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Postgraduate Thesis: From product to process
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TitleFrom product to process
 
AuthorsLam, Yuen-mai.
林婉薇.
 
Issue Date2011
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
AbstractIntegrated language skills have been examined in Paper Five of HKCEE Chinese Language since 2007, in the hope of developing students’ integrated language skills regarding reading, writing and listening. This study discerns the criteria which highlight skills examinees should master in Paper Five and uses this summative assessment as an entry point to explore the performance of students of diverse abilities in Chinese integrated skills and processes of completing Paper Five. Qualitative research design is introduced in this study. Document analysis, text analysis by using Systemic-Functional Linguistics (SFL), think aloud protocol and interview were included. First of all, documentations of integrated language skills examined in Hong Kong and overseas are studied to explore the performances examinee are required. In addition, semi-structured interviews were conducted to gather opinions from curriculum stakeholders including experienced teachers heavily involved in public examination and curriculum development. To analyze the features of products, 60 examinee’ scripts of 2007 Public examination marked from level 1 to level 5* were collected and fall into three categories, namely high (level 5 and 5*), medium (level 3 and 4) and low (level 1 and 2). To further explore the process of composing written task with diversified level, six F.5 students of different levels of language competency (i.e. high, medium and low) were invited to think aloud while completing Paper Five individually under video-taping. Afterwards, they participated in one-to-one, semi-structured interviews about their experiences of the method. These interviews were recorded, transcribed and analyzed qualitatively. The written works of the students of different levels of performance (i.e. high, medium, low) were analyzed for triangulation. The study revealed that high level scripts could echo the context of situation as well as the context of culture of the task by choosing appropriate expressions, genre and information. Some of them even show their unique thoughts on making suggestions. However, lower level scripts fails to make coherence among the content, format and the context of the writing task. According to the findings of think aloud protocol and interviews, students with high level products could make awareness on field, tenor and mode of writing task during assessing, planning and writing while others manage to handle some of them. To conclude, language is the vehicle of thoughts and feeling. Students are expected to master integrated language skills including reading, listening and writing in order to satisfy learning, living and future working needs. However, students are different. By analyzing the features of the products and the processes of completing Paper five, it gives information to teachers and the curriculum leaders on the features of students’ products and the way they could assist students to improve their performance. 為了配合課程改革,自 2007 年開始香港中學會考中國語文科公開考試在 讀、寫、聽、說四卷之外,加入綜合語文能力考核的試卷五,稱為「綜合能力考 核卷」(下簡稱卷五)。本研究先從理念的層面先探究綜合語文能力涵義,然後從 總結性評估及完成卷五的過程兩個層面搜集實證,以了解學生在完成卷五的過 程。 本研究屬於質性研究。首先,本研究通過文獻回顧了本地及外地第一語言教 學課程文件、評估文件,分析卷五所評核的綜合語文能力。除此以外,本研究更 訪問參與課程及卷五考評工作多年的的持分者,包括卷五助理試卷主席、課程議 會成員、資深語文工作者,以印證課程及評估指引中對綜合語文能力的評估要 求。此外,為了解不同能力學生在卷五的表現特點,本研究向考試及評核局申請 索取不同能力水平考生的答卷,共60 卷,借助系統語言功能學的理論分析,闡 釋不同能力學生在卷五寫作成果所反映的表現特徵。為進一步探索學生完成卷五 的過程,本研究邀請六位中五學生(兩位來自學生能力較高的第一組別學校;兩 位來自學生能力較低的第三組別學校),在鏡頭面前以大聲想完成卷五測試卷。 最後,借助系統語言功能語言學文本分析、訪談等研究方法,深入了解不同綜合 語文能力的考生在卷五的表現特點。通過大聲想觀察不同能力學生完成卷五過程 的表現特徵。 本研究發現表現較佳的作品往往能緊扣寫作任務的情景語境、以至文化語境 的要求,而表較稍遜的作品每每執一廢百。從大聲想及訪問發現,表現較佳的學 生往往能運用策略廓清寫作任務的情景語境、寫作要求,並依此制定寫作計劃; 選取資料、拓展文意、提出見解等都是依據語境。至於表現稍遜的當然在辨識寫 作任務、制定計劃及執行計劃時往往顧此失彼。 總結而言,語言是思維及情感的載體。學生須要駕馭讀、寫、聽等綜合語文 能力,以應付日後學習及工作需要。然而,學生的表現千差萬別。本研究通過多 種研究方法,剖析不同表現的卷五作品特點以及不同作品表現學生的完卷過程, 旨在剖析學生表現特徵,為教育工作者提供豐富的參考資料,協助學生尋求提升 綜合語文能力的方向。
 
DegreeDoctor of Education
 
SubjectChinese language - Composition and exercises - Study and teaching (Secondary) - China - Hong Kong.
 
Dept/ProgramEducation
 
DC FieldValue
dc.contributor.authorLam, Yuen-mai.
 
dc.contributor.author林婉薇.
 
dc.date.hkucongregation2012
 
dc.date.issued2011
 
dc.description.abstractIntegrated language skills have been examined in Paper Five of HKCEE Chinese Language since 2007, in the hope of developing students’ integrated language skills regarding reading, writing and listening. This study discerns the criteria which highlight skills examinees should master in Paper Five and uses this summative assessment as an entry point to explore the performance of students of diverse abilities in Chinese integrated skills and processes of completing Paper Five. Qualitative research design is introduced in this study. Document analysis, text analysis by using Systemic-Functional Linguistics (SFL), think aloud protocol and interview were included. First of all, documentations of integrated language skills examined in Hong Kong and overseas are studied to explore the performances examinee are required. In addition, semi-structured interviews were conducted to gather opinions from curriculum stakeholders including experienced teachers heavily involved in public examination and curriculum development. To analyze the features of products, 60 examinee’ scripts of 2007 Public examination marked from level 1 to level 5* were collected and fall into three categories, namely high (level 5 and 5*), medium (level 3 and 4) and low (level 1 and 2). To further explore the process of composing written task with diversified level, six F.5 students of different levels of language competency (i.e. high, medium and low) were invited to think aloud while completing Paper Five individually under video-taping. Afterwards, they participated in one-to-one, semi-structured interviews about their experiences of the method. These interviews were recorded, transcribed and analyzed qualitatively. The written works of the students of different levels of performance (i.e. high, medium, low) were analyzed for triangulation. The study revealed that high level scripts could echo the context of situation as well as the context of culture of the task by choosing appropriate expressions, genre and information. Some of them even show their unique thoughts on making suggestions. However, lower level scripts fails to make coherence among the content, format and the context of the writing task. According to the findings of think aloud protocol and interviews, students with high level products could make awareness on field, tenor and mode of writing task during assessing, planning and writing while others manage to handle some of them. To conclude, language is the vehicle of thoughts and feeling. Students are expected to master integrated language skills including reading, listening and writing in order to satisfy learning, living and future working needs. However, students are different. By analyzing the features of the products and the processes of completing Paper five, it gives information to teachers and the curriculum leaders on the features of students’ products and the way they could assist students to improve their performance. 為了配合課程改革,自 2007 年開始香港中學會考中國語文科公開考試在 讀、寫、聽、說四卷之外,加入綜合語文能力考核的試卷五,稱為「綜合能力考 核卷」(下簡稱卷五)。本研究先從理念的層面先探究綜合語文能力涵義,然後從 總結性評估及完成卷五的過程兩個層面搜集實證,以了解學生在完成卷五的過 程。 本研究屬於質性研究。首先,本研究通過文獻回顧了本地及外地第一語言教 學課程文件、評估文件,分析卷五所評核的綜合語文能力。除此以外,本研究更 訪問參與課程及卷五考評工作多年的的持分者,包括卷五助理試卷主席、課程議 會成員、資深語文工作者,以印證課程及評估指引中對綜合語文能力的評估要 求。此外,為了解不同能力學生在卷五的表現特點,本研究向考試及評核局申請 索取不同能力水平考生的答卷,共60 卷,借助系統語言功能學的理論分析,闡 釋不同能力學生在卷五寫作成果所反映的表現特徵。為進一步探索學生完成卷五 的過程,本研究邀請六位中五學生(兩位來自學生能力較高的第一組別學校;兩 位來自學生能力較低的第三組別學校),在鏡頭面前以大聲想完成卷五測試卷。 最後,借助系統語言功能語言學文本分析、訪談等研究方法,深入了解不同綜合 語文能力的考生在卷五的表現特點。通過大聲想觀察不同能力學生完成卷五過程 的表現特徵。 本研究發現表現較佳的作品往往能緊扣寫作任務的情景語境、以至文化語境 的要求,而表較稍遜的作品每每執一廢百。從大聲想及訪問發現,表現較佳的學 生往往能運用策略廓清寫作任務的情景語境、寫作要求,並依此制定寫作計劃; 選取資料、拓展文意、提出見解等都是依據語境。至於表現稍遜的當然在辨識寫 作任務、制定計劃及執行計劃時往往顧此失彼。 總結而言,語言是思維及情感的載體。學生須要駕馭讀、寫、聽等綜合語文 能力,以應付日後學習及工作需要。然而,學生的表現千差萬別。本研究通過多 種研究方法,剖析不同表現的卷五作品特點以及不同作品表現學生的完卷過程, 旨在剖析學生表現特徵,為教育工作者提供豐富的參考資料,協助學生尋求提升 綜合語文能力的方向。
 
dc.description.naturepublished_or_final_version
 
dc.description.thesisdisciplineEducation
 
dc.description.thesisleveldoctoral
 
dc.description.thesisnameDoctor of Education
 
dc.identifier.hkulb4746987
 
dc.languagechi
 
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
dc.relation.ispartofHKU Theses Online (HKUTO)
 
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.source.urihttp://hub.hku.hk/bib/B47469870
 
dc.subject.lcshChinese language - Composition and exercises - Study and teaching (Secondary) - China - Hong Kong.
 
dc.titleFrom product to process
 
dc.typePG_Thesis
 
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<item><contributor.author>Lam, Yuen-mai.</contributor.author>
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<date.issued>2011</date.issued>
<description.abstract>&#65279;Integrated language skills have been examined in Paper Five of HKCEE Chinese

Language since 2007, in the hope of developing students&#8217; integrated language skills

regarding reading, writing and listening. This study discerns the criteria which

highlight skills examinees should master in Paper Five and uses this summative

assessment as an entry point to explore the performance of students of diverse

abilities in Chinese integrated skills and processes of completing Paper Five.



Qualitative research design is introduced in this study. Document analysis, text

analysis by using Systemic-Functional Linguistics (SFL), think aloud protocol and

interview were included. First of all, documentations of integrated language skills

examined in Hong Kong and overseas are studied to explore the performances

examinee are required. In addition, semi-structured interviews were conducted to

gather opinions from curriculum stakeholders including experienced teachers heavily

involved in public examination and curriculum development. To analyze the features

of products, 60 examinee&#8217; scripts of 2007 Public examination marked from level 1 to

level 5* were collected and fall into three categories, namely high (level 5 and 5*),

medium (level 3 and 4) and low (level 1 and 2). To further explore the process of

composing written task with diversified level, six F.5 students of different levels of

language competency (i.e. high, medium and low) were invited to think aloud while

completing Paper Five individually under video-taping. Afterwards, they participated

in one-to-one, semi-structured interviews about their experiences of the method.

These interviews were recorded, transcribed and analyzed qualitatively. The written

works of the students of different levels of performance (i.e. high, medium, low) were

analyzed for triangulation.



The study revealed that high level scripts could echo the context of situation as

well as the context of culture of the task by choosing appropriate expressions, genre

and information. Some of them even show their unique thoughts on making

suggestions. However, lower level scripts fails to make coherence among the content,

format and the context of the writing task. According to the findings of think aloud

protocol and interviews, students with high level products could make awareness on

field, tenor and mode of writing task during assessing, planning and writing while

others manage to handle some of them.



To conclude, language is the vehicle of thoughts and feeling. Students are

expected to master integrated language skills including reading, listening and writing

in order to satisfy learning, living and future working needs. However, students are

different. By analyzing the features of the products and the processes of completing

Paper five, it gives information to teachers and the curriculum leaders on the features

of students&#8217; products and the way they could assist students to improve their

performance.



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&#32156;&#21512;&#35486;&#25991;&#33021;&#21147;&#30340;&#26041;&#21521;&#12290;</description.abstract>
<language>chi</language>
<publisher>The University of Hong Kong (Pokfulam, Hong Kong)</publisher>
<relation.ispartof>HKU Theses Online (HKUTO)</relation.ispartof>
<rights>The author retains all proprietary rights, (such as patent rights) and the right to use in future works.</rights>
<rights>Creative Commons: Attribution 3.0 Hong Kong License</rights>
<source.uri>http://hub.hku.hk/bib/B47469870</source.uri>
<subject.lcsh>Chinese language - Composition and exercises - Study and teaching (Secondary) - China - Hong Kong.</subject.lcsh>
<title>From product to process</title>
<type>PG_Thesis</type>
<identifier.hkul>b4746987</identifier.hkul>
<description.thesisname>Doctor of Education</description.thesisname>
<description.thesislevel>doctoral</description.thesislevel>
<description.thesisdiscipline>Education</description.thesisdiscipline>
<description.nature>published_or_final_version</description.nature>
<date.hkucongregation>2012</date.hkucongregation>
<bitstream.url>http://hub.hku.hk/bitstream/10722/174400/1/FullText.pdf</bitstream.url>
</item>