接收能力和表達能力是人們生存的基本能力，聽說能力訓練是社會發展的需要，也是語文教學的重要部分。中學階段的中國語文科學習，正是訓練接收訊息、表情達意的最佳時機，其分項表列教學目標更突出了聆聽和說話能力訓練的地位，可見聽說教學應該愈受重視，事實上，推行卻未見積極。 在教學目標方面，教師從課程綱要中得到了指引，然而在選取教材、設計形式、還是組織活動，也開展不易，「教甚麼」和「怎樣教」往往令教師費煞思量。坊間出版的教材以讀寫為主，忽略聽說範疇；現成的教材不易引起學生的學習動機，加上單以課堂提問、聽答練習為主線的教學模式，也不易引起學生的學習的興趣。選取教材，運用教法遇上難題，說教學自然未能有系統、有計劃地進行，課堂安排依舊的偏重於讀寫課，忽略了聽說這兩種語文能力的培養。 本文探討教師在推行聽說教學時遇上的難題，並為聽說教學擬定方向，建議教法，以期積極推動聽說這兩種基本語文能力的培養。

Understanding the value of monocultural acculturation orientation to the host culture (assimilation) and bicultural acculturation orientation (integration) for language learning is critical in guiding educational policy and practices for immigrant students. This study aimed to enhance our understanding on the relationship between acculturation orientation and second language (L2) learning. It generated two conceptual models to describe how cultural identification affects language learning as hypothesized in different theories on identity and L2 learning and tested these two hypothesized models in the immigration context of Hong Kong. A survey was conducted among a group of senior high school South Asian minority students on their learning of the language of the host culture, Chinese, to provide the basis for comparison. It was found that the students mainly adopted the bicultural/integration orientation and that bicultural orientation was the optimal acculturation orientation for learning Chinese. Bicultural orientation influenced the participants' Chinese language learning outcome through impacting psychosocial well-being and engagement with the target language and community. The findings suggest that we need to take both linguistic and psychosocial adjustment factors into consideration when conceptualizing the role of identity in L2 learning. Furthermore, this study cautions us against a context-independent stance toward the utility of assimilation for language learning.
[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13670050.2014.887054]

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e., spelling), and written composition were administered to Chinese fourth graders (N = 259). Hierarchical multiple regression results showed that only spelling and syntactic skills contributed significant unique variance to written composition. The relevance of the differences between the spoken Cantonese dialect and Modern Standard Written Chinese to these findings concerning the development of children's written composition is explored.
[Copyright of Discourse Processes: a multidisciplinary journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0163853X.2013.841070]