi, i 張鳳蓮. "A Study on Chinese Character Writing in Chinese Learning and Teaching". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49336891704469989804.

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碩士
國立臺灣師範大學
華語文教學系
104
This study examines the Chinese character hand writing method as the main learning strategy of the second language learners. The study focuses on the Chinese characters, different teaching pedagogy and learning tools, and the challenges of the character learning and teaching. First, we study the different aspects of the Chinese characters as one of the most difficult writing systems in the world, the different teaching pedagogies and learning process, the relationship of handwriting and memorizing the characters, and the usage and penetration of owenership of electronic devices. Then, we conducted a survey on the attitude and opinions of learners towards learning by hand writing methodology and electronic devices. The findings reveal that copying by hand is still the strategy employed by most of the learners and it is considered an effective method to learn Chinese characters. Learners are positive that the electronic devices will be the tool for learning Chinese characters in the future. This study serves as an indicator for future design of teaching materials in Chinese character learning.

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