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Dissertations / Theses on the topic 'Chinese language - Study and teaching - China'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Lee, How-chung, and 李孝聰. "Creativity in Chinese language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38296603.

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2

Xu, Li, and 徐莉. "IBMYP Chinese language A literature teaching process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.

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在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。 Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows: 1. Students are interested in reading literary works and enjoy evaluating literature. 2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas. 3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers. Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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3

Cen, Zhiyu, and 岑知宇. "Chinese heritage language teaching for return migrants inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177345.

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Over the last decade, a significant number of overseas Chinese including Hong Kong emigrants have returned to Hong Kong. Many returnees, especially those who learnt Chinese as a heritage language, often encounter various language difficulties upon their return mainly due to their incompletely acquired version of the Chinese language. However, there is little research on the Chinese language learning and teaching for this special community, which is inherently different from native Chinese learners or second-language learners. This work explores various pioneering ways to develop returnees’ greater fluency in the Chinese language and especially to improve their practical literacy skills. We intend to evaluate and further develop their awareness of the orthographic principles operating in Chinese characters. We believe that this is a key step to help Chinese returnees quickly integrate themselves to the local society.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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4

Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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5

Ngan, Yuen-pik, and 顏婉璧. "Putonghua as a medium of instruction in teaching Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040227.

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6

Lu, Guangling. "Cloze tests and reading strategies in English language teaching in China." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Cloze procedure involves the skills of thinking, understanding , reading and writing based on the learners underlying knowledge of reading comprehension and writing subskills such as grammar and sentence construction. It is regarded as a very efficient test for measuring students integrative competence in English, and has been used in most of the important English tests in China. It is also used as a teaching instrument to help students to improve their reading competence. However, a majority of students perform poorly in cloze tests and they regard it as the most difficult and most unpopular part of the English test. The aim of this study was to find out the problem that Chinese students have with cloze tests and to determine whether they are associated with the inefficient use of reading strategies.
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Ma, Jingjing, and 马晶静. "Chinese EFL university students' decision-making in peer review of second language writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329861.

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Informed by a sociocognitive view of writing, this study investigated six Chinese EFL students’ focus of decision-making and extent of criteria use in evaluating student texts, their decision-making in response to peer feedback and factors affecting their decision-making and criteria use in computer-mediated criterion-referenced peer review in one Chinese university setting. A multiple-case design was adopted and data were collected from a variety of sources, including think-aloud protocols, stimulated recall, semi-structured interviews, document analysis and classroom observations. An examination of the think-aloud and stimulated recall data revealed that five out of the six students displayed language-oriented decision-making while evaluating peers’ texts. The students also tended to emphasize consistently specific elements of student writing within language, content and organization regardless of task type. They used part of the assessment criteria to the extent that particular elements evaluated by them coincided with specific components of the criteria. In response to peer feedback, the students decided to incorporate it selectively into revision, with one student being an exception. Data analysis indicated that the students’ focus of decision-making and criteria use while evaluating peers’ texts were affected by the following factors: students’ own writing beliefs, conceptions and knowledge; teacher’s writing beliefs, conceptions and associated classroom practices; writing task types and features of student texts. The students’ decision-making in response to peer feedback was found to be subject to the influence of four categories of factors: student writer factors, especially their writing beliefs and knowledge; student reviewer factors; teacher factor and writing task factor. The findings provide an in-depth look into both the cognitive and social dimensions of peer review. On the basis of the findings, the study proposes a tentative exploratory model of Chinese EFL university students’ decision-making in criterion-referenced peer review. It captures the interplay between cognitive and social dimensions of peer review and throws light on the interaction between cognition and context in the case of learning to write through peer review. Particularly regarding the social dimension of peer review, the variety of factors influencing the students’ decision-making and criteria use in this activity indicate that their evaluation of peers’ texts and response to peer feedback were not linear processes, but were mediated by multiple factors. Among the various factors identified, the strong influence of the writing beliefs and conceptions held by the students, their peers and the teacher suggest the crucial role played by learner and teacher beliefs in affecting L2 students’ learning to write through peer review. This study also highlights the interactional effect of views about writing and learning to write exhibited by the students, their peers, the teacher and the “methodology” of criterion-referenced peer review on the students’ decision-making and extent of criteria use. Finally, the study makes pedagogical recommendations concerning how to enable students to make informed decisions in criterion-referenced peer review to bring its theoretical potential into full play. Recommendations for further research are also proposed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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8

張嶸 and Wing Cheung. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4292652X.

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鍾銑玲 and Sin-ling Jenny Chung. "Examining the quality of argumentation in the English and Chinese writing of adult native speakers of Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243046.

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Zeng, Yuhong, and 曾玉宏. "Problems and strategies on "holistic learning" in IB language A teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369512.

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“整體化學習”（ Holistic Learning）是國際文憑教育中學項目（MYP）的一大主要概念。它的目的是實現個人全面發展，要求教師在教學中打破單一的課程知識體系，實現學科之間的交叉和滲透。這種教學理念和實踐要求對教師提出了極大的挑戰。通過調查顯示：目前教師在實施整體化學習的教學中，最大的困惑是如何尋找學科之間的連接點以及如何保證各個學科的協調發展。本次研究就是針對這一困難去尋找相應的策略方法。 本人借助中文和中國文化與藝術這兩門課程來實施整體化學習的教學。在教學中結合學生實際，設定了明確的教學目標和具體的教學過程；在尋找學科的連結點以及整合學科的步驟環節等方面作出了一些特別的安排，並且結合海外遊學為教學創設了一系列生活化的教學情境和任務。 本階段的教學不僅較好地完成了各科的教學目標，而且綜合提升了學生的各種能力，為學生的全面發展提供了可能。 通過本階段教學的實踐和總結，本人認為在實施整體化學習的教學中，以下幾個方面是極為重要的： 1、把握學科特點，確定不同學科之間的連接點。 2、尋找學科與生活的聯繫，促進學生的全面發展。 3、教學活動要情境化、生活化，具有挑戰性、可操作性和系統性。 4、教師指導與評估指向相結合，促進學生有效地學習。 本次研究非常有限，有關整體化教學還有很多值得探討的問題，比如教師合作問題、針對學生的個性特點進行差異化教學的問題等等都還有待深入研究。 "Holistic Learning" is one of the major ideas in MYP. It aims to realize comprehensive development of individuals by chanllenging the teachers to break the mono subject system and fulfill the intersection and infiltration among different subjects, thus setting higher tasks for teachers. According to the survey, the biggest puzzle of the teachers in Holistic Learning teaching is how to find out the connecting point among subjects and keep the coordinative development of different subjects. And the research intends to find out strategies to the problem. I teach both Chinese subject and Chinese Culture and Arts subject with Holistic Learning. I set clear teaching task and specific teaching process according to the students' situations in teaching. I have special arrangement and create a series of teaching situations and tasks based on overseas study in finding out the connecting point and integrate the steps of subjects. This stage of teaching not only fulfills teaching tasks of different subjects, but also improves students' different abilities, providing all possibilities for students' comprehensive development. According to teaching practice and conclusions of this stage, I think the following aspects are very important in Holistic Learning teaching . (1) Grasp chracteristics of subiects and decide connecting points among different subjects. (2) Find out relations between subjects and life, promoting students' comprehensive development. (3) Design teaching activities according to situations and life ,making them chanllenging ,operative and systematic. (4) Combine teacher's guide with evaluation, promoting student's effective study. Finally, I have to say there is much to be studied in Holistic Learning teaching, like cooperation among teachers, differences in students' personalities and so on. All these need further research and survey.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Ko, Po-yuk, and 高寶玉. "The notion of teaching excellence in the People's Republic of China: the case of Chinese language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243204.

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Ho, Lok-yin, and 何樂然. "Transfer of morphological skills in Chinese bilingual children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589069.

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Li, Ping 1972. "Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81502.

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Communicative language teaching (CLT) has been extensively discussed and researched, especially in an English as a second language (ESL) context. Some literature has also explored the adaptation of CLT in English as a foreign language (EFL) environments, such as in Asian countries like China. No research, however, has been conducted with consideration given to a specific group of teachers who teach non-English major students at the tertiary level in China. The present study was designed to investigate Chinese university teachers' perception of the implementation of CLT in non-English major programs in China.<br>This study first differentiates ESL and EFL environments, and then distinguishes the characteristics of CLT and of the traditional Chinese teaching methodology. Second, this study examines how the implementation of CLT is perceived by the university teachers of non-English major programs and whether there exist some constraints that impede the implementation of CLT at the tertiary level in China.<br>The results show that the adaptation of CLT to the Chinese context is welcomed by university teachers of non-English major programs. However, in the implementation of CLT in the teaching of non-English major students, there are difficulties arising from four directions, namely, the educational system, the EFL context, the cultural tradition, and the students. The results suggest that only by overcoming the difficulties from those four sources and by creating more favorable conditions for the implementation of CLT can teachers of non-English major programs in China implement CLT in their daily teaching practice.
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Yonemoto, Kazuhiro. "Languages and identities : voices of repatriated students from China." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100221.

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In this inquiry, I examine how six repatriated students from China perceive their experiences in Japanese schools and in Japanese second language education. I focus on their voices and perspectives gained through audio-taped interviews. Employing Pierce's (1995) concept of investment and Rampton's (1990) concepts of language expertise, affiliation, and inheritance, I focus on how these adolescent students perceive the relationship between languages and identities and how their experiences affect their ways of looking at themselves. The data I collected through interviews in Japan supports the views that identity is multiple and fluid, and languages are profoundly and intricately related with learners' identity construction. Depending on their particular contexts in which they situate themselves, they hold distinct views on the relationship between languages and identities. I address how the particular context in Japan's educational system may influence their ways of looking at themselves. The study confirms that teachers need to examine our students' identities and frames of reference, values and beliefs.
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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.

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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.
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張穎 and Wing Cheung. "Teaching Chinese language in Putonghua of a primary threeclass in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37650026.

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Huang, Kaisheng, and 黄开胜. "A corpus study of Chinese EFL majors' phraseological performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208033.

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Han, Fu Ching Eliza, and 韓馥璟. "Dissemination of language education review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B50175208.

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教育改革时不时会顺应社会变迁与经济转型而进行，新加坡也不例外。新加坡教育部为了顺应新一代学生与社会需求的转变，于2004 年进行了华文教育改革。改革的传播与推广直接地影响改革成效，是实施课程改革的过程中举足轻重的一环。本研究便希望能够通过新加坡国际学校（香港）的个案研究，探讨并评估新加坡教育部推广与传播华文课程改革的策略，以及新加坡国际学校（香港）实施教育改革与新课程的成效。 本研究以课程推广与传播及教育改革的基本理论为基础，着重研究新加坡教育部推广新课程到新加坡国际学校（香港）的过程，以及新加坡国际学校（香港）内部如何推广新课程，从中总结归纳影响今次推广与传播课程改革策略的不同因素。研究中采用质性与量性的研究法，如访谈、问卷调查、文件分析、课堂观察等，从多方面建构个案。 Education reviews often take place as a result of societal changes and economic developments, and education reviews in Singapore is no exception. The background of this study stems from the latest Singaporean Chinese Language Curriculum Review in 2004. The dissemination of education reviews has a direct impact on the effective implementation of the reviewed curriculum; hence it is important to learn about how dissemination takes place in a review cycle. This study aims to discuss and evaluate the strategies of dissemination and diffusion used by the Singapore Ministry of Education in disseminating educational to the Singapore International School (Hong Kong).(HKSIS) This study is based on the theories of curriculum dissemination and diffusion , together with theories of educational change, and is focused on the dissemination process of the new Primary Chinese Language Curriculum to HKSIS , and the diffusion process within HKSIS, so as to discover the different factors affecting the effectiveness of dissemination and diffusion for HKSIS. This study uses both quantitative and qualitative research method to build a multi-faceted case study, such as interviews, text analysis, classroom observation and questionnaire surveys.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Law, Kit-ying, and 羅傑瑩. "Teaching Chinese literacy in Hong Kong: a narrative synthesis of research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178611.

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Chinese orthography is morphosyllabic and its script differs in unique ways from other alphabetic, phonemic syllabic and morphemic scripts. Hence the teaching of Chinese literacy is challenging and requires considerable practice on the part of learners. This thesis reviews the methods which have been used to teach Chinese literacy during preschool years. By searching the electronic databases, we classify various articles into different types, introducing “importance of learning early literacy”, “key elements of learning Chinese literacy”, “school-based teaching methods of Chinese literacy” and “home-based teaching method of Chinese literacy”. The study analyzes that core components of learning Chinese literacy are “oral language”, “morphological awareness”, “orthographic skills,” “learning the sound, semantics and shape of the character” and “providing meaningful literacy experience”. Also the study finds three main types of school-based teaching methods, namely “bottom-up teaching method”, “whole to part teaching method” and “integrated teaching method”, of which “integrated teaching method” is the most appropriate one in enhancing Chinese literacy learning. For home-based method, the study finds that “dialogic reading with morphologic training” and “games of learning the characters by components” are the appropriate ways to provide early literacy learning at home. The study concludes that systematical learning sequence is needed in learning Chinese literacy. But it is difficult to implement a systematical sequence of learning Chinese in an integrated curriculum model. Educators need to find out an appropriate way to implement a systematical sequence of learning Chinese in an integrated curriculum model.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Au, Yuen-yee Mandy, and 區婉儀. "Value orientations in the junior secondary (S1 - S3) Chinese language curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31956981.

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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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Yeung, Kim-wai Thomas, and 楊劍威. "Language and school children's misconceptions in energy and force." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B3862705X.

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Hui, Wing-yiu, and 許榮耀. "Canton-pop and the teaching of Chinese in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42694784.

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Zhao, Ke, and 赵珂. "Fostering learning and collaboration through computer-supported collaborative inquiry among Chinese tertiary business Englishstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44901926.

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Lee, Kwok-chor, and 李國礎. "The strategies of segmentation of cluster of sentences and paragrahing of Chinese texts by Hong Kong form 6 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960315.

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Chan, Yuen Wan. "The effect of teaching Chinese to Hong Kong students through Putonghua." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/320.

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

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Zhang, Yanhua, and 张燕华. "A comparative study of modern practical writing in juniorsecondary school Chinese textbooks in mainland China, Hong Kong andTaiwan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45154272.

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

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Ng, Kwok-keung Zachary, and 吳國強. "The construction of colonial subjectivity in the Chinese language and literature lessons in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951168.

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Au, Yeung Yin Yee Iris. "Language attitudes of Hong Kong youngsters towards Putonghua." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/116.

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Cheung, Po-chu, and 張寶珠. "Teaching and evaluation of Intensive Characters Recognition Learning Program of S.1 band-5 students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960054.

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Chung, Shuk-fan, and 鍾淑芬. "Teaching of rhyming skills in poems for primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.

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Ho, Yuen-ching, and 何婉貞. "Value orientations in primary Chinese language curriculum of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960893.

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Zheng, Yongyan, and 郑咏滟. "Vocabulary knowledge development of Chinese learners of English in China: a longitudinal multiple-case study ofeight university students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45548250.

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Lee, Xueyan, and 李雪燕. "An implementation of Wiki-based collaborative writing in teaching Chinese as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368088.

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The purpose of this study is to investigate the feasibility and effectiveness of Wiki-based collaborative writing in Teaching Chinese as a Second Language. Ten secondary students have participated in this study. The procedure was three stages as the participants given by background questionnaire and also at the end of each of the projects given by post-project questionnaire and some participants selected for interview. The questionnaires are helpful to understand how Wiki-based collaborative writing worked through participants. The study has focused on analyzing on the influence of using Wiki-based collaborative writing on interest, confidence, stimulation, likeness, collaboration, achievement and improvement of the students’ Chinese writing. It is expected to find results of the study that the participants have been motivated by using Wiki-based collaborative writing and of that what advantages and challenges the participants have encountered.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Xu, Jie, and 许洁. "An exploratory research of using blogs in the Chinese as a second language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369214.

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本論文是針對博客應用於對外漢語教學進行的一次探索。以香港一間國際學校15位就讀于國際文憑課程中文語言B的12年級學生為研究對象，透過問卷調查、觀察以及面談的研究方法，瞭解博客輔助對外漢語教學的可行性以及在教學過程中對教師存在的挑戰，從而為未來對外漢語教師運用博客支援教學提供參考。 研究結果表明，利用博客輔助對外漢語教學，學生們對博客的參與情況普遍較好，博客可以作為其中文習作發佈的平臺，便於師生和同儕之間的互動交流、協作學習，學生們的中文寫作興趣和寫作動機也都因此有所提高，因而更加樂於學習中文。同時，在學生們進行博客寫作的過程中，教師博客對於學生們來說也具有一定的作用和意義，為學生們的網誌創作提供寫作素材。不過，在使用博客輔助對外漢語教學的過程中，教師同時也會面臨很多挑戰，教師要處理好博客可能會出現的技術問題以及合理設計在博客教學過程中所採用的中文課程，以加強學生的對外漢語學習動機。 由此，未來對外漢語教師在運用博客支援教學的時候，應謹慎選擇博客建立的網路平臺，對學生使用博客寫作進行適當的培訓和指導，同時亦可考慮將博客教學和正規對外漢語教學有機地結合起來。 This paper is an exploration of using a blog in classes of teaching Chinese as a second language. Fifteen Year 12 students who study in the Chinese Language B course of the International Baccalaureate curriculum from one Hong Kong International School are examined. Through questionnaires, observations and interviews, the study reveals the feasibility of using the blog in classes of teaching Chinese as a second language as well as the challenges that the teacher may face accordingly. Furthermore, the paper has also provided some teaching support for future teachers who want to apply blogs in teaching Chinese as a second language. The results show that students generally have a good participation in the blog. The blog, therefore, can serve as a platform to enable students to publish their Chinese work, and to interact and collaborate with teachers and peers. Students’ interests and motivations in Chinese writing are both increased. Meanwhile, when the students carry out the process of blog writing, the teacher’s blog has also played a role as providing writing materials to inspire students. Nevertheless, when using the blog to assist the Chinese as a second language teaching, teachers accordingly will face many challenges. As teachers, we should handle the blog’s technical problems properly and design appropriate Chinese language courses which can be perfectly combined with the normal Chinese teaching. Referring to the above results, the future teachers, who want to use the blog in classes of teaching Chinese as a second language, should carefully select the network platform to establish the blog. Also, some training and guidance related to blog writing should be given to students beforehand. Finally, teachers need to consider the way of combining blogs and the regular Chinese teaching together.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Sze, Wah-sun, and 施華珊. "The effects of using Putonghua as the medium of instruction for Chinese language on the language use and language attitudes of HongKong local primary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4515207X.

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

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Boon, Joyce Linda. "Stroke sequence, working memory and Chinese reading ability in Chinesechildren." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45150011.

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Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.

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Ng, Mei Lan Lucy. "An investigation of language learning strategies in Hong Kong." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/70.

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Lo, Yuet-kin Sam, and 勞悦健. "Effectiveness of web-based instruction on primary Chinese language in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412596.

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黎歐陽汝穎 and Auyeung Yu-wing Winnie Lai. "The Chinese language curriculum in the People's Republic of China from1978 to 1986: curriculum change, diversityand complexity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234215.

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

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This study provides a critical review on the provision of Chinese Language education for non-Chinese speaking students (NCSS) in traditional high-concentration designated secondary schools in Hong Kong. NCSS are equipped with L2 Chinese literacy but are asked to survive with the main stream society who sought for L1 Chinese literacy. This has been a thorny issue since 2008 where the good efforts of various stakeholders including the EDB have not yielded any positive outcomes in enhancing the Chinese literacy of the NCSS. On one hand the NGOs strongly advocate for an alternative Chinese curriculum framework for NCSS while on the other, the EDB justifies the existing provision of Chinese education such as the central Chinese curriculum framework (CCCF) and the supplementary Chinese curriculum guide (SCG) as adequate. Their entanglements have ended up as political fights and bring further disarray to schools, teachers and the NCSS. Despite the absence of literature and few research studies, the issue of providing Chinese Language education for NCSS is pursued in this study within a theoretical framework derived from three related areas of research: Language policy in Hong Kong for government and subsidized schools, the Chinese Language curriculum for NCSS in Hong Kong and NCSS’ language acquisition and Chinese language learning. The main aim of the study is to achieve a better understanding of the Chinese literacy of the NCSS, the manner in which the school-based NCSS Chinese curriculums are adopted from the CCCF and SCG and implemented. Last, the different views of the stakeholders and their entanglements are depicted. This study employed an eclectic approach where both quantitative (test administration and survey) and qualitative (observations, documentary review and in-depth interview) methods were administered to collect the data for the study. The essence of critical ethnography was employed in the qualitative method where in-depth interviews in a semi-structured manner and my experience and educational upbringing as an NCSS helps shed additional light and explanation to the issue which allows the issue to be holistically depicted. The findings reveal that, despite the NCSS attaining satisfactory examination results in the international Chinese examination (GCSE); their Chinese literacy is far beyond the benchmark of the societal expectations. Second, regardless of the amount of work that the EDB has put in place concerning the implementation of the NCSS Chinese curriculum, there is a weak negotiation between the different levels of curriculum planning, namely the strategic, tactical and operational. In addition, at the operational level of planning, teachers’ inadequate LTC and LTEC in notional and operational curriculums warrant our concern. Last, the entanglements between different stakeholders arise due to their relative differences on the degree of accountability and practicality concerns towards the issue. The study seeks to contribute to empirical and conceptual knowledge on international studies and re-conception on language education policy for linguistics minorities at the political level and fills the literature gaps on language pedagogy, LTEC and LTC at school level. Finally, it becomes a unique literature in explaining the un-imparted multilingual NCSS’ language acquisition which is absence in the field of applied linguistics.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Lau, Wai-hung, and 劉偉鴻. "The establishment of an electronic portfolio for Chinese language favours the development of students' language ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039973.

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Zhang, Lulu, and 张璐璐. "A study on Chinese grammatical instructions: teachers' perceptions and students' performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178921.

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The majority of scholars proved that the explicit and implicit instructions could measure the rules complexity however the explicit instruction has more centered on the complex rules and since there is no available equivalent criteria of rule complexity; therefore the issue that whether teachers’ perceptions are trustworthy on rules complexity is still questionable. My research seeks to fill the gap in Pawel Scheffler’s (2011) research Rule Difficulty: Teachers’ Intuitions and Learners’ Performance by including both explicit and implicit instructions in Chinese teaching to indicate whether there is significant consensus between the teachers’ perceptions and students’ performance. In this study, 14 teachers were asked to assess the difficulty of ten language points, while 38 students were tested on sentence making for their explicit knowledge and on the timed Grammaticality Judgment Test (timed--‐GJT) for their implicit knowledge. The results of both tests were compared with the teachers’ assessment and the Spearman’s rank order correlation coefficient was calculated. My hypothesis is that there is a significant negative correlation between the teacher’s perception of rules difficulty and the students’ performance, that is, the language points that the teachers found difficult were indeed troublesome for the students too. The Spearman’s rank order correlation of teachers’ perceptions and students’ learning were found -0.59 and ‐0.34 respectively, however, the results of their p‐value were 0.07 and 0.34 respectively, the hypothesis was doubted. The implication of the conclusion on the selection of teaching method is discussed.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Tang, Shing-chau, and 鄧成宙. "The signaling effect of topic sentence on comprehension of Chinese expository prose of secondary four students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960443.

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Chu, Pui-ni Florence, and 朱蓓妮. "Teachers' perceptions of introducing Putonghua as a medium of instruction for teaching Chinese language: implications for professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962427.

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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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