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Thematische Bibliographien / English language Study and teaching (Primary) Indonesia / Dissertationen

Dissertationen zum Thema „English language Study and teaching (Primary) Indonesia“

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Autor: Grafiati

Veröffentlicht am 4. Juni 2021

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1

Chan, Wai Tsz Ethel. „A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation“. HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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2

Chan, Pik-shan Esther, und 陳碧珊. „Assessing the suitability of English language teaching materials at primary level: a comparative evaluation oftextbooks for the Hong Kong (1981) primary English syllabus“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128213.

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3

Emilia, Emi. „A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia“. Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/2886.

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This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.

4

Kennedy, Elizabeth Anne. „The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.

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While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979). This study investigated the effects of deliberate pairing on NSs and those NNSs who had low English language proficiency (L) in one multicultural preschool where NNSs outnumbered NSs by 3:1. Four NS subjects were videotaped, employing a multiple baseline design, as they interacted with their peers during a math game activity time. The effects of the treatment on four interactional measures were analysed using Ruvusky's statistic. Results, as predicted, indicated significant differences for three of the four measures. When deliberately paired, both NSs and NNSs(L) took more turns, and NSs uttered significantly more directives to their NNS(L) peers than they did during the freeplay situation. -Deliberate pairing of NSs and NNSs(L) has been shown to be a successful technique for exposing NNSs(L) to increased levels of target language input in this multicultural preschool. Implications for teachers are outlined and the role of NSs in multicultural classrooms is discussed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

5

Lo, Pik-yee, und 盧碧儀. „Formative assessment in English language education in local primary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37365654.

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6

Li, Sau-fun Ocean, und 李秀芬. „The implementation of ICT in teaching English in a primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.

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7

Do, Juhyun. „EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.

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8

Woo, Matsuko. „Collaborative writing with Wikis in upper primary English language classrooms“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179263.

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Many studies have been conducted on the application of Web 2.0 technologies (e.g., wikis) in educational environments. These studies have dealt with topics such as exploring the potential of their use, what effect they might have on student learning, and how effectively they can be used with appropriate instructional practice. However, whether these findings conducted on the tertiary and high school levels are applicable to young learners of English as the second language (L2) in primary levels have yet to been examined. This study investigated how wiki’s key affordances might help in scaffolding students during collaborative writing projects among primary five and six students (n=119) in a Chinese primary school in Hong Kong, where English is taught as the L2. Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Data was collected and analyzed from both non-wiki collaborative writing prior to a wiki intervention and the other from wiki supported collaborative writing after the intervention. Employing a mixed methods design, both quantitative and qualitative data were analyzed from student and teacher interviews, student and teacher questionnaires, and from activities recorded in the wiki system, including posted edits and comments and students’ group writings. To understand human activity in a complex classroom environment, activity theory was used as an analytical lens to help examine and compare the learning processes and their outcomes in the two different collaborative writing environments. The study found that the use of a wiki in three upper primary classes was perceived positively, with the wiki's technology affordances matching positively with the required tasks of collaborative writing. The key affordances from wiki collaborative writing supported and enhanced the learning tasks required of the nonwiki collaborative writing. These affordances, available in wiki collaborative writing, also helped overcome some of the constraints and limitations observed in non-wiki collaborative writing and helped to enhance writing and social skills necessary for collaborative writing tasks. When some of the key affordances -- temporal and access control applications which provided an online platform for peer comments and history pages to track student’s editing processes -- were combined together, they can become a powerful tool for peer feedback and peer editing leading to meaningful revision processes. The tracking functionality of the wiki gave in-depth information about the types of edits the students were making, mainly content meaning versus surface level, and it may have helped improve student group writing. Examining the two collaborative writing environments within the framework of activity theory revealed the dynamic changes and development of the activity system through tension and contradiction among the components of the activity structure. The tension and contradiction among the tools, the community of learners and the objective of their tasks – tension and contradiction which was caused by the need to implement group writing within the given curriculum time -- seemed to have decreased after the introduction of the wiki technology. Findings may shed light on how wikis can help provide necessary support for students’ collaborative writing and how peer-feedback can influence this process. It may help provide practical recommendations for primary school English language teachers and help researchers and educators understand the potential that Web 2.0, specifically wikis, can bring to scaffold primary-school L2 writers in collaborative learning.
published_or_final_version
Education
Doctoral
Doctor of Education

9

王佩雯 und Pui-man Jennie Wong. „Learning English as a second language: the strategies of primary six students in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958321.

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10

Su, Tzu-Chen. „Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

11

Liang, Xiaohua, und 梁小华. „Investigating how activities mediate student peer talk in an English immersion context in the mainland of China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.

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12

Tsung, Lai Fun Maggie. „Teaching writing in a primary school using the process approach : a case study“. HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.

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13

Tsai, Tzu-Ru. „Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.

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The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.

14

Ho, Chun-yue. „A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readers“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43240884.

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15

Nomlomo, Vuyokazi Sylvia. „Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.

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This thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.

16

Wong, Ka-yuen. „Innovative teaching practice to address the needs of students from Mainland China a case study of primary one /“. Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040367.

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17

Wan, Shuk Wun Beatrice. „Analysis of speaking tasks in a Hong Kong primary school textbook“. HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/567.

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18

Chow, Mayling. „The acquisition of a written language by E.S.L. children during the kindergarten and grade one years“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29497.

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This research investigates the development of writing in children who are learning English as a second language (ESL). Its underlying hypotheses are that: 1) ESL children will learn to write independently when placed in a social and psychological setting that facilitates language learning; and 2) they will use the same strategies and follow the same general patterns of development as those reported for English-speaking children. Current research on emergent literacy provided the theoretical framework for this study. This investigation followed eleven ESL children from the beginning of Kindergarten to the end of Grade One. The children's writing samples were collected daily and were analyzed and classified within Gentry's (1982) stages of writing development. The data were examined for implied strategies, knowledge and understandings. Observational notes on the children when writing revealed characteristics and behaviours found at each level of writing development. The results point to the similarities between how ESL children and English-speaking children learn to write when challenged to discover the English writing system for themselves. The theoretical perspective of writing as a developmental process was evident throughout the study. Additional findings highlighted the significant role of literature in ESL learning and the importance of a learner-centred approach to literacy instruction. The implications of the research findings for ESL methodology is discussed together with an account of the children's development in writing.
Education, Faculty of
Graduate

19

Zhang, Yuefeng Ellen, und 章月鳳. „The implementation of the task-based approach in primary school English language teaching in Mainland China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35327571.

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20

Lam, Hoi-ting, und 林凱婷. „An investigation into the effectiveness of the "English corner" in a CMI primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367345.

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This study aims to further enhance and develop an ��English Corner�� program implemented at a Hong Kong Chinese-as-the-medium-of-instruction (CMI) primary school. The ��English Corner�� in this particular school refers to an area in the playground where students can voluntarily participate during recess in speaking English to their peers that are previously selected and identified by the English teachers as more competent in their oral proficiency. This research with an evaluative approach focuses on: (1) the participation level in lower and upper primary grades (2) why the students in lower and upper primary grades choose to participate (3) English teachers�� perceptions and effectiveness of the program (4) the quality of the oral interactions in lower and upper primary grades In order to answer these questions, questionnaires were distributed to two classes of students, one in lower primary and one in upper primary. Focus group interviews with students were also conducted. In addition, interactions in the ��English Corner�� were observed, audio-recorded and transcribed. Furthermore, interviews were conducted with English teachers in the school. A variety of linguistics and interactional features such as the types of questions, the use of feedback and negotiating strategies during communication breakdown are deliberately focused in determining the quality of the oral interactions between younger and older learners. The findings, first of all, revealed the unavailability of a vast percentage of the non-participating students among the older learners which reflects the importance of having a more thorough and considerate planning before carrying out such program. The results also reflect the differences not only in motivational styles among younger and older learners but also their reactions towards rewards. Moreover, even though the English teachers are all supportive of this school-based curricular implementation, a lack of clear objective is evidently discovered. Various teaching beliefs have also led to different perceptions of the practicality of the program which further prove the need for adjustment and more thorough planning in the near future. Finally, the conversations in upper primary levels were found to be comparatively more communicative and meaningful with a higher percentage of referential questions, more probing used, equal participation, more feedback and the significance of mutual understanding in communication breakdown which imply that younger learners may not be ready when it comes to this kind of free-style conversational activity.
published_or_final_version
Education
Master
Master of Education

21

Wolfaardt, Francois. „Hong Kong primary school children's second language acquisition: the impact of Filipina domestic workers“. HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/148.

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Foreign Domestic Workers (FDWs) in Hong Kong are a marginalised group, with many being subjected to various kinds of abuse. Numerous empirical studies documented the nature and extent of the abuse FDWs suffer. This study, with the aim of enhancing the prestige of FDWs, investigated the impact that Filipino Domestic Workers (FilDWs) in Hong Kong have on children's L2 English listening comprehension and spoken fluency. It was the first research that explored the impact of FilDWs on both a productive and receptive skill. A total of 20 children from Chinese Medium oflnstruction (CMI) schools between eight and 12 years old were used as research subjects. The experimental group consisted of 10 children from households with FilDWs, while the control group was composed of 10 children from households without FilDWs. Each group consisted of six boys and four girls. Prior to doing the study a pilot study was launched at a CMI school where five children of the target age group were tested. Based on the results of the pilot study, a test was designed to assess both listening comprehension and spoken fluency. Each participant listened to a children's story and was asked 25 fixed questions about it. All answers were recorded and transcribed for analysis. Results showed that those in the experimental group consistently outperformed those in the control group by substantial margins, even after controlling for age and gender. These results serve as evidence against the popular assertion in Hong Kong that FDWs have a bad influence on children's English.

22

Green, Christopher Frank. „An evaluation of a language enrichment component of an INSET course for primary school teachers of English“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626524.

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23

Chan, Sui-ping, und 陳瑞冰. „Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015363.

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24

Hishmeh, Amber Lee. „Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.

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This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.

25

Nagy, Krisztina. „English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use“. Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.

26

Li, Kit Shan Dorothy. „Introducing cooperative learning in the Hong Kong primary English classroom“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/383.

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27

Pun, Fung Lin. „Measuring second language writing development of primary students in Hong Kong“. HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/948.

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28

Lam, Choi-ling, und 林賽玲. „An evaluation of a school based English Language Curriculum initiativeon the teaching of songs: a primary schoolcase study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391328.

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29

Ringsby, Jonna. „Pedagogical translanguaging in lower primary school : A study of how language resources can be used in English teaching“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36423.

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This essay presents research on the usage of pedagogical translanguaging in the teaching of English in lower primary schools in Sweden (grades F-3). The focus of the study is to research if and how pedagogical translanguaging is used in English teaching. The data was collected using a qualitative method. Through classroom observations, findings showed that the use of pedagogical translanguaging was recurrent in all six observations. The most common method of pedagogical translanguaging was the use of the first language to enhance pupils’ understanding and code-switching. This paper might help teachers that are struggling to uphold the old paradigm of target language only in foreign language learning but also opens up for a multilingual approach in other subjects.

30

Ó, Cathalláin Seán. „Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English“. Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.

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This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroom the teacher and pupils co-construct their own particular models, understandings, and definitions of literacy through their actions and the events they engage in. In the present study literacy is theorized as a performative accomplishment co-constructed by the participants in the event including those not directly present such as authors and illustrators. A micro-ethnographic case study approach was used to examine literacy practices in infant classes in all-Irish schools. Taking a phenomenological approach data were gathered using video-recording, observation, and pupil and teacher interviews and data were analysed using inductive analysis and interpretive discourse analysis. Key findings from the study are that (1) local norms, filtered through teachers' intentions and motivations, shaped the storybook reading events; (2) classroom literacy practices constructed during the Irish events were being transferred to the English events; and (3) children selected from their first and second language linguistic resources during storybook reading events to support their reading development. These three processes together were part of how children negotiated their socially situated identities as bilinguals and bilingual readers. Parental support for speaking Irish as well as social proximity to the Gaeltacht community, were factors closely associated with positive attitudes to speaking Irish and to reading in Irish. One implication of the findings is that teachers in all-Irish schools will need to make explicit their views of knowledge and of what it means to be a reader in an all-Irish school as they consider young children's agency in constructing their interpretations of texts.

31

Wallin, Carol. „Development of writing for Spanish dominant limited English students in various models of primary education“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/631.

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32

Young, Ka-yi Deon, und 楊嘉怡. „Anxiety and language learning: voices from primary six students in a primary school in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38762870.

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33

Van, Heerden Michelle. „Testing the waters: exploring genres in two English classes at a multilingual Cape Flats primary school“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1243240686.

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The purpose of this study is to gain an understanding of current writing practices in the intermediate phase at a multilingual primary school on the Cape Flats and then to explore the possible benefits of a genre-based approach in this context. The study focused on the development of learners' writing skills in two Grade Six English classes. The aims of this study are to understand the writing curriculum plan and as practiced by two teachers with different levels of exposure to current approaches to the teaching of writing and different class profiles.

34

Schulz, Steven John. „Using music to create effective curriculum for English language development“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.

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Research supporting the viability of music to promote language and literacy development as well as the theory of multiple intelligences suggests that any sound educational program employ a multifaceted approach to teaching and learning. This project created a thematically based multiple intelligence curriculum for first grade English language learners that emphasized the use of song.

35

Lo, Kit-hang Julia, und 勞潔珩. „Incorporating sociocultural identity in the primary five English writing curriculum in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963675.

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36

Julius, Lukas Homateni. „Teaching writing to Grade 5 English language learners in two Grahamstown East schools, South Africa : a case study“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011989.

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The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.

37

Coyle, Catherine A. „An investigation of the fluency paradigm : the effects of accuracy training before rate-building and incremental increases in response rates on skill retention, endurance, stability, application and adduction /“. Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070515.142051.

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38

McCully, Joy M. „Daily journal writing by bilingual Hmong children in a first grade class“. Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2287.

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Daily journal entries completed by ten first grade bilingual Hmong children were collected and studied. The Hmong children were of interest because their cultural back ound involves the use of oral traditions, and a newly developed written language system. This study investigated the ability of the Hmong children to use the English written language to document their thoughts and feelings through daily journal writing. One hundred journal entries for each of the ten students were considered in this study. Children completed their daily journal independently, and freely selected the topic of their journal. Writing samples were categorized in various stages of writing as described by many child development experts. The stages include: 1) pre-communicative, 2) semiphonetic, 3) phonetic, 4) transitional, and 5) correct stage of writing. Three other stages were added to account for all journal entries. They include: 1) non-writing, 2) copying, and 3) application. The degree to which invented spelling occurred in the journal entries was investigated. Results indicated that the Hmong children were able to document their ideas through writing in English. The Hmong children experienced all of the stages of writing except the correct stage. Although invented spelling was evident in the journal entries, no more than twenty-six percent of the words were invented. Thus, a conclusion of this study is that this sample of Hmong children had the ability and interest in spelling words correctly, either through copying or memorization. Daily journal writing was an activity in which the Hmong children had the opportunity to express themselves freely through written language, and it provided the teacher insights into the English writing development of the first grade Hmong children.

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何臻愉 und Chun-yue Ho. „A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the useof theme-based readers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43240884.

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40

Mok, Yee Man Christabell. „What is revealed through errors? : a study of Hong Kong primary ESL learners“. HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/571.

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41

Beer, Jeffrey Thomas. „Acquisition of subject-verb agreement in pre-pubertal Cantonese students in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175257.

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Language is probably the greatest thing developed by mankind. Yet few have come to understand how it is acquired. I am one of them. I want to understand how it is acquired, and how students come to understand the important area of subject-verb agreement. The purpose of the research was to gain an understanding of local students whose mother tongue is Cantonese (L1), and what are the factors affecting their acquisition of subject-verb agreement in English. To a lesser degree, it is aimed at gaining an understanding of how language is acquired; to gain an understanding on how second language is acquired; and to gain an understanding of how grammar is acquired. The research was carried out as the author wanted to see if there was a reason why students could not understand subject-verb agreement in English. The author wanted to look at four main reasons. These included biological reasons, physiological reasons, developmental reason, and cultural reason. The research was conducted on children aged six to twelve from two main school streams (public and private) using a quantitative and qualitative survey. The quantitative survey included fifteen missing words, twenty statements, and five sentences to see if students could recognise if the statements were ungrammatical or grammatical. The qualitative survey was conducted with a group of primary four students (aged nine to ten) to gain an understanding of why certain answers were selected and what was the reasoning behind the decisions the participants made. From the researcher, it was discovered there was some level of first language interference, though to the exact degree it was questionable as it could not be determined quantifiably. It was evident from the YoE data that students new to English had the highest number of errors. It was also found that there was no absolute or definitive time or age when subject-verb agreement was evident. However, there was a sharp decrease in the number of errors at both schools at the age of eight. The results also show that culture does influence the learning of English as a second language in Hong Kong. It is not just because Cantonese has no Subject-verb agreement; it also extends to the teaching practices in the classroom and the culture of teaching through grammar. The problems this created became evident in the research.
published_or_final_version
Education
Master
Master of Education

42

Lin, Ke Ying Coco. „Exploring the relationship between metacognitive awareness and Macau young learners' English listening performance“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954305.

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43

朱嘉璧 und Ka-bik Cindy Chu. „The effects of improving phonological awareness and spelling ability through contrastive phonology: a study of aHong Kong primary classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262086.

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44

Tsapikidou, Danae. „The effects of isolated and integrated form-focused instruction in the English-as-a-foreign language primary classroom : a quasi-experimental study“. Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/283927.

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45

Lau, Yu-yee, und 劉宇儀. „The primary NET scheme: its successcriteria“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30250663.

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46

Souter, Colin W. „Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education“. Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.

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Bibliography: pages 78-90.
There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.

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Chan, Lim-ha, und 陳念霞. „Do primary students study differently in different subjects?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234360.

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48

Kierman, Wynsome Doreen. „A pilot study of the relationship between the English language abilities of a group of primary school children and their tree-drawings“. Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003587.

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This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.

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Lo, Margaret Muann. „Negotiating and appropriating new literacies in English language classrooms in Hong Kong primary schools : economies of knowledge, attention and enjoyment“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206761.

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In the context of social and economic globalisation, the nature and uses of literacy have been profoundly impacted by information technologies, giving rise to an increasing variety of multimodal, digitally mediated texts, practices and relationships called new literacies. This study explores how new literacies were taken up by teachers and students in English Language (English as a Second/Foreign Language) classrooms in Hong Kong primary schools. Set within a government funded project aimed at promoting new literacies in Hong Kong schools, the study specifically explores the discursive tensions amongst the English Language curriculum and new literacies practices and pedagogies, and how students and teachers negotiated these tensions and appropriated new literacies practices as they planned and enacted a new literacies task within a curriculum unit. The research design involved a critical policy text analysis and a multi-case study within a poststructuralist discourse analytic approach illuminated by Lacanian psychoanalytic theories of fantasy and enjoyment. Extracts of key policy texts and New Literacies Project texts were selected for critical discourse analysis. The multi-case study of three new literacies curriculum units, enacted by three classes of students and their teachers in two local Hong Kong primary schools, focussed on various new literacies practices. Data collected for the multi-case study included recordings of lessons and planning meetings, participant observation with field notes, observations of material and virtual contexts such as computer labs and online sites, students’ classroom work and digital products, and teacher and student interviews. In the process of mapping the discursive constructions, tensions and contradictions of new literacies across policy texts and classroom enactments, three ‘economies’ emerged in the findings. Tensions between the knowledge economy of globalised educational and curriculum policies emphasising language forms and linguistic skills, and the attention economy of new literacies involving students’ creative multimodal production and consumption and the accumulation of attention in online interactions, were negotiated by students, teachers and the Project researcher (myself) in the three school cases. A key, if unanticipated finding, however, was the emergence of an economy of enjoyment, involving the transgression of classroom social norms and the subversion of symbolic authority in students’ digital products and online interactions. Enjoyment was also found in the ways some students were captivated by online interactions and the pursuit of celebrity identities, and in teachers’ intense commitments to and anxieties around particular discourses and subjectivities. The study concludes with a discussion of the significance of psychoanalytic notions of enjoyment in new literacies in curriculum policy and practice, and suggests implications for research and practice of new literacies in the context of globalised educational policies.
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Education
Doctoral
Doctor of Philosophy

50

Jensen, Strandberg Emelie. „Using Students’ Interests and Experiences in English Teaching : A Study of Teachers’ Approaches and Attitudes to the Choice of Content in English Language Learning“. Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29882.

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This study examines teachers’ approaches and attitudes towards their choice of content in English language teaching and learning. The study identifies if, and in what amount, teachers use students’ interests and experiences in English language learning. To examine this, interviews with teachers, material and lesson plan analysis and ethnographic observations focused on the teachers’ actions were conducted. The results reveal that some teachers attempt to use students’ interests and experiences when planning English lessons, but in diverse amounts. Because of the time constraints of the English subject in Swedish primary school, the aspect of using students’ interests and experiences is often set aside.