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Dissertations / Theses on the topic 'Chinese language - Study and Teaching (Preschool)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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 litera

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2

Yeung, Siu-sze, and 楊少詩. "Phonological awareness, oral language proficiency and beginning reading development among Hong Kong Chinese kindergarteners: an intervention study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48128570.

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The present research investigates the causal influence of phonological awareness and oral language proficiency on beginning reading and spelling development of Chinese kindergarteners learning English-as-a-second-language (ESL). Three inter-related studies using correlational and intervention design were conducted to examine (1) the role of phonological awareness in English reading and spelling; (2), the contribution of oral language proficiency to English reading and spelling; (3), the efficacy of the phonological awareness instruction led by kindergarten teachers in classroom setting

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3

Chen, Ee-san, and 陳玉珊. ""You play with me, then I friend you.": development of conditional constructions in Chinese-English bilingual preschool children inSingapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873196.

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4

David, Elisa H. "What's the story? : storybooks in the EFL classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79757.

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The main purpose of this study is to present a detailed description of the interaction between students and teacher, focusing on which literary elements kindergarteners learning English as a Foreign Language (EFL) respond to during the story-reading sessions. Two teachers and a total of 101 kindergarteners from a private kindergarten located in Taipei, the capital city of Taiwan, were chosen for this study. Both qualitative and quantitative data were gathered in the form of classroom observations and student and teacher interviews. This analysis revealed that format was the literary ele

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5

Ma, Lai-yin Agnes, and 馬麗妍. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195571X.

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6

Chan, Ka Yan Charlotte. "A comparative study on how an American and a Chinese teacher use language to handle pre-schoolers with disruptive behaviour." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/848.

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7

Tam, Pui-yi Tammy, and 譚沛怡. "Behavioural regulation and early academic skills in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368908.

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This present study examined the relationship among behavioural regulation, early language development and early mathematics skills. Participants were 111 children ranging in age from 4 to 5 years attending kindergarten participating in the Pre-primary Education Voucher Scheme in Hong Kong. Behavioural regulation was assessed directly with the Head-to-Toe task which requires the children to perform the opposite of the instructed command. Receptive and expressive language ability, and mathematics skills will be assessed by the Pre-primary and Primary Chinese Literacy Scale (PPCLS) Test A, a ver

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8

Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.

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9

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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10

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 teach

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11

Lim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools: a whole language vs. atraditional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959660.

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12

Baygin, Diane Taline. "Journey of empowerment : joint experience in literacy learning and teaching in kindergarten." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79823.

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The engaged classroom is a space where teacher and students come together to share in the acts of teaching and learning. They embark on a collaborative journey of empowerment and through the process reciprocally influence each other's growth and emancipation.<br>Through an autobiographical exploration of my experiences as a student and as a teacher, I present an exploration of the concept of empowerment. I explore its significance not only on the level of literacy development in my kindergarten classroom, where I teach French in an Armenian heritage language setting, but also on a more

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13

Gibb, Nancy Jo 1957. "AN EXPERIMENTAL INVESTIGATION OF NOVEL BILINGUAL VOCABULARY ACQUISITION BY FOUR MINORITY-LANGUAGE PRESCHOOL CHILDREN (NONSENSE WORDS)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275394.

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14

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, wit

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15

Ma, Lai-yin Agnes. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12336397.

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16

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

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected t

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17

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’ gr

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18

Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have

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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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20

Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, une

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21

李輝 and Hui Li. "Contributors to Chinese literacy development: a longitudinal study of preschoolers in Beijing, Hong Kong andSingapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240562.

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22

Huang, Jingzi. "Classroom language activities in a Chinese as a foreign language class of young beginners." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30742.

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The present study is a qualitative one concerning classroom language activities in a foreign language classroom. Studies in language education have in recent years focused on the integration of language and content as one possible way to benefit the students both linguistically and cognitively. Among the research efforts on a content-based approach., Mohan's (1986) Knowledge Framework (KF) provides a systematic way to organize classroom activities combining language and content. However, it is believed by some people that a content-based approach can only apply to learners above the beginning

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23

Wong, Wing-yee, and 黃詠宜. "Understanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study in Chinese reading with young Chinese language learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206756.

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This dissertation consists of two studies which addressed the issue of teaching young Chinese Language Learners (CLLs) to learn Chinese and their language teacher’s culturally responsive teaching self-efficacy. Young CLLs in Hong Kong mainly came from ethnic minorities of South Asia, the differences between language systems and complicated home languages imposed challenges on their Chinese learning. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training about the learning needs of young CLLs and effective pedagogies. Teacher’s self-efficacy has

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24

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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25

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

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26

Tang, Wing-sze Cecilia, and 鄧詠詩. "A study of paragraphing in Chinese writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963213.

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27

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 ma

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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, 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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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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Casey, Susan Denise. "How Classroom Cultural Influences Second Language Acquisition for Two Four-Year-Olds in a Preschool Program for Children with Disabilities." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5417/.

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As states begin to highlight the system supports used to include English language learners with disabilities in standards-based assessments and accountability programs, implementation of those supports will be closely examined by school districts. This case study investigates the classroom culture in an early childhood preschool program for four-year-old children with disabilities. Classroom observations were used to determine how two young children with disabilities were acquiring English as a second language. Specific focus was given to activities that allowed for second language acquisition

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

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

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Fong, Wai-lin Yvonne, and 方慧玲. "Written English errors of eighth graders in an Anglo-Chinese school inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949022.

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34

Sun, Jin, and 孫瑾. "Scaffolding preschool children's problem solving: commonalities and differences between Chinese mothers andteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42664652.

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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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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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Rendel, Philip Boudewijn. "English language teaching and learning in the African preschool and educational achievement at grade 1: a case study." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002643.

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In 1998, seventy per cent of children in South Africa failed and had to repeat the Grade 1 year. This is the result of a number of factors, among them academic and cultural readiness for school. Many primary schools in South Africa teach through English, a language that is not the home language of the majority of learners. Despite recent legislation aimed at improving preschool facilities and teacher capacity, there has been insufficient consideration of which languages are taught and how they should be taught to children before they arrive at Grade 1. This study sets out to explore whether th

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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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司徒美儀 and Mei-yee Seto. "A study on the Chinese writing process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961873.

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Cheung, Wing. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China a textual approach = Xianggang he Zhongguo nei di xiao xue Zhongguo yu wen ke jiao cai bi jiao yan jiu : yi ke wen wei zhong xin /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4292652X.

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Kennedy, Elizabeth Anne. "The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.

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While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979). This study investi

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Chung, Shuk-fan. "Teaching of rhyming skills in poems for primary school : a case study = Xiao xue xin shi yin jie jiao xue ke tang ge an fen xi /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752327.

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Zhao, Juanjuan. "Understanding Chinese Language Teachers’ Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730421.

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Lu, Liang-Yuan 1962. "Teaching Chinese-Canadian literature to Taiwanese students : an educational strategy." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99380.

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This thesis explores alternative ways for English literature students in Taiwanese Science Universities to choose more culturally accessible works in addition to the canonical English and American literature. Currently, many students consider their experience of reading Western literature to be both perplexing and frustrating because of inadequate language capability as well as unfamiliarity with Western culture. The rationale for introduction to works emerging from the Chinese diaspora is to enable students to situate their personal experiences within the context of different cultures, but on

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Yao, Michelle, and 姚君霓. "How English speakers learn Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31601790.

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Chen, Dongdong 1960. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42003.

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This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates.<br>An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causativ

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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

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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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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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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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