The Hong Kong Reader
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The Hong Kong Reader
This paperback reader provides the student and general reader with easy access to the major issues of the Hong Kong transition crisis. Contributors include both editors, as well as Frank Ching, Berry F. Hsu, Reginald Yin-wang Kwok, Peter Kwong, Julian Y.M. Leung, Ronald Skeldon, Alvin Y. So, Yun-wing Sung, and James T.H. Tang - the majority of whom live and work in Hong Kong and experience the transition firsthand, personally and professionally.
The Horror Reader
Horror has been one of the most spectacular and controversial genres in both cinema and fiction - its wild excesses relished by some, vilified by many others. Often defiantly marginal, it nevertheless inhabits the very fabric of everyday life, providing us with ways of imagining and classifying our world; what is evil and what is good; what is monstrous and what is 'normal'; what can be seen and what should remain hidden. The Horror Reader brings together 29 key articles to examine the enduring resonance of horror across culture. Spanning the history of horror in literature and film and discussing texts from Britain, the United States, Europe, the Caribbean and Hong Kong, it explores a diversity of horror forms from classic gothic literature like Frankenstein and Dr Jekyll and Mr Hyde, to contemporary serial killers, horror film fanzines and low-budget movies such as The Leech Woman and The Texas Chainsaw Massacre. Themes addressed include: * the fantastic * horror and psychoanalysis * monstrosities * different Frankensteins * vampires * queer horror * American gothic * splatter and slasher films * race and ethnicity * lowbrow and low-budget horror * new regional horror. The Reader opens with an introduction to 'the field of horror' by Ken Gelder, and each thematic section includes an introductory preface. There is also a comprehensive bibliography of horror literature.
Teaching English Reading in the Chinese-Speaking World
This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.