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Dissertations / Theses on the topic 'Senior secondary English'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

Burnett, Patricia Jane. "Reading and teaching prose texts in senior secondary English classes." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1764.

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This study considers three different aspects of the teaching of prose texts in New Zealand's senior secondary English classes. Firstly, the study reports the findings of a survey of the prose texts currently being used in Years 11, 12 and 13 and the processes of texts selection at 47 area and secondary schools. Secondly, I address the issues of curriculum change and the inclusiveness of the English curriculum, focusing particularly on those issues pertaining to gender and culture. The third focus of this thesis examines some theories of literacy and the methods teachers are utilising to teach prose texts in secondary schools in the late 1990s. The survey showed that schools are using a wide range of fiction, non-fiction and short story titles and these include a mixture of texts from the Western literary canon and texts by modern authors. While the quality of writing proved to be the most popular criteria for the selection of new texts the HODs also mentioned that books were being selected because they were written by New Zealanders and/or that they portrayed strong female characters, thus addressing some of the culture and gender issues raised in the English curriculum. Teachers are being encouraged, and pre-service teachers are being trained, to put reader-response and critical literacy theories into practice in their classrooms, and these teaching methods also seek to make classrooms inclusive for all students.

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2

Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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3

Chan, Wai-fun. "Value orientations in senior secondary English language education in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304166.

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4

Chan, Wai-fun, and 陳蕙芬. "Value orientations in senior secondary English language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960686.

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5

Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.

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This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.

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6

Chan, Hoi-yan, and 陳凱茵. "English-Cantonese code mixing among senior secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29675480.

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7

Ng, King-hang, and 伍經衡. "An investigation into local senior secondary students' competence in English vocabulary knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193554.

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Various research has been done to investigate the relationship between learners’ vocabulary size and collocation knowledge (Gyllstad, 2007; Brown, 2012; Nizonkita, 2012). However, none has been done on Hong Kong senior secondary students who are taught under the new education curriculum and take the new Hong Kong Diploma of Secondary Education examination before pursuing their university studies. This study involved 90 secondary five students as participants who were divided into high-, medium- and low-ability groups. They were asked to do a test paper for the assessment of their vocabulary sizes and collocation knowledge. Also included in the test paper was a task to assess their vocabulary levels, aiming to find out the word levels they need to work on for the improvement of their academic vocabulary for university pursuit. The results found a significant positive correlation between the vocabulary size and collocation knowledge for the 90 participants as a whole group; interestingly, when divided into three proficiency groups, such a correlation was obtained only in the medium-ability group. Findings also indicated that the academic vocabulary level (AVL) closely correlated with the 3,000 and 5,000 word levels. Most of the students in the high-ability group performed well at AVL, and this group needed only to work on the 5,000 word level for the improvement of their academic vocabulary, whereas the other two groups needed to work on both the 3,000 and 5,000 word levels for the same purpose. The study concluded with suggested ways for teachers to help their students develop a bigger vocabulary size and improve their collocation knowledge.
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics

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8

Hepburn, Henry. "The English language learning strategies of senior secondary school students in Hong Kong." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30973.

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In Hong Kong, the demand for school leavers with effective English skills has been exceeding supply for some time. Attempts to redress the problem by schools have been hampered by the lack of research evidence which would help produce more students with the required/relevant skills, hence recommendations e.g. Education Report No. 4 (1987) that more research should be undertaken into effective English learning strategies. This study seeks to extend, within a Hong Kong context, the research devoted to factors involved in successful language learning. It investigates the relationship between attitude/motivation, language learning strategies and achievement in English of Form 7 students in nine Hong Kong senior secondary schools (N = 476), selected from Bands 1 /2 and 4/5. Several instruments were used: a questionnaire; a language competence rating scale; interviews with 13 teachers and 42 students, identified by their teachers as high/low achievers (HA/LA); plus student think-aloud tasks. The quantitative data were analysed by a variety of multi-variate techniques while the transcribed interview data were analysed for representative statements to illuminate the research questions. The analyses identified the language learning strategies significantly associated with competence and also indicated several problems: lack of exposure to English, the learning demands of an exam culture and the lack of adequate facilities in the classroom. Clear differences emerged between the HA's and the LA's in attitude, motivation and choice of language learning strategies. The HA's were more active and ready to see problems as challenges whereas the LA's were more passive and gave up quickly when a problem surfaced. The factors that make for a successful learning plus a language learner profile, which may remain specific to Hong Kong, are outlined and indicate the role of attitude, motivational orientation and language learning strategies adopted to cope with the vicissitudes of language learning.

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9

Macrae, Claire Elisabeth. "Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001423.

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This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified

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10

Leung, King-hang. "Errors and syntactic transfer in English relative clause formation : a case study of senior Hong Kong secondary school students /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31573411.

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11

Zhang, Pengchong. "Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77933/.

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The primary aim of the study was to explore the teaching and learning of vocabulary through listening among 137 senior secondary school EFL learners in China. A quasiexperimental, mixed method design was adopted comparing incidental vocabulary learning through listening (Control Group) with different types of Lexical Focus-on-Form delivered to three treatment groups: post-listening vocabulary explanations in the L2; codeswitched explanations; and explanations providing additional cross-linguistic information (contrastive Focus-on-Form, CFoF). The second aim of the study was to investigate whether learners’ listening comprehension developed alongside their vocabulary. Finally, the study explored what strategies were used by learners in response to the vocabulary instruction in each of the three experimental conditions. The data collection procedure, involving a classroom intervention, lasted three months. Learners completed aural vocabulary tests at pre, post and delayed post-test and listening assessments at pre and post-test. The three treatment groups also completed an additional final vocabulary delayed post-test. Stimulated recall interviews were conducted finally with twelve learners from the three treatment groups. The findings first indicate that for short and long-term vocabulary acquisition, the three treatment groups significantly outperformed the Control group. Gains for the CFoF group were significantly greater than for the L2 and codeswitching groups. Additionally, the codeswitching group significantly outperformed the L2 group for short-term but not for long-term acquisition. Regarding whether the vocabulary learning varied according to learners’ general English language proficiency, findings reveal that compared with lower-level learners, higher-level learners benefited more from the L2-only and the CFoF vocabulary explanations for shortterm vocabulary learning. Additionally, analysing the learning by word classes and for collocations, results on the one hand indicate that collocations and nouns tended to be better acquired than verbs and adjectives, on the other hand suggest that the learning of collocations and single words by the learners who received CFoF vocabulary explanations was significantly better than those from the L2 and codeswitching group. Furthermore, regarding the impact of different repetitions on vocabulary retention, findings confirm that target lexical items receiving nine repetitions were significantly better retained than those receiving seven, five or three repetitions. Looking at the impact of vocabulary intervention on learners’ listening comprehension, findings indicate that the L2, codeswitching and Control group showed significant pre to post-test improvement in listening comprehension, with most progress for the Control group. However, the CFoF group did not make significant progress and their performance was significantly worse than the Control group’s at post-test. Finally, the qualitative analysis regarding the strategies used in response to the vocabulary instruction suggest that learners used L2 listening comprehension strategies to understand the listening input as well as employing vocabulary learning strategies to guess the meaning of the unfamiliar lexical items and to further remember these items. In addition, in general, higher proficiency level learners tended to use more different strategies than low proficiency level learners. Moreover, although certain patterns of strategy use were shared by both higher and lower proficiency level learners within each treatment condition, higher proficiency level learners tended to use these strategy patterns in a more active way, compared with lower proficiency level learners who employed the strategies in a passive manner. The thesis concludes by discussing these findings in relation to theories of vocabulary acquisition and listening comprehension, as well as their implications for pedagogy, the limitations of the study and areas for future research.

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12

Chung, I.-Fang. "A study of English learning attitudes and perceptions among senior high school students in Taiwan." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2449/.

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This three-phase, sequential mixed methods study explores two aspects of communicative language teaching in Taiwanese senior high schools. Firstly, it examines the extent to which the communicative approach is implemented in the English classroom in Taiwan and secondly it investigates the attitudes of senior high school students towards their learning of English at school. This research study employed the dominant-less dominant mixed method design, with a combination of a dominant qualitative approach and a less-dominant qualitative data aggregation procedure. Results from the focus group interviews are mostly consistent with those of the classroom observations. The findings revealed that the traditional approach, which focuses on the teaching of vocabulary, grammar and the explanation of the textbook contents, still prevailed in the English classroom. Teachers’ classroom practices reflected students’ current learning purpose, which is to achieve good exam results, as revealed in the focus group interviews. The questionnaire survey found that despite their pressing need to “pass exams”, the majority of students had positive attitudes communicative activities in class, believing that the best way of learning English is to be able to use it in real situations outside of the classroom. Nevertheless, students exhibited contradictory attitudes in that they showed inhibitions about speaking or participating actively in class, even though they had the belief that English is best learned through speaking. Finally, the data analysis revealed that some variables, such as “gender” and “major”, played important roles in influencing learner attitudes towards English learning at school. On the other hand, there was little relationship between the variables “programme” and “mother tongue” and learner attitudes in this study.

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13

Zhang, Lijiao, and 張麗嬌. "Identifying core academic vocabulary in IGCSE science textbooks and exploring ways of teaching them in a senior secondary LAC class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211012.

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This study identifies the academic vocabulary from the IGCSE science textbooks by using online software. Then compare the words identified with the new Academic Vocabulary List (AVL) (Gardner & Davies, 2013a) to generate 139 academic core vocabulary (ACV) from Chapter 1 of the science textbooks. A trial lesson is conducted to explore ways of teaching those ACV to a group of ESL/EFL students in an international high school programme in Mainland China, where English is the medium of instruction. The researcher utilizes an inductive, inquiry-based approach to teach the lesson, with visuals as the main teaching aids. The measurement instruments include a pre-test, an immediate post-test and a one-week delayed post-test. A questionnaire is employed after students’ participation of the trial lesson unit, in order to get students’ perspectives on and perceptions of such an academic vocabulary learning LAC programme. The results suggest that learning the meaning of ACV through pictures is effective to students. The majority of students (93.3%) believe that the learning of ACV will benefit them in academic study, although almost half of them (40%) think that participation of such an academic vocabulary learning programme is not necessary. Although students have shown improvement in the tests, the research result is very likely to be only applicable to this particular group of students at this specific time of the academic year. This is because these students are generally positive about learning and have very good interaction with the teacher and classmates in the classroom. They are from Class A, which consists of students of relatively higher English ability. Another important factor is that this study is taken at the end of an academic year for Year 10 students. One implication of the findings is that for future study of this type, it is important to test students’ vocabulary size with reference to the new AVL so that the research can be more focused on students’ real needs. The study implies that the time of the study (at the beginning of a new semester or at the end of an academic year), the students’ English proficiency level and the instructor of the lesson are crucial factors that might affect the study. The current study also indicates that the students’ own content teacher plays a vital role in their science key academic vocabulary learning, i.e., the content teacher seems to be in the best position to teach content vocabulary, as the study finds that students are more likely to learn academic vocabulary during class time, rather than spending extra time on vocabulary learning after class.
published_or_final_version
Education
Master
Master of Education

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14

Nilsson, Anna. "Extramural English or School? : A Quantitative Study of What Factors Influence Swedish Senior High School Students’ Variety of English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201400.

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This essay focuses on studying senior high school students’ usage of and attitudes towards American and British English. It also investigates what influences for the students’ use of English and attitudes towards the two varieties can be found in school and outside of school, and how that affects the students’ own variety of English. The study has been carried out using a questionnaire as method and the results have been analyzed through theoretical perspectives. The results show that American English is the favored variety of the two, both in usage, attitudes and influences outside of school. However, a majority of the students states that they use a mixed variety consisting of both American English and British English. The results show that this is also the most commonly variety actually used by the students. A mixed variety is what a large part of the students express is being taught in school as well. This shows that the teaching of English in Swedish schools today follow the directions in the policy documents set up by the National Agency of Education stating that communicative skills are desirable. A mixed variety is accepted and there are no restrictions concerning variety used.

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15

Sin, Tak-wah. "An empirical study on the difficulties of senior secondary students in learning PASCAL programming." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042824.

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16

Clarke, Te Hurinui. "He Konohi Kainukere: An Exploration into the Factors that Encourage Retention in Senior Te Reo Maori Programmes in English Medium Secondary Schools in Waitaha, Canterbury." Thesis, University of Canterbury. Māori, Social and Cultural Studies in Education, 2010. http://hdl.handle.net/10092/6350.

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During the 1960’s Maori concerned about the state of te reo Maori lobbied the government to have te reo Maori included as a teaching subject in the New Zealand curriculum. In the early 1970’s they reaped the rewards of their hard fought efforts when te reo Maori became a taught subject in the New Zealand curriculum. However, even with te reo being taught in English medium schools, its use was still in decline creating even more anxiety about its survival. In the 1980’s Maori took the matter into their own hands and the birth of Maori medium early childhood education centres named Kohanga Reo (Language Nests) was the result. Shortly afterwards Maori medium primary schools (Kura Kaupapa Maori) emerged followed by Maori medium secondary schools (Wharekura). There was a ground swell of support for these community driven initiatives and it seemed te reo Maori would be returned from the brink of extinction. Even given the emergence of Maori medium educational facilities including Wananga (Tertiary Institutes), the majority of Maori students have remained in English medium education. After a respite of about twenty years it would seem that te reo Maori is once again on the decline. For many years kaiako reo Maori (Maori language teachers) in English medium secondary schools have grappled with the issue of high attrition rates from their senior te reo Maori programmes. This is a significant issue as 85 percent of akonga Maori (Maori students) still participate in the English medium education system. However this problem plagues not only akonga Maori but also those who are non Maori. Te reo Maori programmes in mainstream New Zealand schools are offered to akonga as optional subjects. While retention is relatively unproblematic for akonga in the junior levels of secondary schools (ages 13 to 14), it becomes a significant issue in the senior levels (ages 15 to 18) where attrition rates are considerably high. This research attempts to identify the factors that contribute to the high rates of attrition and offers some possible solutions to decreasing attrition rates amongst akonga reo Maori.

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17

Hung, Jane, and 馮可儀. "A study of the written feedback given by English teachers to senior form compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31963390.

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18

Sin, Tak-wah, and 冼德華. "An empirical study on the difficulties of senior secondary students inlearning PASCAL programming." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958230.

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19

Clarke, Linda Colleen. "A critical analysis of the examining of poetry in the English First Language Higher Grade course at senior secondary level in Cape Education Department schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003354.

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The study of poetry has become entrenched in most secondary school English syllabuses, including the English First Language Higher Grade syllabus of the Cape Education Department. This acceptance of poetry as a part of the formal academic programme has, however, been accompanied by a demand that could be considered contrary to the spirit of poetry: that an examination should conclude the study. The problem is exacerbated if this examination is set and controlled by an external body, since the nature and objectives of a standardised, mass examination frequently conflict sharply with the aims of studying poetry. The implications of such control over the examining of poetry go beyond this, however. These include the defining and narrowing of the course of study by means of lists of prescribed poems selected by a committee often far removed from the world of the candidates and the significant combined effect of these lists and the style of questioning adopted by the external examiners on methods of teaching. Furthermore, the influence of the external examination is not restricted to the final year of study; the approach to poetry during the entire senior secondary course (of three years) tends to conform to the pattern laid down by the final examination paper. This domination of the external examination over the study of poetry is acknowledged but not condoned. There is undoubtedly a need for further research into alternative ways of assessing a poetry course. In the face of reality, however, this study seeks to identify and analyse the many features of external control that influence the study of poetry; and to consider ways in which examinations in poetry can be devised, approached and used to the best effect in order to fulfil the aims of studying poetry. The most important of these aims are held to be the pleasure and enjoyment of personal engagement with a poem, where there is a meeting of minds, a generation and deepening of emotion and feeling, extension of awareness and stimulation of imagination.

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20

Masilo, Appolonia Nteboheleng. "Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape: a case study." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/204.

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During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.

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21

Ilori, Taiwo Abosede. "Why am I learning dis language sef? : imagined community and language ideologies of English of senior secondary school students in Nigeria." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702186/.

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This study explores senior secondary school (SSS) students' imagined community and identities against the language ideologies of English portrayed in the discourse on education in Nigeria. There has been lots of research done in the areas of identity, imagined community and L2 teaching from different perspectives and contexts (Norton, 2000; Ilori, 2013, Sung, 2013). However, no studies have under a Critical Discourse Analysis (CDA) angle, explored how learners' identities /imagined community are constructed and what resources or mechanisms (e.g. language ideological discourses of English) play a role in the construction of their identities/imagined community. The research draws on Fairclough‘s (2001) concept of social discourse, van Dijk‘s (2006) socio-cognitive approach to CDA and Norton's (2000) notion of imagined community, and is designed around a qualitative study involving open-ended questionnaires and official documents (e.g. language policy on education). This questionnaire which facilitated the interview process of participants (students, parents, teachers and principals) was digitally recorded, transcribed, coded and analysed thematically. Findings suggest that the English language, more than any other language is implicated in the process of imagination, as the choices students make about who they are and who they want to be are direct responses to how English is perceived in the local (social, political and educational) and global context. Therefore, examining the relationship that may exist between the ideologies that associates English with the resource of education, employment or status and students‘ imagined communities/identities may demand that neutrality should no longer be accepted as a concept when talking about imagination or identity. In this way, learners would no longer be viewed as social beings with multiple identities that emerge within specific learning trajectories (Norton, 2000), but as beings with deep-rooted ambiguities that must be represented in a reasonable and justifiable way.

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22

Leung, King-hang, and 梁景恒. "Errors and syntactic transfer in English relative clause formation: a case study of senior Hong Kong secondaryschool students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45007536.

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23

McKellar, Elizabeth Jennifer Kelk. "Does drafting beat "bleeding"? : an action research investigation into the introduction of a cognitivist process approach to the teaching of writing at senior secondary level." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003381.

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In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.

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24

Blunt, Sandra Viki. "An analysis of how the Senior Certificate examination constructs the language needs of English second language learners." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006243.

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The Senior Certificate (SC) examination, a focus of the research described in this thesis, has an important function in terms of the quality of the education system overall and also in terms of the contribution of education to the achievement of national goals. The SC examination functions i) as a measure of achievement at school ii) as an indicator of work readiness and iii) as an indicator of the potential to succeed in higher education. This thesis offers a critique of the SC examination in respect of its functions. The way in which learners' language related needs are constructed is crucial in discussing the SC examination's legitimacy since perceptions about the needs of learners are reflected in what is taught and assessed. Since the majority of candidates writing the SC exarnination do so using a language which is not their mother tongue, the research described in the thesis attempted to identify the way in which the English second language (ESL) SC examination papers construct learners' needs. Examination papers represent a particular domain of social practice and are constructed through discourse. In the context of the research described in this thesis, discourses are understood as sets of ideas which are shared by communities of people and which give rise to practices which then define and sustain those communities and, thus, the discourses themselves. Discourse is language insofar as it converges with power and positions people in the interests of power. The ideological nature of discourse necessitates a critical orientation to research which interrogates, challenges and critiques the status quo. To identify the discourses constructing ESL learners' needs I conducted a critical discourse analysis on a representative sarnple of ESL SC exarnination papers and also interviewed six ESL examiners to corroborate the findings of the analysis. This then allowed me to identify several dominant discourses constructing ESL learners' needs: meaning-related, literature-related and process-related. The first meaning-related discourse, 'Received Tradition' discourse, focuses on the rules of grammar and spelling. Rather than approaching language as a resource to enable learners to understand the ideas to which they are exposed, learners are being taught discrete 'skills' to equip them for higher education study and the workplace. It is argued that school-based language literacy practices are not generalizable to the workplace and to higher education. Another aspect of 'Received Tradition' discourse holds that the study of English literature is a medium for understanding life and that there is moral value in teaching English literature. Learners are therefore constructed as lacking these values and their needs as having to acquire them. 'Received Tradition' discourse also overlaps with a second meaning-related discourse, 'Autonomous Text' discourse, which holds that the text's meaning is explicit and that if the learners can manipulate the rules of English grammar, 'have' vocabulary and can spell, they can retrieve meanings from texts they encounter in a wide range of contexts and construct texts for themselves. It is argued that a lack of awareness that meaning is constructed through recourse to other contexts, texts and the learner's experience is disadvantaging ESL candidates. 'Language as an Instrument of Communication' discourse, the last meaning-related discourse identified, sees language as the vehicle used to convey ideas, thoughts, information and beliefs, which are viewed as having been constructed independently of language. It is assumed that the answers, which, according to 'Autonomous Text' discourse, are in the text, can be conveyed if the tools of language are used correctly. The first literature-related discourse identified is 'Literature Study Develops Language Proficiency'. It is argued this is a misperception since language is learned as part of situated practice and instruction must thus be embedded in meaningful communicative contexts involving situated practice. The second literature-related discourse identified, 'Literature Study is a Medium for Understanding Life', is connected to the 'Received Tradition' discourse referred to above which holds that there is moral value in teaching English literature. This research identifies the ideological implications of these discourses, arguing that values are culture-specific and learners from diverse socio-cultural backgrounds experience life differently from the way it is depicted in English literature. Process-related discourses, which are part of the processes of teaching and assessment, concern the inadequacy of the ESL learner and of the markers and therefore dictate what can and cannot be expected of ESL learners in the SC examination. The research showed how all of the above discourses work through the SC curriculum to impose the values and beliefs of particular dominant groups on the ESL learner. Because of the robust and invidious nature of discourses this is a cause for concern. Although it is difficult to set a school leaving examination which serves both workplace and academic functions, there is a need to move beyond traditional, hegemonic approaches to understanding language learning. This thesis offers an analysis which can be used to inform practice.

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Hoddinott, Merrill R. "Globalization, utilitarianism, and implications for the study of literature : a critical analysis of the eclectic nature of the senior high English language arts curriculum of the Atlantic Provinces Education Foundation /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0032/MQ47457.pdf.

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Cunningham, Gregory Mark. "Enrichment strategies for gifted English first language (HG) pupils at the senior secondary level : a critical evaluation of a programme implemented at Grey Boys' High School, Port Elizabeth, 1986-1988." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1003392.

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Programmes developed specifically for the gifted and talented pupil are not a novel idea. Yet, by comparison, the history of gifted education is a brief one. Highly gifted and talented pupils often have difficulty being challenged in a conventional classroom situation. Since classroom instruction is usually designed for the benefit of pupils who function at the level of the majority of their peer age-group, this teaching, no matter how well done, may not be appropriate for the extremely gifted pupil whose abilities differ greatly from this group. Even special programmes for gifted and talented students may be designed for a broad group of gifted students and may not meet the specific needs of the gifted child, especially ones with a special intellectual talent. While it is important to bear aspects such as the characteristics of giftedness and the attributes of the talented individual in mind, the basis of this dissertation examines what enrichment and acceleration strategies may be utilised by the English First Language (HG) teacher when presented with a preselected group of pupils who are gifted in English, utilising a composite gifted educational model as a mechanism for the development of this specific programme.

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Meyer, Heather. "Unilateral conversations the role of marked sentence initial elements in skilled senior secondary academic writing : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2009 /." AUT University, 2009. http://hdl.handle.net/10292/831.

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This research is a practical attempt to develop academic writing pedagogy at secondary level in New Zealand because from interviews with teachers, personal experience and literature in the professional journal for teachers of English in New Zealand, English in Aotearoa, it appears that this would be a useful enterprise. Literature relating to this, and extending to the related contexts of the UK and Australia has been reviewed. The approach taken is an investigation of top-rated senior secondary writing in subject English, using elements of Hallidayan Systemic Functional Grammar (SFG). The concepts of SFG chiefly drawn upon, namely, Theme and linguistic metafunctions, and their application to the data are presented and explained. This grammatical model was chosen because it allows the interface of grammatical structure and linguistic function to be explored, which in turn permits insight into how the qualities of top-rated writing may be formulated grammatically. This insight may then become part of teaching resources in academic writing by way of both pre- and in-service training material for teachers. Over 100 top-rated English literature essays (graded by teachers) were collected from students, via their schools, so that the data obtained were authentic. Two samples were collected: timed and untimed writing. Each sentence of each essay was typed into one of nine Microsoft Excel spreadsheets, representing locations within the essay. The nine locations were: three introduction locations: initial sentence, medial sentences, terminal sentence; three paragraph locations (all paragraphs in the body of the essays, not introductions or conclusions): initial sentence, medial sentences, terminal sentence; and, three conclusion locations: initial sentence, medial sentences and terminal sentence. The initial grammatical elements and their metafunction(s) for each sentence were categorised. Percentages in each category for each location were calculated so that individual locations could be compared for grammatical and metafunctional characteristics. Grouped locations were also considered where this seemed felicitous; for instance, introductions were compared to conclusions or medial sentences compared to boundary sentences (initial and terminal). Comparisons were also made between the timed and untimed samples. The results showed that some grammatical structures could be associated with particular grouped locations and metafunctional characteristics were not independent of location. The research was also able to suggest grammatical means to achieve metafunctional effects that align with descriptors for writing given by examination boards. For example, clear, logical organisation of writing is highly valued by examination boards. This is achieved by means of elements that perform the textual linguistic metafunction. A variety of grammatical elements to perform this function and their most prominent locations were identified. It is intended that the findings may be a highly directed way to help teachers address some of the writing challenges faced by their students at secondary level.

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Tang, King-fong, and 鄧景芳. "A study of secondary students' attitudes towards English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29677506.

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Ng, Ina. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-medium secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38748356.

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Ho, Kaling Rosa. "The effects of language arts on the learning experience of a Hong Kong secondary four Chinese-medium mixed ability class a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31676522.

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Cheung, See-wan. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31927580.

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Lam, Y. W. Hazel. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong Kong Certificate of Education Examination English syllabus." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3672872X.

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Tse, Kwok-wai Alice. "The effects of teacher feedback on the composition revision of second language learners a case study of nine secondary 4 students under different feedback conditions /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31653108.

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Woo, Yat-ping Connie, and 胡一萍. "English beyond the classroom: learning strategies of F.6 students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963584.

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Ho, Chun-yip Ken. "An investigation into the reading motivation and strategy use of more competent and less competent readers of English in form 5 in a Chinese medium of instruction (CMI) school in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38720206.

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Huang, Junsheng, and 黃軍生. "Interactive integration: English language learning strategies, styles and tasks in a school in Fujian." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182438.

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Chow, So-wah Amy, and 周素華. "The use of dictionaries by F.6 students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29665206.

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Ng, Kit-har Susanna, and 吳潔霞. "Incorporating literature into the certificate level English classroom in Hong Kong: three case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29651153.

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Shek, Miu-shan. "A comparative study of the vocabulary learning strategies and vocabulary size between EMI(English as a medium of instruction), CMI(Chinese as a medium of instruction) and partial EMI secondary six students in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38744569.

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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.

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Fung, Tak-ying Dora, and 馮德盈. "Influences on students' achievements in learning English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38756481.

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Lam, Y. W. Hazel, and 林若穎. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong KongCertificate of Education Examination English syllabus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3672872X.

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Cheung, See-wan, and 張詩韻. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31927580.

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Ng, Ina, and 伍靜雅. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-mediumsecondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38748356.

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Shek, Miu-shan, and 石妙珊. "A comparative study of the vocabulary learning strategies and vocabulary size between EMI(English as a medium of instruction),CMI(Chinese as a medium of instruction) and partial EMI secondary sixstudents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38744569.

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Ho, Kaling Rosa, and 何家玲. "The effects of language arts on the learning experience of a Hong Kongsecondary four Chinese-medium mixed ability class: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676522.

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Li, Ka-pui, and 李家珮. "The role of teacher feedback in enhancing student motivation in English school-based assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45175846.

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Ho, Chun-yip Ken, and 何振業. "An investigation into the reading motivation and strategy use of more competent and less competent readers of English in form 5 in a Chinesemedium of instruction (CMI) school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38720206.

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Ho, Man-bo, and 何萬寶. "To investigate the effects of identity construction on L2 learning motivation through learners' stories in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36757202.

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Tse, Kwok-wai Alice, and 謝幗慧. "The effects of teacher feedback on the composition revision of second language learners: a case study of ninesecondary 4 students under different feedback conditions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31653108.

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