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Статті в журналах з теми "Deakin University Undergraduates Attitudes"
Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.
Повний текст джерелаAfifi, Mona H., Reema H. Alharby, and Haya A. T. Alanizy. "Awareness and Attitude of Undergraduate Nursing Students at King Saud bin Abdul-Aziz University Regarding Palliative Care." Evidence-Based Nursing Research 3, no. 3 (May 7, 2021): 14. http://dx.doi.org/10.47104/ebnrojs3.v3i3.200.
Повний текст джерелаLiao, Chao-Chih, and Yu-hwei E. Lii-Shih. "University undergraduates’ attitudes on code-mixing and sex stereotypes." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 3, no. 4 (December 1, 1993): 425–49. http://dx.doi.org/10.1075/prag.3.4.04lia.
Повний текст джерелаIoratim-Uba, G. A. "Attitudes Towards Received Pronunciation (RP) Among Nigerian Undergraduates." ITL - International Journal of Applied Linguistics 109-110 (January 1, 1995): 36–74. http://dx.doi.org/10.1075/itl.109-110.03ior.
Повний текст джерелаLeung, K. K. H., C. O. Y. Fung, C. C. Au, D. M. K. Chan, and G. K. K. Leung. "Knowledge and Attitudes Toward Brain Stem Death Among University Undergraduates." Transplantation Proceedings 41, no. 5 (June 2009): 1469–72. http://dx.doi.org/10.1016/j.transproceed.2008.10.096.
Повний текст джерелаFatt, James Poon Teng. "Perceptions of Information Technology in Higher Education." Journal of Educational Technology Systems 31, no. 2 (December 2002): 115–42. http://dx.doi.org/10.2190/1ah7-kv1h-tk5e-38ea.
Повний текст джерелаErdem, Ahmet, and Rukiye Sahin. "Undergraduates’ Attitudes toward Dating Violence: Its Relationship with Sexism and Narcissism." International Journal of Higher Education 6, no. 6 (November 26, 2017): 91. http://dx.doi.org/10.5430/ijhe.v6n6p91.
Повний текст джерелаHudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (March 25, 2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.
Повний текст джерелаKarstadt, Angela. "Standard Englishes: What do American undergraduates think?" English Today 18, no. 3 (June 17, 2002): 38–47. http://dx.doi.org/10.1017/s0266078402003061.
Повний текст джерелаMehrin, Iram. "Autonomous Language Learning: Bangladeshi Undergraduates' Attitudes and Perceptions." BELTA Journal 1, no. 1 (June 1, 2017): 124–42. http://dx.doi.org/10.36832/beltaj.2017.0101.07.
Повний текст джерелаДисертації з теми "Deakin University Undergraduates Attitudes"
Hendley, Alicia Margaret. "Attitudes toward eating disorders among university undergraduates." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30908.pdf.
Повний текст джерелаMaponyane, Egnetia Selina. "University of Limpopo (Medunsa campus) psychology undergraduates’ knowledge, attitudes, behaviour and beliefs regarding HIV and Aids." Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/1074.
Повний текст джерелаThe aim of the study is to investigate the HIV and Aids knowledge, attitudes, behaviour and beliefs of University of Limpopo undergraduate students (Medunsa Campus) registered for modules in psychology. South African tertiary institutions have a high rate of HIV infection. Empirical evidence indicates that generally male students have multiple partners during their years at university. Various studies reveal that the use of condoms is relatively low amongst students. This investigation utilized a quasi-experimental survey design as it was deemed an appropriate method with which to answer the research question. The questions used in the survey were underpinned by the Health Belief Model (HBM) and the Protection Motivation Theory (PMT). Several open-ended questions were added to lend a qualitative aspect to the study. Proportionate stratified sampling was used. Using this method a sample of students was randomly allocated in each educational level (first year, second year and third year) according to the true proportional number of students in each level. Quantitative data was analyses using descriptive statistics and an independent t-test to look for differences between the means of the male and female groups. Results underpinned other research in this arena For instance, the majority of participants indicated that they know that using a male condom or female condom can prevent the spread of Aids. This suggests that this percentage would take the positive health related action of using a condom. However, fifty one respondents (35.66%) indicated that they were very likely to believe that they would feel uncomfortable buying condoms and forty five respondents (31%) were likely to believe that they would feel uncomfortable buying condoms. This indicates that knowledge is not a good predictor of a positive health related action. Quantitative and qualitative results suggest that stigmatizations and racism exist in the samples attitudes towards aspect of HIV and Aids. The only significant result between the means of the two groups suggests that males are more likely to indulge in high risk sexual behaviours than females.
Laur, David G. "Rape myth acceptance and homophobia in Ball State University undergraduates : correlations of gender, involvement, and class standing." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285589.
Повний текст джерелаDepartment of Educational Studies
Kerns, Courtney M. "The Influence of Social Norms on Attitudes Toward Help Seeking Behavior of College Undergraduates at a Major Midwestern University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365172443.
Повний текст джерелаMoore, Sandra L. "An assessment of attitudes toward gender issues among physical education sport and leisure undergraduates at the Ohio State University /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319988.
Повний текст джерелаOttati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.
Повний текст джерелаInkelas, Karen Kurotsuchi. "Demystifying the model minority the influences of identity and the college experience on Asian Pacific American undergraduates' racial attitudes /." 2000. http://catalog.hathitrust.org/api/volumes/oclc/52049628.html.
Повний текст джерела"Rape talk: an analysis of dyadic differences, rape myths, and metaphors in CUHK undergraduates' conversations." 2010. http://library.cuhk.edu.hk/record=b5896660.
Повний текст джерелаThesis (M.Phil.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 180-193).
Abstracts in English and Chinese; appendix C also in Chinese.
Abstract --- p.i
Abstract in Chinese --- p.iii
Acknowledgment --- p.iv
Table of contents --- p.v
List of tables --- p.viii
List of figures --- p.ix
Chapter Chapter 1 --- Introduction
Chapter 1.1. --- Background of this study --- p.1
Chapter 1.2. --- Purpose of this study --- p.4
Chapter 1.3. --- Scope and delimitation --- p.4
Chapter 1.4. --- Organization of thesis --- p.5
Chapter Chapter 2 --- Literature Review
Chapter 2.1. --- Introduction --- p.8
Chapter 2.2. --- Rape as a sexual offense --- p.8
Chapter 2.2.1. --- The legal definition of rape --- p.9
Chapter 2.2.2. --- The social definition of rape --- p.12
Chapter 2.3. --- Rape myths --- p.13
Chapter 2.3.1. --- The victim is lying --- p.15
Chapter 2.3.2. --- The intercourse was consensual --- p.17
Chapter 2.3.3. --- No damaged was done to the victim --- p.18
Chapter 2.3.4. --- The victim is blamed --- p.20
Chapter 2.4. --- Rape myths for male victims only --- p.22
Chapter 2.4.1. --- "Outside of prisons, male rapes are impossible" --- p.22
Chapter 2.4.2. --- Rapists and victims are homosexuals --- p.25
Chapter 2.4.3. --- Males victims are weak --- p.26
Chapter 2.5. --- Dyadic differences in attribution of rape myths --- p.27
Chapter 2.6. --- Rape myths in Hong Kong --- p.30
Chapter 2.7. --- Secondary victimization --- p.32
Chapter 2.7.1. --- Post-traumatic stress disorder --- p.34
Chapter 2.7.2. --- Underreporting of rape --- p.35
Chapter 2.8. --- Conversational practice --- p.38
Chapter 2.9. --- Metaphor and rape ´ب --- p.44
Chapter 2.10. --- Summary --- p.49
Chapter Chapter 3 --- Method
Chapter 3.1. --- Introduction
Chapter 3.2. --- Research questions --- p.51
Chapter 3.3. --- Research design --- p.52
Chapter 3.3.1. --- Research procedures --- p.52
Chapter 3.3.2. --- Participants --- p.53
Chapter 3.3.3. --- Research setting --- p.55
Chapter 3.3.4. --- Materials --- p.55
Chapter 3.4. --- The vignette method --- p.56
Chapter 3.5. --- Data analysis --- p.61
Chapter 3.6. --- Feminist standpoint --- p.62
Chapter 3.7. --- Triangulation --- p.62
Chapter 3.8. --- Summary --- p.62
Chapter Chapter 4 --- Results and discussion: Dyadic differences
Chapter 4.1. --- Introduction --- p.64
Chapter 4.2. --- Summary of the goal and procedure of the study --- p.64
Chapter 4.3. --- Overview of rape myths --- p.65
Chapter 4.4. --- Dyadic differences --- p.66
Chapter 4.4.1. --- Distribution of rape myths 一 female rape --- p.66
Chapter 4.4.2. --- Distribution of rape myths 一 male rape --- p.68
Chapter 4.4.3. --- Conversational practices --- p.73
Chapter 4.4.3.1. --- Who dominates the floor? --- p.73
Chapter 4.4.3.2. --- Male pauses between turns --- p.79
Chapter 4.4.3.3. --- The effect of the research context --- p.82
Chapter 4.5. --- Summary --- p.83
Chapter Chapter 5 --- Results and discussion: Female rape talk
Chapter 5.1. --- Introduction --- p.85
Chapter 5.2. --- Rape myths in detail --- p.85
Chapter 5.2.1. --- Rape myth 1: The victim is lying --- p.86
Chapter 5.2.1.1. --- Women are evil --- p.87
Chapter 5.2.1.2. --- Women take pride of their sex appeal --- p.89
Chapter 5.2.1.3. --- Rape is an easy accusation to make --- p.90
Chapter 5.2.1.4. --- Rape is a shame and should be concealed from anyone --- p.93
Chapter 5.2.1.5. --- Discussion --- p.94
Chapter 5.2.2. --- Rape myth 2: The intercourse was consensual --- p.95
Chapter 5.2.2.1. --- "Women never mean ""no""" --- p.96
Chapter 5.2.2.2. --- Victims must have struggled hard --- p.97
Chapter 5.2.2.3. --- Discussion --- p.98
Chapter 5.2.3. --- Rape myth 3: No damage was done to the victim --- p.99
Chapter 5.2.3.1. --- Raped women are impure --- p.100
Chapter 5.2.3.2. --- Rape has done no damage to dissolute women --- p.101
Chapter 5.2.3.3. --- Discussion --- p.102
Chapter 5.2.4. --- Rape myth 4: The victim is blamed --- p.103
Chapter 5.2.4.1. --- The public sphere is dangerous to females --- p.104
Chapter 5.2.4.2. --- Victims are accused of their reckless behaviors --- p.107
Chapter 5.2.4.3. --- Good things happen to good people; bad things happen to bad people --- p.112
Chapter 5.2.4.4. --- Discussion --- p.113
Chapter 5.3. --- Summary --- p.116
Chapter Chapter 6 --- Results and discussion: Male rape talk
Chapter 6.1. --- Introduction --- p.119
Chapter 6.2. --- Male rape myths in detail --- p.119
Chapter 6.2.1. --- Rape myth 1: Outside of prisons,male rape cannot happen --- p.119
Chapter 6.2.1.1. --- Male rape is unexpected --- p.120
Chapter 6.2.1.2. --- The male victim is relatively blameless --- p.122
Chapter 6.2.1.3. --- Discussion --- p.124
Chapter 6.2.2. --- Rape myth 2: Rapists and victims are homosexuals --- p.125
Chapter 6.2.2.1. --- The rapist is homosexual because rape is a sexually motivated crime --- p.126
Chapter 6.2.2.2. --- Male victims are construed as feminine --- p.129
Chapter 6.2.2.3. --- Homophobia --- p.132
Chapter 6.2.2.4. --- Discussion --- p.134
Chapter 6.2.3. --- Rape myth 3: Male victims are weak --- p.136
Chapter 6.2.3.1. --- Males should have the ability to resist --- p.136
Chapter 6.2.3.2. --- Male rape victims are of young age --- p.138
Chapter 6.2.3.3. --- Discussion --- p.139
Chapter 6.3. --- Summary --- p.140
Chapter Chapter 7 --- Results and discussion: Metaphors in rape talk
Chapter 7.1. --- Introduction --- p.142
Chapter 7.2. --- Metaphors --- p.142
Chapter 7.2.1. --- Female rape is science; male rape is supernatural --- p.143
Chapter 7.2.2. --- The rapist is a wolf; rape is preying; the victim is a prey --- p.146
Chapter 7.2.3. --- The act of rape is holding in the hand --- p.149
Chapter 7.2.4. --- Rape is war --- p.151
Chapter 7.3. --- Discussion --- p.152
Chapter 7.4. --- Summary --- p.158
Chapter Chapter 8 --- Conclusion
Chapter 8.1. --- Introduction --- p.150
Chapter 8.2. --- Summary --- p.160
Chapter 8.2.1. --- How do Hong Kong students of mixed- and same-sex dyads talk about rape? --- p.160
Chapter 8.2.2. --- How are rape myths constructed through conversations of dyads about female and male rape? --- p.162
Chapter 8.2.3. --- What metaphors do the dyads use when discussing rape? --- p.166
Chapter 8.3. --- Limitation --- p.168
Chapter 8.4. --- Contributions --- p.169
Chapter 8.5. --- Recommendations --- p.172
Chapter 8.6. --- Suggestions for further research --- p.176
References --- p.180
Appendices
Appendix A Participant information --- p.194
Appendix B Personal information questionnaire --- p.200
Appendix C The vignettes --- p.201
Appendix D Consent form --- p.203
"The cultural identities and language choices of English majors at the Chinese University of Hong Kong." 2007. http://library.cuhk.edu.hk/record=b5893217.
Повний текст джерелаThesis (M.Phil.)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (leaves 190-198).
Abstracts in English and Chinese.
ABSTRACT (ENGLISH) --- p.i.
ABSTRACT (CHINESE) --- p.iii
ACKNOWLEDGEMENTS --- p.v
TABLE OF CONTENTS --- p.vi
LIST OF TABLES --- p.xix
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background to this Study --- p.1
Chapter 1.2 --- Purpose of this Study --- p.2
Chapter 1.3 --- Significance of this Study --- p.3
Chapter 1.4 --- Organization of this Thesis --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.6
Chapter 2.2 --- Orientation towards Language --- p.6
Chapter 2.2.1 --- Structuralist Notions --- p.6
Chapter 2.2.2 --- Poststructuralist Notions --- p.7
Chapter 2.3 --- Orientation towards Identity --- p.9
Chapter 2.3.1 --- Structuralist Notions --- p.9
Chapter 2.3.2 --- Poststructuralist Notions --- p.10
Chapter 2.4 --- Language and Identity --- p.13
Chapter 2.4.1 --- Code Switching --- p.14
Chapter 2.5 --- "Language, Identity and Culture" --- p.15
Chapter 2.6 --- "Attitude, Motivation and Willingness to Communicate (WTC)" --- p.17
Chapter 2.6.1 --- Attitude --- p.17
Chapter 2.6.2 --- Motivation --- p.19
Chapter 2.6.1 --- Social Psychological Perspective --- p.19
Chapter 2.6.2 --- Sociocultural Perspective --- p.20
Chapter 2.6.3 --- Willingness to Communicate (WTC) --- p.22
Chapter 2.7 --- Language Use and Cultural Identity in Hong Kong --- p.24
Chapter 2.7.1 --- Political and Sociolinguistic Background of Hong Kong --- p.24
Chapter 2.7.2 --- Surveys of Cultural Identity in Hong Kong --- p.26
Chapter 2.7.3 --- Empirical Studies on Cultural Identity and Language Attitudes in Hong Kong --- p.30
Chapter 2.7.3.1 --- Cultural Identity and Language Attitudes towards the Use of English --- p.30
Chapter 2.7.3.2 --- Cultural Identity and Language Attitudes towards the Use of Cantonese --- p.32
Chapter 2.7.3.3 --- Cultural Identity and Language Attitudes towards the Use of Cantonese-English Code mixing --- p.33
Chapter 2.7.3.4 --- Cultural Identity and Language Attitudes towards the Use of Putonghua --- p.34
Chapter 2.7.3.5 --- Specific Studies with English Majors in Hong Kong --- p.36
Chapter 2.8 --- Summary --- p.37
Chapter CHAPTER 3 --- METHODOLOGY
Chapter 3.1 --- Introduction --- p.38
Chapter 3.2 --- Research Design --- p.38
Chapter 3.3 --- Participants --- p.38
Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.38
Chapter 3.3.2 --- Demographic and Language Background --- p.40
Chapter 3.4 --- Instrumentation --- p.48
Chapter 3.4.1 --- Questionnaire Survey --- p.48
Chapter 3.4.2 --- Semi-structured Interview --- p.49
Chapter 3.4.3 --- Autobiographical Account --- p.50
Chapter 3.4.4 --- Triangulation --- p.50
Chapter 3.5 --- Data Collection and Processing --- p.50
Chapter 3.5.1 --- Semi-structured Interview --- p.51
Chapter 3.5.2 --- Questionnaire Survey --- p.51
Chapter 3.5.3 --- Autobiographical Account --- p.52
Chapter 3.6 --- Data Analysis --- p.52
Chapter 3.7 --- Validity and Reliability --- p.52
Chapter 3.8 --- Ethics --- p.53
Chapter 3.9 --- Limitation --- p.53
Chapter 3.10 --- Summary --- p.54
Chapter CHAPTER 4 --- BENNY'S STORY
Chapter 4.1 --- Introduction --- p.56
Chapter 4.2 --- Benny's Story --- p.56
Chapter 4.2.1 --- Language and Cultural Socialization --- p.56
Chapter 4.2.1.1 --- Influence of Family --- p.56
Chapter 4.2.1.2 --- Influence of Formal Education --- p.58
Chapter 4.2.1.3 --- Influence of Local Community --- p.59
Chapter 4.2.1.4 --- Influence of Travel --- p.60
Chapter 4.2.2 --- Language Learning and Use --- p.62
Chapter 4.2.2.1 --- Language Proficiency --- p.62
Chapter 4.2.2.2 --- Language Attitudes --- p.62
Chapter 4.2.2.2.1 --- Towards Cantonese --- p.62
Chapter 4.2.2.2.2 --- Towards English --- p.62
Chapter 4.2.2.2.3 --- Towards Hong Kong Accented English --- p.63
Chapter 4.2.2.2.4 --- Towards Putonghua --- p.64
Chapter 4.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.64
Chapter 4.2.2.2.6 --- Towards Other Language Varieties --- p.65
Chapter 4.2.2.3 --- Motivation and Investment in Language Learning --- p.66
Chapter 4.2.2.3.1 --- English --- p.66
Chapter 4.2.2.3.2 --- Putonghua --- p.67
Chapter 4.2.2.3.3 --- Other Languages --- p.68
Chapter 4.2.2.4 --- Language Use in Different Contexts --- p.68
Chapter 4.2.2.4.1 --- Speaking to a Native Speaker of English --- p.68
Chapter 4.2.2.4.2 --- Speaking to a Cantonese Speaker --- p.69
Chapter 4.2.2.4.3 --- Speaking to a Chinese who could not Speak Cantonese --- p.69
Chapter 4.2.2.4.4 --- Speaking to Mainland Chinese Exchange Students in Hong Kong --- p.70
Chapter 4.2.2.4.5 --- Speaking to Chinese in Mainland China.… --- p.70
Chapter 4.2.2.4.6 --- Speaking to East Asians in Travel --- p.70
Chapter 4.2.3 --- Identity --- p.71
Chapter 4.2.3.1 --- Self-Construal --- p.71
Chapter 4.2.3.1.1 --- Chinese and English Names --- p.72
Chapter 4.2.3.2 --- Identity Triggers --- p.72
Chapter 4.2.3.2.1 --- Handover of Hong Kong --- p.73
Chapter 4.2.3.2.2 --- Chinese People and Chinese News --- p.73
Chapter 4.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.74
Chapter 4.2.3.3.1 --- In China --- p.74
Chapter 4.2.3.3.2 --- In Other Places --- p.75
Chapter 4.2.3.4 --- Identity and Language Use --- p.76
Chapter 4.2.3.5 --- Summary --- p.79
Chapter CHAPTER 5 --- DORIS' STORY
Chapter 5.1 --- Introduction --- p.80
Chapter 5.2 --- Doris' Story --- p.80
Chapter 5.2.1 --- Language and Cultural Socialization --- p.80
Chapter 5.2.1.1 --- Influence of Family --- p.80
Chapter 5.2.1.2 --- Influence of Formal Education --- p.81
Chapter 5.2.1.3 --- Influence of Local Community --- p.82
Chapter 5.2.1.4 --- Influence of Travel --- p.83
Chapter 5.2.2 --- Language Learning and Use --- p.84
Chapter 5.2.2.1 --- Language Proficiency --- p.84
Chapter 5.2.2.2 --- Language Attitudes --- p.84
Chapter 5.2.2.2.1 --- Towards Cantonese --- p.84
Chapter 5.2.2.2.2 --- Towards English --- p.84
Chapter 5.2.2.2.3 --- Towards Hong Kong Accented English --- p.85
Chapter 5.2.2.2.4 --- Towards Putonghua --- p.86
Chapter 5.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.86
Chapter 5.2.2.3 --- Motivation and Investment in Language Learning --- p.88
Chapter 5.2.2.3.1 --- English --- p.88
Chapter 5.2.2.3.2 --- Putonghua --- p.89
Chapter 5.2.2.4 --- Language Use in Different Contexts --- p.89
Chapter 5.2.2.4.1 --- Speaking to a native speaker of English --- p.89
Chapter 5.2.2.4.2 --- Speaking to a Cantonese speaker --- p.90
Chapter 5.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.91
Chapter 5.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.91
Chapter 5.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.91
Chapter 5.2.2.4.6 --- Speaking to East Asians in Travel --- p.91
Chapter 5.2.3 --- Identity --- p.92
Chapter 5.2.3.1 --- Self-Construal --- p.92
Chapter 5.2.3.1.1 --- Chinese and English Names --- p.94
Chapter 5.2.3.2 --- Identity Triggers --- p.94
Chapter 5.2.3.2.1 --- Travel Experience --- p.94
Chapter 5.2.3.2.2 --- Chinese People and Chinese News --- p.95
Chapter 5.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.97
Chapter 5.2.3.3.1 --- In China --- p.97
Chapter 5.2.3.3.2 --- In Other Places --- p.97
Chapter 5.2.3.4 --- Identity and Language Use --- p.98
Chapter 5.2.3.5 --- Summary --- p.99
Chapter CHAPTER 6 --- MAGGIE'S STORY
Chapter 6.1 --- Introduction --- p.100
Chapter 6.2 --- Maggie's Story --- p.100
Chapter 6.2.1 --- Language and Cultural Socialization --- p.100
Chapter 6.2.1.1 --- Influence of Family --- p.100
Chapter 6.2.1.2 --- Influence of Formal Education --- p.101
Chapter 6.2.1.3 --- Influence of Local Community --- p.102
Chapter 6.2.1.4 --- Influence of Travel --- p.103
Chapter 6.2.2 --- Language Learning and Use --- p.103
Chapter 6.2.2.1 --- Language Proficiency --- p.103
Chapter 6.2.2.2 --- Language Attitudes --- p.104
Chapter 6.2.2.2.1 --- Towards Cantonese --- p.104
Chapter 6.2.2.2.2 --- Towards English --- p.104
Chapter 6.2.2.2.3 --- Towards Hong Kong Accented English --- p.106
Chapter 6.2.2.2.4 --- Towards Putonghua --- p.106
Chapter 6.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.106
Chapter 6.2.2.3 --- Motivation and Investment in Language Learning --- p.107
Chapter 6.2.2.3.1 --- English --- p.107
Chapter 6.2.2.3.2 --- Putonghua --- p.108
Chapter 6.2.2.4 --- Language Use in Different Contexts --- p.108
Chapter 6.2.2.4.1 --- Speaking to a native speaker of English… --- p.109
Chapter 6.2.2.4.2 --- Speaking to a Cantonese speaker --- p.109
Chapter 6.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.109
Chapter 6.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.109
Chapter 6.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.110
Chapter 6.2.2.4.6 --- Speaking to East Asians in Travel --- p.110
Chapter 6.2.3 --- Identity --- p.110
Chapter 6.2.3.1 --- Self-Construal --- p.110
Chapter 6.2.3.1.1 --- Chinese and English Names --- p.111
Chapter 6.2.3.2 --- Identity Triggers --- p.112
Chapter 6.2.3.2.1 --- Travel Experiences --- p.112
Chapter 6.2.3.2.2 --- Handover of Hong Kong --- p.114
Chapter 6.2.3.2.4 --- Chinese People and Chinese News --- p.114
Chapter 6.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.115
Chapter 6.2.3.3.1 --- In China --- p.115
Chapter 6.2.3.3.2 --- In Other Places --- p.115
Chapter 6.2.3.4 --- Identity and Language Use --- p.116
Chapter 6.2.3.5 --- Summary --- p.117
Chapter CHAPTER 7 --- VICKY'S STORY
Chapter 7.1 --- Introduction --- p.119
Chapter 7.2 --- Vicky's Story --- p.119
Chapter 7.2.1 --- Language and Cultural Socialization --- p.119
Chapter 7.2.1.1 --- Influence of Family --- p.119
Chapter 7.2.1.2 --- Influence of Formal Education --- p.120
Chapter 7.2.1.3 --- Influence of Local Community --- p.123
Chapter 7.2.1.4 --- Influence of Travel --- p.124
Chapter 7.2.2 --- Language Learning and Use --- p.125
Chapter 7.2.2.1 --- Language Proficiency --- p.125
Chapter 7.2.2.2 --- Language Attitudes --- p.126
Chapter 7.2.2.2.1 --- Towards Cantonese --- p.126
Chapter 7.2.2.2.2 --- Towards English --- p.126
Chapter 7.2.2.2.3 --- Towards Hong Kong Accented English --- p.127
Chapter 7.2.2.2.4 --- Towards Putonghua --- p.128
Chapter 7.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.129
Chapter 7.2.2.2.6 --- Towards Other Language Varieties --- p.129
Chapter 7.2.2.3 --- Motivation and Investment in Language Learning --- p.129
Chapter 7.2.2.3.1 --- English --- p.129
Chapter 7.2.2.3.2 --- Putonghua --- p.130
Chapter 7.2.2.3.3 --- Other Languages --- p.131
Chapter 7.2.2.4 --- Language Use in Different Contexts --- p.131
Chapter 7.2.2.4.1 --- Speaking to a native speaker of English… --- p.131
Chapter 7.2.2.4.2 --- Speaking to a Cantonese speaker --- p.132
Chapter 7.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.132
Chapter 7.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.132
Chapter 7.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.132
Chapter 7.2.2.4.6 --- Speaking to East Asians in Travel --- p.133
Chapter 7.2.3 --- Identity --- p.133
Chapter 7.2.3.1 --- Self-Construal --- p.133
Chapter 7.2.3.1.1 --- Chinese and English Names --- p.134
Chapter 7.2.3.2 --- Identity Triggers --- p.135
Chapter 7.2.3.2.1 --- Travel Experience --- p.135
Chapter 7.2.3.2.2 --- Overseas Residential Experience --- p.136
Chapter 7.2.3.2.3 --- Handover of Hong Kong --- p.137
Chapter 7.2.3.2.4 --- Chinese People and Chinese News --- p.137
Chapter 7.2.3.3 --- Perceptions of Cultural Identity in Different Context --- p.138
Chapter 7.2.3.3.1 --- In China --- p.138
Chapter 7.2.3.3.2 --- In Other Places --- p.138
Chapter 7.2.3.4 --- Identity and Language Use --- p.139
Chapter 7.2.3.5 --- Summary --- p.141
Chapter CHAPTER 8 --- WENDY'S STORY
Chapter 8.1 --- Introduction --- p.142
Chapter 8.2 --- Wendy's Story --- p.142
Chapter 8.2.1 --- Language and Cultural Socialization --- p.142
Chapter 8.2.1.1 --- Influence of Family --- p.142
Chapter 8.2.1.2 --- Influence of Formal Education --- p.143
Chapter 8.2.1.3 --- Influence of Local Community --- p.144
Chapter 8.2.1.4 --- Influence of Travel --- p.145
Chapter 8.2.2 --- Language Learning and Use --- p.146
Chapter 8.2.2.1 --- Language Proficiency --- p.146
Chapter 8.2.2.2 --- Language Attitudes --- p.146
Chapter 8.2.2.2.1 --- Towards Cantonese --- p.146
Chapter 8.2.2.2.2 --- Towards English --- p.147
Chapter 8.2.2.2.3 --- Towards Hong Kong Accented English --- p.148
Chapter 8.2.2.2.4 --- Towards Putonghua --- p.148
Chapter 8.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.149
Chapter 8.2.2.2.6 --- Towards Other Language Varieties --- p.149
Chapter 8.2.2.3 --- Motivation and Investment in Language Learning --- p.150
Chapter 8.2.2.3.1 --- English --- p.150
Chapter 8.2.2.3.2 --- Putonghua --- p.150
Chapter 8.2.2.3.3 --- Other Languages --- p.150
Chapter 8.2.2.4 --- Language Use in Different Context --- p.151
Chapter 8.2.2.4.1 --- Speaking to a native speaker of English --- p.151
Chapter 8.2.2.4.2 --- Speaking to a Cantonese speaker --- p.151
Chapter 8.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.151
Chapter 8.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.152
Chapter 8.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.152
Chapter 8.2.2.4.6 --- Speaking to East Asians in Travel --- p.152
Chapter 8.2.3 --- Identity --- p.152
Chapter 8.2.3.1 --- Self-Construal --- p.152
Chapter 8.2.3.1.1 --- Chinese and English Names --- p.153
Chapter 8.2.3.2 --- Identity Triggers --- p.154
Chapter 8.2.3.2.1 --- Travel Experience --- p.154
Chapter 8.2.3.2.2 --- Overseas Residential Experience --- p.155
Chapter 8.2.3.2.3 --- Chinese People and Chinese News --- p.155
Chapter 8.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.155
Chapter 8.2.3.3.1 --- In China --- p.155
Chapter 8.2.3.3.2 --- In Other Places --- p.156
Chapter 8.2.3.4 --- Identity and Language Use --- p.156
Chapter 8.2.3.5 --- Summary --- p.157
Chapter CHAPTER 9 --- DISCUSSION AND CONCLUSIONS
Chapter 9.1 --- Introduction --- p.158
Chapter 9.2 --- Guiding Question One --- p.158
Chapter 9.2.1 --- Attitudes towards Cantonese --- p.158
Chapter 9.2.2 --- Attitudes towards English --- p.160
Chapter 9.2.3 --- Attitudes towards Putonghua --- p.164
Chapter 9.2.4 --- Attitudes towards Code-mixing of Cantonese and English --- p.166
Chapter 9.3 --- Guiding Question Two --- p.168
Chapter 9.3. --- Motivation towards Cantonese --- p.168
Chapter 9.3.2 --- Motivation towards English --- p.169
Chapter 9.3.3 --- Motivation towards Putonghua --- p.171
Chapter 9.3.4 --- Motivation towards Code-mixing of Cantonese and English --- p.173
Chapter 9.4 --- Guiding Question Three --- p.174
Chapter 9.4.1 --- Use of English --- p.174
Chapter 9.4.2 --- Use of Putonghua --- p.177
Chapter 9.4.3 --- Use of Code-mixing of Cantonese and English --- p.179
Chapter 9.5 --- Guiding Question Four --- p.180
Chapter 9.5.1 --- Cultural Identity --- p.180
Chapter 9.5.2 --- Self-construal --- p.182
Chapter 9.6 --- Summary of Findings --- p.183
Chapter 9.7 --- Implications --- p.186
Chapter 9.7.1 --- For EFL Learners --- p.186
Chapter 9.7.2 --- For English Teachers --- p.187
Chapter 9.8 --- Limitations of the Present Study --- p.188
Chapter 9.9 --- Suggestions for Further Study --- p.189
REFERENCES --- p.190
APPENDIX A Questionnaire 1 (Personal Information and Language Attitudes) --- p.199
APPENDIX B Questionnaire 2 (Strength of Cultural Identity) --- p.202
APPENDIX C Interview Protocols (Interview 1: Language Choice) --- p.203
APPENDIX D Interview Protocols (Interview 2: Cultural Identity) --- p.205
APPENDIX E Interview Protocols (Interview 3: Language Background and Cultural Identity) --- p.206
APPENDIX F Guiding Question for Autobiographical Account of Second Language Learning --- p.207
APPENDIX G Consent Form --- p.208
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