Dissertations / Theses on the topic 'Spokane University'

Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 134-145) and appendices.

This thesis explores the text-compositional options that are available for the construction of university-style lectures. In doing so, it employs techniques developed by Systemic Functional Linguistics (SFL) to investigate how lectures are structured in terms of “genre” and the related issue of what is termed “hierarchy of periodicity”. It applies these techniques to the analysis of a small selection of university lectures to explore the ways in which, and the degree to which, these texts are structured as genres and the extent to which they are simultaneously structured by waves of foreshadowing and reiteration (or periodicity). As to the possible conclusions that might be reached from this type of analysis, this thesis will propose that the principles of “hierarchy of periodicity” and “genre complexes” are likely to be important options for structuring in university lectures, since all of the texts analyzed were found to be structured by such mechanisms. It will also proposes that lectures, although forms of speech, are structured in ways that are closer to forms of writing and that lectures as a set of texts can be categorized by the extent to which they display or do not display, the text-compositional arrangements of such (written) texts.

La tesis doctoral que aquí se presenta se podría enmarcar dentro de tres campos lingüísticos: el análisis de género, la retórica contrastiva y el análisis de corpus.
El análisis de género (Swales 1981, 1990; Dudley-Evans & Henderson 1990a, 1990b; Henderson & Hewings 1990; Bathia 1993, 2002; Skulstad 1996, 2002; Flowerdew 1994, 2002) es un parte dentro del amplio campo de análisis del discurso (Barber 1962; Halliday, Strevens & McIntosh 1964). En este estudio nos centramos en el estudio de la clase magistral dentro de los denominados géneros académicos en el aula (Fortanet 2004b). La clase magistral es un género hablado y como tal posee ciertas peculiaridades de los géneros hablados en contraposición a los géneros académicos escritos.
Nuestro estudio se centra en la comparación y contraste de dos lenguas, el español peninsular y el inglés americano, ya que como corpus se utilizan clases magistrales españolas y norte-americanas y en consecuencia se toman como referencia estudios de retórica contrastiva. En este estudio nos centramos en un aspecto concreto del lenguaje, los marcadores discursivos. Con el análisis de los marcadores discursivos en el lenguaje académico hablado en español e inglés norte-americano pretendemos ver como se usan los marcadores discursivos para favorecer a hablantes nativos y no nativos de español e inglés en el espacio de educación superior.

Thesis (Dr. of Musical Arts)--University of Cincinnati, 2007.
Advisor: Dr. Bruce D. McClung. Title from electronic thesis title page (viewed Nov. 28, 2007). Includes abstract. Keywords: melodrama; narrator; Schumann; lizst; strauss; ballad. Includes bibliographical references.

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy (Dphil) in the Department of English at the University of Zululand, 2016
English is a world language. The serious concern for the study and the adaptation of English to the world in general and Nigerian and South African milieu in particular started over a century ago. The study of English has been given new dimension through debates held at conferences and workshops over the issue of standard or correctness which seemingly emerged in different countries of the world. The growing divergence and convergence of English language in the world today paved way for variations in use particularly at the level of spoken words. The present work is one of the new crops of studies that attempts to identify and characterise the varieties of spoken English of our time. The study deals with a comparative study of variation in stress and intonation patterns in the spoken Yoruba and Zulu English. It seeks to identify the nature of Yoruba and Zulu spoken English and to account for the varieties that exist within the continuum. The study also aims to generate a pedagogical approach for the presentation of the appropriate spoken English inputs which is necessary for characterizing Yoruba and Zulu spoken English. The essence is to see the growing divergence and convergence of spoken English in these two speech communities. The subjects of the study were 120 Yoruba and Zulu speakers of English. The speakers were selected using a stratified random sampling technique. The main criteria for stratification were level education in English language and the linguistic group of the speakers. Two British (male and female) were used as the control. The elicitation instruments used for the collection of data were face to face interviews and materials for reading. The materials were divided into three parts: the word list, the sentence and a continuous reading passage. The three reading materials contained the target phonological variables which the researcher was interested in. The subjects were made to read each of the materials one after another and were recorded using PRAAT, a program for doing phonetic analyses and sound manipulations by Boersma and Weenink (2010). The study employed the framework of Metrical Phonology in the representation of stress. This was based on the view of rhythm proposed by Liberman (1975) and later developed into a theory by Liberman and Prince (1977). In this theory, the syllables are represented as having strong (S) and weak (W) stresses. The assignment of strong and weak nodes is determined by two rules: a Lexical Category Prominence Rule (LCPR), which operates on simple and compound words and Nuclear Stress Rule (NSR), which covers phrases and sentences. The analysis of intonation was based on Pierrehumbert’s (1980) model of intonation which supports the independence of stress pitch. In this system, intonation contours are seen as pitch accent and are described in terms of two levels: High and Low tones. The rank of difference was calculated using Wilcoxon (1985) Statistical Test. The study revealed that the spoken Yoruba and Zulu English featured more prominent syllables than spoken British English. The difference occurred mostly at the level of syllable and utterance duration. With regard to intonation, the study showed that the spoken Yoruba English is different from Zulu counterparts and those of the British. While the British used more directional tones, the Yoruba and Zulu used unidirectional tones. The study also showed that isiZulu speakers exhibited instances of vowel lengthening system while the Yoruba speakers demonstrated the tendency to use reduced vowel system. The varieties of spoken Yoruba English are different from those of isiZulu spoken English and in some measure significantly different from the British who served as the control group (see analyses on chapters five and six). The claim that high tones are associated with lexical words and low tones with structural words as posited by Well (1982), and Gut and Milde (2000) was not conclusively accepted by the data in this study. This study contends that the observed stress and intonation patterns in the spoken of some selected Yoruba and Zulu speakers could be considered as are part of ‘Standard educated Yoruba and Zulu spoken English’. The acoustic analyses of stress and intonation clearly showed that in isiZulu spoken English, syllable duration particularly the unstressed syllables are relatively longer than in the Yoruba and those in the native variety of spoken English being represented by the control group.

En raison de sa focalisation sur l’enseignement du français du tourisme, de l’hôtellerie et de la restauration (FTHR), cette étude se situe dans le champ de l’enseignement des langues de spécialité. Dans ce domaine, l’enseignement se veut fondé sur les besoins de l’apprenant et c’est en partant de cette prémisse que nous avons cherché à déterminer si le français écrit faisait partie des besoins de l’apprenant en FTHR dans le contexte kenyan. Pour ce faire, nous avons voulu déterminer les besoins immédiats et à venir des apprenants du FTHR. L’établissement des besoins immédiats était basé sur le discernement des attentes et des motivations des apprenants en ce qui concerne leur apprentissage du FTHR. Par ailleurs, l’établissement des besoins ultérieurs reposait sur la détermination de leurs aspirations professionnelles ainsi que sur les compétences effectivement requises sur les marchés du travail ciblés. Pour établir ces besoins, nous avons recueilli des données auprès de quatre catégories de personnes : les étudiants inscrits aux programmes de formation de tourisme, hôtellerie et restauration (THR) dans les universités kenyanes, les enseignants impliqués dans ces programmes, les anciens étudiants qui ont suivi le FTHR dans les universités kenyanes et, enfin, les professionnels travaillant déjà dans les secteurs du THR. Pour cela nous avons utilisé des questionnaires et mené des entretiens individuels et collectifs. Nous avons ensuite analysé les données de manières quantitative et qualitative. Les données recueillies ont révélé que les facteurs qui motivent les étudiants à apprendre le français étaient principalement de nature pragmatique. Elles ont également mis en évidence que l’expression orale était la compétence la plus souhaitée par les apprenants. De plus, l’analyse des métiers exercés par les professionnels dans les secteurs du THR et celle des compétences requises révèlent que le français écrit est peu nécessaire sur le marché du travail, voire inutile
Because of its focus on the teaching of French for tourism, hospitality and catering (FTHR), this study is situated in the teaching of language for special purposes. In this field, the teaching is designed to be based on the needs of the learner and it is on the basis of this premise that this we sought to find out whether writing is part of the learner’s needs in FTHR in Kenya. To do this, we endeavoured to determine the needs to find out the immediate and future needs of the FTHR students. The establishing of immediate needs was based on discerning the expectations and the motivation of the students concerning the learning of FTHR. On the other hand, establishing the future needs relied on finding out their professional aspirations as well as the actual competences required in the targeted job markets.To establish these needs, we collected data from four categories of people: students enrolled in the bachelor of tourism and hospitality programs in the Kenyan universities, teachers in charge of these programs, old students who did FTHR in the Kenyan universities and finally the professionals already working in the tourism and hospitality sectors. We did this by means of questionnaires, individual and collective and interviews. We then analysed the data both quantitatively and qualitatively. The data collected revealed that the factors that motivate students to learn French are mainly pragmatic in nature. The study also demonstrated that oral expression is the most desired competence by the students. In addition to that, analysis of the jobs exercised by the professionals and the competences required reveal that very little written French, if any is needed at the job market

Thesis (PhD) -- Auckland University of Technology, 2004.
The digital copy of the exegesis, and the 2 CDs of images, props and environments created for the work have been removed from the thesis and are held by the Library's Digital Services Team. Also held in print (423 p. : ill. ; 25 x 27 cm. + 1 DVD of the film Boy (ca. 15 min.)), in Wellesley Theses Collection. (T 791.4372 ING)

A four-year war in Croatia in the early nineties left Eastern Slavonia and the Vukovar region struggling with the consequences of inter-ethnic conflict and human suffering. Poorly addressed post-ethnic reconciliation issues resulted in many challenges in everyday living for the people of Vukovar, especially so with the segregation of the public educational system based on language and ethnicity. This research explored the outcomes of the policy in Vukovar to divide the student body based on the language they spoke. The literature review examined issues of inter-ethnic conflict, post-war reconciliation, and the process of grieving and transition in order to define how these processes affect people involved in public schooling in Vukovar today. I have examined literature in intercultural sensitivity, intercultural conflict, reconciliation, cultural marginality, and identity formation. I compiled data through in-depth interviews with five specialists in the field of public educational system in Vukovar. They included a journalist and author, a teacher, administrators, and parents. I found the presence of slow but consistent increase in readiness for the process of rejoining schools in Vukovar. This convergence in attitudes of the majority and the minority groups regarding their public school education might be the best indicator that Vukovar is shifting from the position of grieving to a place more open to the new solutions and agreements. However, one should not forget that bringing students together is not a key to reconciliation. Even though it appears that parents and teachers have motivation and good incentives to accomplish the process of reuniting, the students themselves lack the understanding of the importance of the same. I hope that this study will provide insight into the state of affairs in Vukovar's educational system today and may provide insight into the ways of managing the larger issues of reintegration and reconciliation between the diverse cultural communities.

碩士
國立臺灣師範大學
華語文教學系
102
This is a case study of a class of Indonesian freshman Students, learning Chinese at Petra Christian University in Surabaya, Indonesia. Indonesian Chinese teachers often lack second language teaching knowledge and emphasize mostly on reading and writing, therefore students often can not speak fluent Chinese. Secondly, students mostly use modern Chinese textbooks, but Indonesian Chinese form of expression is used daily, causing them confusion when learning and speaking Chinese. Therefore, I believe Indonesian students learning Chinese need to supplement their learning with oral expression differences between modern Chinese and Indonesian Chinese. This research focused on the curriculum of a beginner Chinese speaking course, including: curriculum design, course content, teaching methods and testing and evaluation. Course design of thematic units was based on student needs analysis survey and was divided into eight themes, including: dormitory, campus, classroom, office, canteen, market, hospital and post office. Course content included oral expression differences of modern Chinese and Indonesian Chinese. Teaching method was based on situational language teaching. Testing and evaluation methods included oral exam at the beginning and the end of the semester, and exams were used to analyze students' pronunciation, grammar, vocabulary, and fluency problems. The results before and after one semester of learning showed that students' Chinese tone errors reduced from 126 to 65. The hardest to the easiest tone for them to learn was as follows: third tone, second tone, fourth tone, first tone and soft tone. The initial consonants errors were reduced from 45 to 14 and final consonants errors were reduced from 38 to 24. Fluency of pause errors were also reduced from 78 to 15 and grammatical mistakes reduced from 52 to 27. Results from midterm and final exams showed that students' vocabulary increased from 176 to 227. Word cards were used to increase students' vocabulary and improve pronunciation in the beginning of each class. 10 new words were introduced each week to the students, with a total of 130 new words.

Adopting both qualitative and quantitative approaches with a strong element of triangulation, the present research aimed to investigate the issues of reticence and anxiety in oral English classroom-learning and testing situations at the tertiary level in Mainland China.
Following the ground work phase, the main study, which was divided into two phases, got underway. In the first phase, a 124-item survey was distributed to approximately 570 first-year undergraduate non-English majors at three different proficiency levels at Tsinghua University; 547 valid questionnaires were processed. In the second phase, three English language classes (one from each different proficiency group) were selected for the case study which continued for the full term: the students were required to write reflective journals with one entry per week for six consecutive weeks, the teachers were asked to observe and keep a weekly record of the students' reticence and anxiety in classroom activities during the whole term, the three classes were observed and video-taped twice, 7 students from each group and their teachers were invited for semi-structured interviews, and the final oral English test given to the students was observed and video-taped.
The large-scale survey was analyzed using SPSS 11.00---descriptive statistics, reliability, correlation, factor analysis, t-test, and ANOVA to examine students' self-reported reticence and anxiety and their relationships with other variables such as students' self-rated English proficiency. The journals, interviews, and observations were subjected to a thematic content analysis to explore students' reticence and anxiety during oral English lessons and tests, and identify factors underlying reticence and anxiety in oral English classroom-learning and testing situations as well as corresponding coping strategies adopted by the participants.
The major findings were: (1) a considerable number of students self-reported and were observed to be reticent and nervous during oral English lessons and tests. The more proficient students tended to be less reticent and anxious, (2) the more reticent student tended to be more anxious during oral English lessons and tests, (3) reticence and anxiety negatively affected students' performance in oral English, (4) student reticence and anxiety varied from activity to activity in the classroom and changed during both the term and final oral English test, (5) multiple factors contributed to student reticence and anxiety during oral English lessons and tests, (6) the majority of the participants felt helpless about student reticence and anxiety. Most teachers and students were not aware of how to effectively cope with them, and (7) reticence and anxiety interacted with each other in both situations. Based on these findings, certain pedagogical implications were discussed to reduce students' reticence and anxiety in oral English classroom-learning and testing situations, thus enhancing the teaching and learning of oral English in Mainland China. In addition to contributing to the overall literature of research on reticence and anxiety in Chinese and FL learning contexts, the present research revealed some areas for future research.
Liu Meihua.
"July 2005."
Adviser: Jane Jackson.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0167.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (p. 336-360).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in English and Chinese.
School code: 1307.

Twenty male and twenty female fourth graders were randomly selected from a group of black English speakers, and another twenty male and twenty female fourth graders were randomly selected from a group of standard English speakers. Dialect groups were distinguished by use of the Baratz Sentence Repetition method (Baratz, 1969). Subjects were tested for sensitivity to phonological information by the use of the Conrad paradigm (Mark, Shankweiler, Liberman, & Fowler, 1977) and for levels of reading automaticity by use of the Corcoran paradigm (Drewnowski, 1978). Speakers of black English were found to display low sensitivity to phonological information and less automaticity at the word level and the level of connected discourse than speakers of standard English. No differences between the dialect groups was found in reading automaticity at the letter or letter group level. Analysis of covariance was used to control for differences between the dialect groups in reading proficiency. A significant proportion of the variance in reading proficiency was accounted for by automaticity at the level of connected discourse. No differences were found as a function of the ages or sexes of the subjects. The author concluded that black English dialect is associated with low sensitivity to phonological information with consequent low automaticity in word-level reading skills. He argued that there was good reason to reconsider the linguistic interference hypothesis in revised form
acase@tulane.edu

碩士
雲林科技大學
應用外語系碩士班
96
This study investigated students’ spoken errors and compensatory strategies in an English debate class in the Department of Applied Foreign Languages (DAFL) at a technological university in central Taiwan. In addition, this study also explored the relationships between the types of spoken errors and the types of compensatory strategies. The participants in the present study were 19 students who majored in English and one student who minored in English in the DAFL. Among the twenty students, only two of them were males, and the other eighteen students were all females. Two research methods were adopted in the study. Firstly, error analysis was used as the method to analyze the learners’ spoken errors. Secondly, classroom observations of participants’ debating processes were conducted to analyze the learners’ use of compensatory strategies. In addition, a questionnaire consisting of questions related to the types of compensatory strategies employed by the participants in their debating processes was issued to each individual. Furthermore, the Kolmogorov-Smirnov test, also known as the K-S test, was performed to investigate the relationships between the five types of spoken errors and the fourteen types of compensatory strategies. The major findings of this study were as follows. Firstly, the results showed that the five types of spoken errors (i.e., grammatical errors, phonological errors, lexical errors, syntactic errors, and semantic errors) were all found in these DAFL learners’ utterances. However, among these five types of spoken errors, the majority of errors were grammatical errors, which may indicate that the DAFL students in this study were still incompetent in applying the English grammatical rules and sentence patterns to form accurate sentences in oral production. Besides, the study results showed that the identifiable categories of spoken errors were also very similar to the results of written errors except for phonological errors. This suggests that students tend to commit the same types of errors no matter it is in oral or written forms. Secondly, the findings showed that the six strategies most frequently-used by these DAFL students in their debating processes included use of fillers, repairing/restructuring, nonlinguistic signals, clarification requests, confirmation checks, and asking for repetition. This shows that the DAFL students were not competent enough in English oral expressions: First, they used a large number of fillers to gain more time to construct the sentences in English. Second, they repaired many times in order to form correct English sentences. Third, they often employed nonverbal means to convey the messages when they did not know how to express their meanings in English. Fourth, they asked the interlocutors to repeat the questions again when they could not comprehend the messages. Lastly, in terms of the relationships between the types of spoken errors and the types of compensatory strategies, the findings indicated that the use of generalization, confirmation checks, and use of all-purpose words were slightly correlated with grammatical errors, but many other compensatory strategies were not found to show significance with the spoken errors. This finding further questions the claim that communication strategies are possible sources of errors, and suggests that further investigation is needed.

In 2003 the Ministry of Education, Culture, Sports, Science and Technology (MEXT) unveiled their new junior high school (JHS) English as a Foreign Language (EFL) policy, which focused strongly on oral communication. Although there is evidence of policy noncompliance in schools until now there has been no English language research on the attitudes or practices of Japanese teachers of English (JTEs), or the views of the students, and their parents in regards to teaching/learning English speaking skills. The research, based on JHSs in a mid-sized Japanese city (pop. 475,000 approx.), focused predominantly on JTEs, but also included students, and their parents. Focus group sessions, questionnaires, and one-on-one interviews were used to collect data. The study reveals that learning English speaking skills is considered important, but passing the senior high school (SHS) entrance examination is the main concern and so, test impact from the SHS entrance examination exerts the greatest pressure on JHS JTEs. The JTEs also perceive themselves as facing other issues such as student motivation, JTE speaking proficiency, and large class sizes. Another finding is that JTEs appear to receive inadequate training– pre- and inservice– resulting in issues, such as a reliance on traditional methods (yakudoku), which are not in accordance with MEXT’s intentions, and JTE proficiency test achievement levels lower than those desired by MEXT. As a result of these issues gaps exist between MEXT JHS EFL policies and actual teaching practices, and have unfortunately led to a situation where JTEs believe that MEXT does not care about or understand the teaching environment. The study concludes that implementation of MEXT’s policy require a better match between the SHS entrance examination and JHS EFL policy, a decrease in class sizes, and JTEs receiving more adequate training. A more positive relationship between MEXT and JTEs would result from these two groups working collaboratively when designing JHS EFL policies and could better achieve a match between the SHS entrance examination and JHS EFL policy.

Law, She Kay Lourdes.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (leaves 181-188).
Abstracts in English and Chinese.
ABSTRACT (ENGLISH) --- p.i
ABSTRACT (CHINESE) --- p.iii
TABLE OF CONTENT --- p.v
LIST OF TABLES --- p.xvii
Chapter CHAPTER 1 --- INTRODUCTION --- p.1
Language Use in Hong Kong --- p.1
The Handover and Language Use in Hong Kong --- p.1
The Significance of Cantonese in Hong Kong --- p.2
The Significance of English in Hong Kong --- p.3
The Significance of Putonghua in Hong Kong --- p.4
Social Identities and Languages in Hong Kong --- p.7
"Attitudes, Motivation and Orientation: Three Important Ideas to be Discussed in this study" --- p.9
Purpose of this Study --- p.10
Significance of this Study --- p.11
Research Questions --- p.11
Organization of this Study --- p.12
Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14
Introduction --- p.14
Various Motivational Orientations: Attitudes and Motivation Research --- p.14
Socio-psychological Approach to Motivational Orientations --- p.15
Socio-educational Model --- p.17
Integrative and Instrumental Orientations of Motivation --- p.18
Integrative Orientation of Motivation --- p.18
Instrumental Orientation of Motivation --- p.18
Different Views towards Integrative and Instrumental Notions in Explaining Learners' Motivation --- p.19
Related Integrative and Instrumental Orientations of Motivation Studies --- p.23
"Additional Motivational Orientations: Friendship, Travel related, Knowledge, and the Media Factor" --- p.27
Cognitive-situated Approach to Motivational Orientations --- p.30
Self-determination Theory´ؤIntrinsic and Extrinsic Orientations --- p.30
Intrinsic Orientation of Motivation --- p.31
Extrinsic Orientation of Motivation --- p.32
Amotivation --- p.33
Influence of Teachers on Intrinsic and Extrinsic Orientations of Motivation --- p.34
Applying Intrinsic and Extrinsic Orientation of Motivation to HK Context --- p.34
Attribution Theory --- p.35
Influences on Learners' Reactions to Learning --- p.36
Three Main Dimensions of Attributes --- p.39
"Identity, Language Learners, and Investment of Language Learning" --- p.41
Identity and Language Learners --- p.41
Attitudes of Language Learners and Investment of Language Learning --- p.43
The Notion of Investment and the Notion of Instrumental Motivation --- p.45
Code-switching and Code-mixing --- p.46
Definition: Code-switching and Code-mixing --- p.46
Attitudes towards Languages for Code-switching and Code-mixing in Hong Kong --- p.47
Summary --- p.51
Chapter CHAPTER 3 --- METHODOLOGY --- p.52
Introduction --- p.52
Research Design --- p.52
Research Questions --- p.52
Types of Collected Data --- p.53
Quantitative Approach Adopted in the Present Research --- p.54
Qualitative Approach Adopted in the Present Research --- p.54
Two Stages of Data Collection --- p.54
Participants of the Research --- p.55
Selection Criteria --- p.55
Questionnaire Respondents --- p.56
Stage One: June to July 2006 --- p.56
Stage Two: September to October 2006 --- p.56
Questionnaire Collected in the Two Stages of Data Collection --- p.56
Interviewees --- p.57
Stage One: June to July 2006 --- p.57
Stage Two: September to October 2006 --- p.58
Instrumentation --- p.58
Questionnaires --- p.58
Reasons for Using Questionnaires --- p.58
Design of the Questionnaires --- p.59
Questionnaire Investigating Participants' Attitudes towards English --- p.60
Questionnaire Investigating Participants' Attitudes towards Putonghua --- p.61
Questionnaire Investigating Participants' Attitudes towards Cantonese --- p.62
Interview --- p.62
Reason for the Using Semi-structured Interview --- p.63
Design of Interview Questions --- p.63
Data Collection and Processing --- p.64
Questionnaire --- p.64
Stage One: June to July 2006 --- p.65
Stage Two: September to October 2006 --- p.65
Interviews --- p.66
Stage One: June to July 2006 --- p.66
Stage Two: September to October 2006 --- p.66
Data Analysis --- p.67
Questionnaire --- p.67
Interviews --- p.67
Triangulation of Data --- p.68
Validity and Reliability --- p.68
Internal Validity --- p.68
English Proficiency Level --- p.68
Participant Attrition --- p.69
Location of Data Collection --- p.70
Instructions for the Participants --- p.70
External Validity --- p.71
Reliability --- p.72
Ethics --- p.72
Limitations --- p.73
Summary --- p.74
Chapter CHAPTER FOUR --- RESULTS AND FINDINGS --- p.75
Introduction --- p.75
"Participants' Attitudes towards English, Putonghua, and Cantonese: Integrative, Instrumental, and Travel Orientation" --- p.75
English --- p.76
Putonghua --- p.76
Cantonese --- p.77
Participants' Attitudes towards English --- p.77
Attitudes towards Integrative Orientation --- p.78
Questionnaire --- p.78
Interviews --- p.79
Attitudes towards Instrumental Orientation --- p.81
Questionnaire --- p.81
Interviews --- p.83
Attitudes towards Travel Orientation --- p.85
Questionnaire --- p.85
Interviews --- p.86
Attitudes towards Friendship Orientation --- p.87
Attitudes towards the Media in English --- p.89
Attitudes towards Intrinsic Orientation --- p.91
Attitudes towards Extrinsic Orientation --- p.92
Influence of Teaching Activities and Style on English Learning --- p.93
Previous Successes and/or Failures that Contribute to English Learning --- p.94
Summary --- p.95
Participants' Attitudes towards Putonghua --- p.95
Attitudes towards Integrative Orientation --- p.95
Questionnaire --- p.95
Interviews --- p.97
Attitudes towards Instrumental Orientation --- p.98
Questionnaire --- p.98
Interviews --- p.100
Attitudes towards Travel Orientation --- p.101
Questionnaire --- p.101
Interviews --- p.102
Attitudes towards Friendship Orientation --- p.103
Attitudes towards the Media in Putonghua --- p.105
Previous Successes and/or Failures that Contribute to Putonghua Learning --- p.107
Relationship between Putonghua and One's Identity --- p.108
Attitudes towards Putonghua and Code-switching/mixing --- p.109
Summary --- p.110
Participants' Attitudes towards Cantonese --- p.111
Attitudes towards Integrative Orientation --- p.111
Questionnaire --- p.111
Interviews --- p.113
Attitudes towards Instrumental Orientation --- p.115
Questionnaire --- p.115
Interviews --- p.117
Attitudes towards Travel Orientation --- p.120
Questionnaire --- p.120
Interviews --- p.121
Previous Successes and/or Failures that Contribute to Chinese Learning --- p.123
Relationship Between Cantonese and One's Identity --- p.124
Attitudes towards Cantonese and Code- mixing --- p.124
Summary --- p.128
Summary of the Chapter --- p.129
Chapter CHAPTER FIVE --- DISCUSSION OF FINDINGS --- p.130
Cultures and Languages --- p.130
The Love of Culture towards English --- p.130
The Lack of Passion in Cultures towards Putonghua --- p.136
Living in the Cantonese Culture in Hong Kong --- p.140
Language as an Instrument --- p.142
English: A Traditional Requirement for Walking on the Path of Success --- p.142
Putonghua and English: A New Combination of Device to the Path of Success --- p.146
Languages and their Usage in Different Geographical Locations --- p.148
English: A Language of Universality --- p.149
Putonghua: A Language of Regional Use --- p.151
Cantonese: An International Language in the Cantonese World --- p.153
Challenges in Language Learning --- p.155
Challenges as a Stimulator in Language Learning --- p.155
Challenges as an Obstacle in Language Learning --- p.156
Failures in Previous Language Learning --- p.156
Teaching Activities and Styles --- p.158
"Identity, Language Learning and Language Choice" --- p.159
Identity and Language Learning --- p.160
Chinese Identity and Language Learning --- p.160
Hong Kong Chinese Identity and Language Learning --- p.161
Identity as a University Student and Language Learning --- p.162
Identity and Language Choice --- p.163
Mainland Chinese Identity and Code-switching/mixing --- p.163
Hong Kong Identity and Code-switching/mixing --- p.164
Summary --- p.166
Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS --- p.167
Introduction --- p.167
Answers to the Research Questions --- p.167
Research Question One --- p.167
English --- p.167
Putonghua --- p.167
Cantonese --- p.168
Research Question Two --- p.168
English --- p.169
Putonghua --- p.169
Cantonese --- p.169
Research Question Three --- p.170
Integrative Orientation --- p.170
Instrumental Orientation --- p.171
Travel Orientation --- p.171
Friendship Orientation --- p.172
Intrinsic and Extrinsic Orientation --- p.173
Attribution Theory´ؤPrevious Successes and/or Failures in Language Learning --- p.173
Identity and Language Learning --- p.173
Identity and Language Choice --- p.174
Implications for Business majors and their Instructors in University --- p.175
To Business majors in Universities --- p.175
To Instructors Teaching Business majors English and Putonghua in Universities --- p.175
"Implications for Language Change, Social Identity, and Language Planning" --- p.176
Language Change --- p.176
Social Identities --- p.176
Language Planning --- p.177
Limitations --- p.178
Further Studies --- p.179
REFERENCES --- p.181
APPENDICES --- p.189
Appendix A Profiles of the Interviewees (Summer 2006) --- p.189
Appendix B Profiles of the Interviewees (Fall 2006) --- p.190
"Appendix C Clement, Dornyei, & Noels' (1994) Motivation Questionnaire" --- p.191
"Appendix D Clement, Dornyei, & Noels' (1994) Motivation Questionnaire with Scale Labels" --- p.192
Appendix E Questionnaire (English) --- p.193
Appendix F Questionnaire (Putonghua) --- p.197
Appendix G Questionnaire (Cantonese) --- p.201
Appendix H Interview Questions --- p.205
Appendix I Consent Form --- p.207