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Publications by LC Scholars

Books

帝女花 讀本 (2020)

《帝女花》讀本 (2020)

Co-authored by: Dr Cheung Kwan-hin, Prof Chan Sauyan
Publisher: The Commercial Press

Co-authored by Dr Cheung Kwan-hin, Associate Division Head of LC with another renowned scholar, this book introduce the text of the Floral Princess by using the mud prints for the premiere in 1957 as a basis, while making appropriate references to the scripts used for numerous later performances. Extensive notes, for theatrical terms and for the libretto, are added to help readers at large to appreciate this ultimate masterpiece in Canto-opera.
亂世的笑聲:二十世紀四十年代上海喜劇文學研究 (2019)

亂世的笑聲:二十世紀四十年代上海喜劇文學研究 (2019)

Authored by: Dr Jian Zhang
Publisher: The Commercial Press

Authored by Dr Jane Zhang, Lecturer, this book focuses on the comical literature in 1940s Shanghai and inquiries into the complicated structure of feelings in historical trauma. It investigates how different communities and groups of writers in occupied Shanghai employed various laughter inducing strategies, and articulated their own comic visions as responses to the reality of war.
Teaching Shakespeare to ESL Students: The Study of Language Arts in Four Major Plays (2016) 

Teaching Shakespeare to ESL Students: The Study of Language Arts in Four Major Plays (2016) 

Co-authored by: Dr Miriam Lau, Dr Anna Tso
Publisher: ‎Springer

This book introduces the plots, characters, and language arts employed by Shakespeare’s major plays.  It includes 40 innovative lesson plans with worksheets, games and student-oriented activities that help ESL learners achieve higher levels of English proficiency and cultural sensitivity. 

Journal Papers

Selected Papers in International Journals

Year of Publication Academic Staff Journal Paper
2021

Dr Nancy Guo

Yao, Y., Guo, S. N., Wang, W., & Yu, J. (2021). Measuring Chinese junior high school students’ language mindsets: What can we learn from young EFL learners’ beliefs in their language ability? System, 101.
Dr Angela Tam Tam, A.C.F (2021). Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism., Vol.24, No.7, pp.990-1010.
Dr Angela Tam Tam, A.C.F (2021). Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback. Assessment and Evaluation in Higher Education, Vol.46, No.2, pp.269-285.
2020 Dr Nancy Guo Yao, Y., Guo, N. S., Li, C., & McCampbell, D. (2020). How university EFL writers’ beliefs in writing ability impact their perceptions of peer assessment: perspectives from implicit theories of intelligence. Assessment & Evaluation in Higher Education, 1-17.
2019 Dr Eric Cheung Lee, J., Cheung, E., Saberi, D., & Webster, J. (2019). Expanding students’ registerial repertoire with a writing assistance tool. Journal of English for Academic Purposes, 42.
Forey, G., & Cheung, E. (2019). The benefits of explicit teaching of language for curriculum learning in the physical education classroom. English for Specific Purposes, 54, 91-109.
2018 Dr Angela Tam Tam, A. C. F. (2018). Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism, 1-21.
Tam, A. C. F. (2018). Conceptualizing Distributed Leadership: Diverse Voices of Positional Leaders in Early Childhood Education. Leadership and Policy in Schools, 1-18.
Dr Jennifer Yao Yao, J. (2018). NP interpretation and disposal variations among the Mandarin, Cantonese, and Shaoxing dialects. Language and Linguistics, 19(2), 306-332. 
2016 Dr Hong Ying 林文芳、洪英(2016)。〈福清方言的鬆緊元音〉。《方言》,2016年第3期,頁316-322。