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Dissertations / Theses on the topic 'German language Study and teaching (Primary)'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Burghardt, Josef. "Database system for teaching German." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834506.

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It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:
Department of Computer Science

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2

Frömel, Annette. "Using language arts in the German classroom: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31677174.

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3

Wingate, Ursula. "An investigation into the effectiveness of different dictionary types for intermediate learners of German." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22805552.

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4

Li, Aike. "L2 rhythm development by Mandarin and German learners of English." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707918.

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5

Strauss, Trudie. "Moodle and blended learning in teaching German for beginners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96947.

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Thesis (MA)--Stellenbosch University, 2015
ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German.
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie.
rs201508

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6

Cheung, Sing-chi, and 張成芝. "Influence of L3 German on L2 English among Cantonese native speakers in the domain of tense-aspect." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45986575.

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7

Wichmann, Laura. "An neue Sprachufer übersetzen: Zur Didaktik der Literarizität und dem Potential eines erweiterten Übersetzungskonzeptes im Kontext von Deutsch als Fremdsprache." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96946.

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8

Moosavi, Amir. "Instructional Effectiveness of an Integrated Holistic Teaching Method of German Language at the Community College Level." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5601/.

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The propose of this study was to determine the effectiveness and appropriateness of the integrated holistic method for teaching grammatical structure, cultural norms and behavior, writing and listening skills to beginning German language students. The study examined a sample of undergraduate students who were enrolled in the introductory college level German offered at the Collin County Community College, Spring Creek Campus in Plano, Texas. A total of 24 students participated in this study. This study utilized a pre- and posttest group to measure the instructional effectiveness of the integrated holistic teaching method. Structural grammar, cultural norms and behavior, writing, and listening skills were used as dependent variables. The holistic integrated teaching method were measured at the end of the course as independent variables. Individual pre- and posttests were used for each of the dependent variables. The higher posttest mean scores indicated significant improvement in student learning level in four major language skills such as structural grammar, cultural norms and behavior, writing, and listening through the holistic integrated teaching method.

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9

Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.

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10

Bodenstein, Eckhard W. "Lernervoraussetzungen von Deutschstudenten an der Universitat Zululand : eine Untersuchung auf der Grundlage von Bildtexten." Thesis, Stellenbosch : Stellenbosch University, 1998. http://hdl.handle.net/10019.1/50985.

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Thesis (MA) -- Stellenbosch University, 1998.
ENGLISH ABSTRACT: During my work as a lecturer in "German as a foreign language" at the University of Zululand I have experienced that African students often understand German texts in a different way than I, coming from a European background, would have expected. According to the research on text reception, differences in understanding texts are the result of different reader characteristics of which the socio-cultural background forms an important component. This thesis examines the socio-cultural background of Zulu students and aims to show how it influences their understanding of German texts. The necessary data is obtained by way of a comparative empirical investigation which is enhanced by personal observations made while teaching German to African learners. The investigation is based on a German advertisement. The control groups consist of South African students at the Universities of Natal/Durban and Stellenbosch as well as students in Germany at the University of Kassel. The investigation is concluded by a discussion of the implications that the socio-cultural background of Zulu students can have on the teaching of "German as a foreign language" and on intercultural communication.
AFRIKAANSE OPSOMMING: Gedurende my werks,aamheidas dosent in die vak "Duits as vreemde taal" aan die Universiteit van Zululand het ek ondervind dat Swart studente dikwels Duitse tekste heeltemal anders verstaan as wat ek, as iemand met Europese agtergrond, sou verwag het. Navorsing oar teks-resepsie skryf resepsieverskille toe aan verskillende lesereienskappe waarvan die sosio-kulturele agtergrond 'n belangrike komponent vorm. Hierdie tesis ondersoek die sosio-kulturele agtergrond van Zoeloe-studente en probeer aantoon hoe dit die resepsie van Duitse tekste be'invloed. Die nodige inligting hiervoor word verkry deur middel van 'n vergelykende empiriese ondersoek. Dit word aangevul deur persoonlike waarnemings wat ek gedurende die onderrig van Duits aan Swart studente gemaak het. Die ondersoek is gebaseer op 'n Duitse advertensie. Die kontrolegroepe bestaan uit studente aan die universiteite in Natal/Durban en Stellenbosch in Suid- Afrika en in Duitsland aan die Universiteit van Kassel. In die slotgedeelte word die implikasies uitgewys wat die sosio-kulturele agtergrond van Zoeloe-studente op die onderrig van "Duits as vreemde taal" as oak op interkulturele kommunikasie kan he.

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11

Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.

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12

Chan, Pik-shan Esther, and 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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13

Schoettler, Sarah Danielle. "STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2313.

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This thesis tackles the issues of foreign language education, with special attention to German as a foreign language, and STEM education in the K-12, and in some cases K-16, educational system. After exploring the societal and national need for improved STEM and foreign language education programs, this thesis suggests methods of integrating STEM education elements and principals in the foreign language classroom. These methods are provided in chapters about integrating state and national education standards in the STEM fields, core academic subject fields, and foreign language teaching, and finally in chapters about the most appropriate and effective pedagogies for successful STEM and foreign language integration. The thesis brings together research about such integration in learning modules and discussion about assessment methods and further areas of research needed. The learning modules and research are answering a call for a need to shift education in the direction of an integrative, interdisciplinary approach that supports deeper learning, meaning making, and student interest.

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14

Van, Der Colff Adri. "Zur Konzeption eines deutschen Lernworterbuchs fur fremdsprachige Rezipienten." Thesis, Stellenbosch : University of Stellenbosch, 1992. http://hdl.handle.net/10019.1/1539.

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Thesis (MA (Modern Foreign Languages))--University of Stellenbosch,
This study presents conceptions for a German learner's dictionary ("Lemworterbuch"), aimed at the needs of the foreign language learner as recipient. The requirements set and proposals made for such a dictionary are aimed at improving the linguistic competence of the learner when he/she uses the language as recipient, in other words when he/she reads a German text or hears the spoken language (e.g. in conversation, on the radio, television, film etc.). III The target users are persons whose mother tongue is not German, but whose mastery of the language is at a fairly advanced level. Such users, who have mastered the basic grammatical rules of the German language and already have a good basic vocabulary, will nevertheless experience difficulties in using existing German explanatory dictionaries such as DUDEN and WAHRIG. These dictionaries present information in such a complicated way that it remains inaccessible to the average foreign language speaker. The propositions made in this thesis are directed at creating a dictionary that could overcome the existing gap between the bilingual translating dictionary with German as target language and the monolingual explanatory German dictionary. This study proceeds on the assumption that it is impossible to compile a dictionary without the consistent application of theoretically expounded principles (regarding linguistics, typography etc.). The subtlest detail regarding typographical layout is also emphasized, since the presentation of information determines how easily information can be retrieved from the dictionary. Proposals are made for a user friendly arrangement of material, which will enable the user to retrieve desired information easily and immediately. Two language aspects that are of the utmost importance to the recipient, flexion and definition, are examined. The way in which these two aspects are currently dealt with in monolingual dictionaries is investigated. From this investigation it is evident that flexion and defmition are inadequately dealt with for the specific needs of the foreign language learner. Suggestions are made to improve weaknesses and inconsistencies in order to make the dictionary more suitable for the language learner. Finally, the principles required by a German learner's dictionary for recipients are demonstrated by means of various entries. This serves as an example of how the dictionary could finally look. ;The entries are presented in both the printed and the electronic medium. The potential of both these media is utilized to show how the presentation of information can improve the user friendliness and accessibility of the dictionary.

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15

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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16

Chan, Yin-fung, and 陳燕鳳. "Towards an interactive view of third language acquisition: the case of the German Vorfeld." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29750684.

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17

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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18

Ho, Yuen-ching, and 何婉貞. "Value orientations in primary Chinese language curriculum of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960893.

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19

Chung, Shuk-fan, and 鍾淑芬. "Teaching of rhyming skills in poems for primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.

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20

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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21

So, Wing-yan, and 蘇泳姻. "The experience of learning German of a group of university students inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241189.

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22

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.

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23

Chan, Lim-ha, and 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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24

張穎 and Wing Cheung. "Teaching Chinese language in Putonghua of a primary threeclass in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37650026.

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25

Liang, Xiaohua, and 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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26

Golledge, Elaine Diana. "Aesthetic scanning: Refining critical thinking through oral language activities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3231.

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This study examines the use of aesthetics in the art education curriculum as a strategy for building oral language skills and critical thinking skills. In this study reproduced artworks were used to stimulate discussion; students learned to scan paintings using a technique called aesthetic scanning during which they learn how to look at a painting orally through guided questioning by the classroom teacher. It was concluded that providing oral language opportunities through the implementation of the aesthetic scanning program was an effective way to promote oral language skills and critical thinking skills in the kindergarten classroom. Arts, as a core subject can be taught through Disciplined Based Art Education (DBAE). With DBAE all students are given the oppportunity to actively engage in oral language activites as they aesthetically view works of art.

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27

Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.

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Han, Fu Ching Eliza, and 韓馥璟. "Dissemination of language education review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B50175208.

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教育改革时不时会顺应社会变迁与经济转型而进行，新加坡也不例外。新加坡教育部为了顺应新一代学生与社会需求的转变，于2004 年进行了华文教育改革。改革的传播与推广直接地影响改革成效，是实施课程改革的过程中举足轻重的一环。本研究便希望能够通过新加坡国际学校（香港）的个案研究，探讨并评估新加坡教育部推广与传播华文课程改革的策略，以及新加坡国际学校（香港）实施教育改革与新课程的成效。本研究以课程推广与传播及教育改革的基本理论为基础，着重研究新加坡教育部推广新课程到新加坡国际学校（香港）的过程，以及新加坡国际学校（香港）内部如何推广新课程，从中总结归纳影响今次推广与传播课程改革策略的不同因素。研究中采用质性与量性的研究法，如访谈、问卷调查、文件分析、课堂观察等，从多方面建构个案。 Education reviews often take place as a result of societal changes and economic developments, and education reviews in Singapore is no exception. The background of this study stems from the latest Singaporean Chinese Language Curriculum Review in 2004. The dissemination of education reviews has a direct impact on the effective implementation of the reviewed curriculum; hence it is important to learn about how dissemination takes place in a review cycle. This study aims to discuss and evaluate the strategies of dissemination and diffusion used by the Singapore Ministry of Education in disseminating educational to the Singapore International School (Hong Kong).(HKSIS) This study is based on the theories of curriculum dissemination and diffusion , together with theories of educational change, and is focused on the dissemination process of the new Primary Chinese Language Curriculum to HKSIS , and the diffusion process within HKSIS, so as to discover the different factors affecting the effectiveness of dissemination and diffusion for HKSIS. This study uses both quantitative and qualitative research method to build a multi-faceted case study, such as interviews, text analysis, classroom observation and questionnaire surveys.
published_or_final_version
Education
Master
Master of Education

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29

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

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30

王佩雯 and 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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31

Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.

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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.

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32

Zappen-Thomson, Marianne 1956. "Liedertexte im fremdkulturellen Literaturunterricht : eine textwissenschaftliche und -didaktische Untersuchung." Thesis, Stellenbosch : Stellenbosch University, 1985. http://hdl.handle.net/10019.1/64968.

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33

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.

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34

Young, Ka-yi Deon, and 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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35

張嶸 and Wing Cheung. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4292652X.

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36

Li, Sau-fun Ocean, and 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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37

Sit, Fung-ming Joyce, and 薛鳳鳴. "A study of the composing process of primary six pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960406.

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38

Sripathy, Maha. "Pedagogic approaches and cultural scripts: The use of talk during shared literacy lessons in three primary two classrooms in Singapore." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1005.

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This study investigates the use and occurrence of talk during the implementation of the key approaches of Shared Book Reading and Class Dictated Story in three Primary Two classrooms in Singapore. These approaches are based on a constructive perspective of literacy where children make meaning from texts read with the teacher through joint exploration and connection with their respective background knowledge and experiences. Central to this joint exploration and meaning-making is the teacher-pupil talk. The occurrence and use of talk in the implementation of these approaches in three primary two classrooms was recorded, transcribed and analyzed. Teachers' and pupils' experiences and practices of talk at home were also obtained through interviews, pupil logs and observations and audio recordings of shared reading and shared writing done in the classroom and in some homes. These would show the teachers' and pupils' orientation to talking to learn and consequently, the cultural congruence of the two major approaches currently being used in the classroom. The theoretical rationale informing the study is a sociocultural perspective. The relationship between language and culture is emphasized because use the learning of English in Singapore has been based on the second language paradigm for a long time. Given the cultural heterogeneity in the classroom and the learning of English as a first language in Singapore, this paradigm needs to be replaced. The different cultural scripts that Singaporeans take with them into the classroom necessitate a change of paradigms and a shift towards a sociocultural perspective of literacy learning. The study found that the talk which occurred during the shared literacy lessons in the classrooms of the Chinese and Indian teachers was dominated by the teachers with the pupils participating only to answer teacher questions. Both the Chinese and Indian teachers also stated that pupil comprehension was their main concern during the Shared Book Reading and Class Dictated Story sessions. This seemed to match the home reading experiences of the Chinese and Indian children in this study. In the Malay teacher's class there was pupil-initiated talk with the pupils initiating topic change as well as plane change and responding to teacher-questions spontaneously. The study argues that literacy is culturally loaded and therefore it is important to ensure the cultural fit of pedagogic approaches implemented in the classroom. It also argues the inadequacy of only a linguistic adaptation of pedagogic approaches originating in different cultural and linguistic contexts. Pre-service and in-service training of teachers need to transcend the imparting of procedural knowledge of the approaches and instead sensitize teachers to the cultural embeddedness of the approaches, Emphasizing the sociocultural perspective of literacy so that teachers perceive the Shared Book Reading and Class Dictated Story as necessitating and encouraging social dialogue would ensure that teachers and pupils with different cultural scripts and consequently engaging in reading and writing practices for different reasons and in different ways are not marginalized and disempowered. Attending to the cultural load of learning to read and write in English in Singapore has become urgent in view of the national call to create ''Thinking Schools, Learning Nation". Pedagogic approaches are culturally loaded. They cannot be viewed as being neutral. Recognizing the cultural situatedness of English language learning and teaching and the pedagogic approaches used in the process is necessary if the government's vision is to become a reality.

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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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40

Gomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

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41

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.

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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.

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Lo, Pik-yee, and 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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44

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

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45

Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

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46

Stevens, Janis R. "Doing what comes "naturally": The development and implementation of a more critical literacy curriculum in a primary classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36608/1/36608_Digitised%20Thesis.pdf.

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This thesis draws on poststructuralist theories to reframe and analyse an attempt to incorporate principles of social justice into the teaching of English in a Queensland upper primary classroom. Early trials of lessons designed to develop an understanding of critical literacy concepts highlight the inappropriateness of teacher explanation as the foundational teaching genre for enabling critical literacy for eleven year olds, and opens the way for the development of a unit which targets more corporeal ways of knowing, understanding and learning. An integrated unit, based on Year 6 Social Studies subject matter and utilising a range of media studies, art and drama techniques, is developed and implemented, but preliminary intuitive evaluation yields contradictory conclusions, with apparent student resistance to curriculum which was specifically designed to be "empowering". Subsequent analysis of annotated transcripts made from videotaped accounts of lesson segments, using predominantly linguistic methods adapted from the work of Kamler (1994), highlights the effectiveness of the workings of teacher and student discourses in transforming a potentially "empowering" lesson into "something else" in practice. Partial explanations drawing from the insights of Davies (1994) in relation to gender issues, point to the powerful capacity of competing student and teacher discourses to work together to restore those very power relations specifically targeted by critical literacy in the first place. They apparently do this by insistently perpetuating storylines which hold discourse membership categories in binary opposition to each other. Theorising about this paradoxical outcome suggests that constructions of "empowerment" which frame power as a possession, actively enable the processes of binary opposition, thereby effectively defusing critical literacy initiatives. Recommendations include the adoption by teachers of an alternative framework for thinking and acting in relation to issues of power. One such alternative, based on a notion of power as a flow of energy is elaborated and tentatively offered as an heuristic prototype for the conscious interruption of the homeostatic work of student and teacher discourse in the interests of chipping away at barriers to a more socially just curriculum.

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Estupiñan, Margie Zamora. "The role of primary language in kindergarten interactive journals." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

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48

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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49

Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

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50

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.
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Education
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Doctor of Education

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