Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 370-391. / xviii, 391 leaves, bound ill. 29 cm

From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.

M.Ed. / Please refer to full text to view abstract

published_or_final_version / English Studies and Comparative Literature / Master / Master of Arts

by Anna Ho Mei Ling. / P. ii in wrong order. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 219-229). / Some appendixes in Chinese. / Abstract --- p.i / Acknowledgments --- p.ii / Table of Contents --- p.iii / Chapter 1. --- Introduction / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- The Teaching and Learning of English in the Three Cities under Study --- p.3 / Chapter 1.2.1 --- The Teaching and Learning of English in Guangzhou (Mainland China) --- p.3 / Chapter 1.2.1a --- The China English Syllabus --- p.3 / Chapter 1.2.1b --- The Role of English in China --- p.4 / Chapter 1.2.2. --- The Teaching and Learning of English in Hong Kong --- p.5 / Chapter 1.2.2a --- The Hong Kong English Syllabus --- p.5 / Chapter 1.2.2b --- The Role of English in Hong Kong --- p.6 / Chapter 1.2.3 --- The Teaching and Learning of English in Kaohsiung (Taiwan) --- p.7 / Chapter 1.2.3a. --- The Taiwan English Syllabus --- p.7 / Chapter 1.2.3b. --- The Role of English in Taiwan --- p.8 / Chapter 1.2.4 --- Summary of Section 1.2 --- p.8 / Chapter 1.3 --- Objectives of the Research --- p.9 / Chapter 1.4 --- Significance of the Research --- p.9 / Chapter 1.5. --- Organization of the Thesis --- p.10 / Chapter II. --- Review of the Literature / Chapter 2.1 --- Relevant Studies on Tasks --- p.11 / Chapter 2.1.1 --- Task-Based Research in SLA --- p.12 / Chapter 2.1.2 --- Support from Psycholinguists --- p.13 / Chapter 2.1.3 --- Defining Tasks --- p.15 / Chapter 2.1.3a --- Terminological Ambiguity --- p.15 / Chapter 2.1.3b --- Long's Definition of Tasks --- p.15 / Chapter 2.1.3c --- Nunan's Definition of Tasks --- p.16 / Chapter 2.1.3d --- Breen's Definition of Tasks and Swale's Criticism --- p.16 / Chapter 2.1.3e --- The Present Researcher's Position --- p.17 / Chapter 2.1.4 --- Littlewood's Task Continuum --- p.19 / Chapter 2.1.5 --- Task Involvement and Its Features --- p.21 / Chapter 2.1.6 --- A Brief Summary --- p.25 / Chapter 2.2 --- Relevant Studies on Motivation --- p.25 / Chapter 2.2.1 --- Socio-Psychological Perspectives of Motivation --- p.25 / Chapter 2.2.2 --- Educational-Psychological Perspective of Motivation --- p.26 / Chapter 2.2.3 --- Krashen's Filter Hypothesis --- p.27 / Chapter 2.2.4 --- Defining Motivation --- p.28 / Chapter 2.2.4a --- Gardner's Definition --- p.28 / Chapter 2.2.4b --- Nseendi's Definition of Motivation and Its Relationship with Tasks --- p.29 / Chapter 2.2.4c --- The Present Researcher's Position --- p.31 / Chapter 2.2.5 --- Keller's ARCS Model --- p.31 / Chapter 2.3 --- Mapping Littlewood's Task Involvement Features into Keller's ARCS Model --- p.34 / Chapter 2.3.1 --- "Attention in Relation to Active Participation, Contribution of Ideas and Interactive Learning" --- p.35 / Chapter 2.3.2 --- Keller's Relevance as Compared to Littlewood's Relevance --- p.36 / Chapter 2.3.3 --- Confidence in Relation to Contribution of Ideas and Scaffolding --- p.36 / Chapter 2.3.4 --- Keller's Satisfaction as Compared to Nseendi's Activity Enjoyment and Nunan's Completion of an Act --- p.37 / Chapter 2.4 --- Task Involvement Features Studied in the Present Research --- p.37 / Chapter III. --- Selection of Tasks / Chapter 3.1 --- Selecting the Tasks --- p.39 / Chapter 3.2 --- Classifying the Task Types --- p.41 / Chapter 3.3 --- The Task Type of Each Task --- p.43 / Chapter 3.3.1 --- Translation as Pre-Communicative Work --- p.46 / Chapter 3.3.2 --- Reading Comprehension Questions --- p.47 / Chapter 3.3.4 --- Authentic Listening (Using Authentic Materials) --- p.48 / Chapter IV. --- Design of the Study / Chapter 4.1 --- Data Gathering --- p.50 / Chapter 4.2 --- Pilot Studies --- p.50 / Chapter 4.3 --- Instruments --- p.51 / Chapter 4.3.1 --- The Questionnaire --- p.51 / Chapter 4.3.1a --- Development of the Questionnaire --- p.51 / Chapter 4.3.1b --- Structure of the Questionnaire --- p.52 / Chapter 4.3.1c --- Administration of the Questionnaire --- p.54 / Chapter 4.3.2 --- Classroom Observation and Follow-up Interviews --- p.54 / Chapter 4.4 --- Subjects --- p.55 / Chapter 4.4.1 --- Number of Schools in the Three Cities --- p.56 / Chapter 4.4.2 --- The Sampling of Subjects --- p.56 / Chapter 4.4.2a --- Sampling of Subjects in Guangzhou --- p.57 / Chapter 4.4.2b --- Sampling of Subjects in Hong Kong --- p.57 / Chapter 4.4.2c --- Sampling of Subjects in Kaohsiung --- p.58 / Chapter 4.4.3 --- Total Subjects in the Study --- p.59 / Chapter 4.5 --- Methods of Analysis --- p.59 / Chapter 4.5.1 --- Data Analysis in Chapter 5 --- p.59 / Chapter 4.5.2 --- Data Analysis in Chapter 6 --- p.61 / Chapter 4.6 --- Data for Future Research --- p.63 / Chapter V. --- Data Analysis : Task Use and Task Frequency of Use / Chapter 5.1 --- Task Use and Task Frequency --- p.64 / Chapter 5.1.1 --- Dictation --- p.67 / Chapter 5.1.2 --- Decontextualized Grammar Exercises --- p.70 / Chapter 5.1.3 --- Translation --- p.73 / Chapter 5.1.4 --- Dialogue Reading --- p.75 / Chapter 5.1.5 --- Reading Comprehension --- p.80 / Chapter 5.1.6 --- Listen & Do --- p.84 / Chapter 5.1.7 --- Guided Writing --- p.89 / Chapter 5.1.8 --- Meaningful Grammar Practice --- p.93 / Chapter 5.1.9 --- Guessing Game --- p.97 / Chapter 5.1.10 --- Rehearsed Role Play --- p.101 / Chapter 5.1.11 --- Reading Street Map --- p.104 / Chapter 5.1.12 --- Authentic Listening Task --- p.106 / Chapter 5.1.13 --- Opinion Seeking Task --- p.111 / Chapter 5.1.14 --- Problem Solving Task --- p.115 / Chapter 5.1.15 --- Action Research --- p.120 / Chapter 5.1.16 --- Responsive Writing --- p.123 / Chapter 5.2 --- Summary on Task Use and Task Frequency --- p.127 / Chapter 5.2.1 --- Comparison on Task Types Reported as Being Used --- p.127 / Chapter 5.2.1a --- Commonly Used Task Types Reported by the Guangzhou Respondents --- p.131 / Chapter 5.2.1b --- Commonly Used Task Types Reported by the Hong Kong Respondents --- p.131 / Chapter 5.2.1c --- Commonly Used Task Types Reported by the Kaohsiung Respondents --- p.132 / Chapter 5.2.2 --- Comparison on Task Types Reported as Being Frequently Used --- p.133 / Chapter 5.2.2a --- Frequently Used Task Types Reported by the Guangzhou Respondents --- p.137 / Chapter 5.2.2b --- Frequently Used Task Types Reported by the Hong Kong Respondents --- p.137 / Chapter 5.2.2c --- Frequently Used Task Types Reported by the Kaohsiung Respondents --- p.137 / Chapter VI. --- Data Analysis: Task Motivation and Task Involvement Features / Chapter 6.1 --- Task Motivation --- p.139 / Chapter 6.2 --- Task Motivation and Task Involvement---Reported by the Guangzhou Respondents --- p.145 / Chapter 6.2.1 --- Task Motivation and Confidence Building --- p.151 / Chapter 6.2.2 --- Task Motivation and Active Participation --- p.151 / Chapter 6.2.3 --- Task Motivation and Room for Idea Contribution --- p.152 / Chapter 6.2.4 --- Task Motivation and Interactive Learning --- p.153 / Chapter 6.3 --- Task Motivation and Task Involvement---Reported by the Hong Kong Respondents --- p.155 / Chapter 6.3.1 --- Task Motivation and Confidence Building --- p.160 / Chapter 6.3.2 --- Task Motivation and Active Participation --- p.161 / Chapter 6.3.3 --- Task Motivation and Room for Idea Contribution --- p.162 / Chapter 6.3.4 --- Task Motivation and Interactive Learning --- p.163 / Chapter 6.4 --- Task Motivation and Task Involvement---Reported by the Kaohsiung Respondents --- p.165 / Chapter 6.4.1 --- Task Motivation and Confidence Building --- p.170 / Chapter 6.4.2 --- Task Motivation and Active Participation --- p.171 / Chapter 6.4.3 --- Task Motivation and Room for Idea Contribution --- p.172 / Chapter 6.4.4 --- Task Motivation and Interactive Learning --- p.173 / Chapter 6.5 --- Task Motivation and Task Involvement---An Inter-City Comparison --- p.175 / Chapter 6.5.1 --- Authentic Communication Reported by the Respondents in the Three Cities --- p.175 / Chapter 6.5.2 --- Communicative Practice Reported by the Respondents in the Three Cities --- p.177 / Chapter 6.5.2a --- Task Motivation and Confidence Building in Communicative Practice --- p.177 / Chapter 6.5.2b --- Task Motivation and Active Participation in Communicative Practice --- p.177 / Chapter 6.5.2c --- Task Motivation and Room for Idea Contribution in Communicative Practice --- p.178 / Chapter 6.5.2d --- Task Motivation and Interactive Learning in Communicative Practice --- p.179 / Chapter 6.5.3 --- Pre-Communicative Work Reported by the Respondents in the Three Cities --- p.181 / Chapter 6.5.3a --- Task Motivation and Confidence Building in Pre-Communicative Work --- p.181 / Chapter 6.5.3b --- Task Motivation and Active Participation in Pre-Communicative Work --- p.182 / Chapter 6.5.3c --- Task Motivation and Room for Idea Contribution in Pre-Communicative Work --- p.182 / Chapter 6.5.3d --- Task Motivation and Interactive Learning in Pre-Communicative Work --- p.183 / Chapter VII. --- Discussion and Conclusion / Chapter 7.1 --- Motivation Features Reported in Different Task Types --- p.185 / Chapter 7.1.1 --- Motivation Features in Authentic Communication --- p.185 / Chapter 7.1.2 --- Motivation Features in Structured Communication --- p.187 / Chapter 7.1.3 --- Motivation Features in Communication Practice --- p.187 / Chapter 7.1.4 --- Motivation Features in Pre-Communicative Work --- p.191 / Chapter 7.1.5 --- Is Authentic Listening an Authentic Communication Task? --- p.194 / Chapter 7.1.6 --- "A Closer Look at Listen & Do, Reading Comprehension and Dialogue Reading" --- p.195 / Chapter 7.1.7 --- Translation as Pre-Communicative Work --- p.197 / Chapter 7.2 --- The Teaching and Learning of English in the Three Cities --- p.198 / Chapter 7.2.1 --- A Brief Review of the Findings --- p.199 / Chapter 7.2.2 --- The Role of English --- p.201 / Chapter 7.2.3 --- The Use of English in the Classroom --- p.203 / Chapter 7.2.4 --- Methodology in English Language Teaching (ELT) Practised in the Three Cities --- p.204 / Chapter 7.2.4a --- The ELT Methodology Practised in Guangzhou Classrooms --- p.205 / Chapter 7.2.4b --- The ELT Methodology Practised in Hong Kong Classrooms --- p.207 / Chapter 7.2.4c --- The ELT Methodology Practised in Kaohsiung Classrooms --- p.208 / Chapter 7.2.5 --- Public Examination Pressure --- p.210 / Chapter 7.2.6 --- Teachers --- p.212 / Chapter 7.3 --- Conclusion and Recommendations --- p.213 / Chapter 7.3.1 --- Major Findings --- p.213 / Chapter 7.3.2 --- Implications and Recommendations --- p.214 / Chapter 7.3.3 --- Limitations of the Present Research and Difficulties Encountered --- p.217 / Chapter 7.3.4 --- The Need for Future Research --- p.218 / Bibliography (English Text) --- p.219 / Bibliography (Chinese Text) --- p.228 / Appendices --- p.230 / Glossary --- p.265

published_or_final_version / Education / Doctoral / Doctor of Education

by Ho Fong Wan Kam, Belinda. / Bibliography: leaves 133-135 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1985

Mak Ho-Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 139-147). / Abstract and questionnaires in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1 / Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3 / Chapter 1.2 --- A Response: The Present Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter 1.4 --- Organization of this Thesis --- p.6 / Chapter 2 --- REVIEW OF LITERATURE --- p.8 / Chapter 2.1 --- Notion of Language Proficiency --- p.8 / Chapter 2.1.1 --- Language Proficiency in General --- p.8 / Chapter 2.1.2 --- Oral Language Proficiency --- p.9 / Chapter 2.1.3 --- Working Definition of Oral Language Proficiency --- p.11 / Chapter 2.2 --- Communicative Language Teaching and Learning --- p.13 / Chapter 2.3 --- Task-based Learning --- p.15 / Chapter 2.3.1 --- Definition of 'Task' --- p.15 / Chapter 2.3.2 --- Tasks for Second Language Learning --- p.17 / Chapter 2.3.3 --- Guidelines for Incorporating Element of Learners' Active Involvement in Task Design --- p.22 / Chapter 2.3.4 --- Task-based Instructions --- p.25 / Chapter 2.4 --- Related Theories in Task-based Learning and Teaching --- p.28 / Chapter 2.4.1 --- Input Hypothesis --- p.28 / Chapter 2.4.2 --- Interaction Hypothesis --- p.28 / Chapter 2.4.3 --- Output Hypothesis --- p.29 / Chapter 2.4.4 --- Humanistic Education and Experiential Learning --- p.31 / Chapter 2.4.5 --- Learner-centredness --- p.32 / Chapter 2.4.6 --- Cooperative Learning and Group-based Learning --- p.33 / Chapter 2.4.6.1 --- Cooperative learning --- p.33 / Chapter 2.4.6.2 --- Language development through (cooperative) group work --- p.34 / Chapter 2.5 --- Immersion Programmes --- p.36 / Chapter 2.5.1 --- Formal Immersion --- p.37 / Chapter 2.5.2 --- Non-formal Immersion Programmes --- p.39 / Chapter 2.5.2.1 --- "Approach to programme implementation: A ""Short, Sharp, Shock"" [3-S] Procedure" --- p.40 / Chapter 2.5.2.2 --- English-speaking environment --- p.40 / Chapter 2.5.2.3 --- Relaxing and enjoyable learning environment --- p.40 / Chapter 2.5.2.4 --- Flexibility in time management and sufficient room for dynamism --- p.41 / Chapter 2.5.2.5 --- Cooperative and supportive learning environment --- p.41 / Chapter 2.6 --- Summary of the Chapter --- p.44 / Chapter 2.7 --- Research Questions --- p.45 / Chapter 3 --- DESIGN OF THE STUDY --- p.46 / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- General and Specific Research Hypotheses --- p.47 / Chapter 3.3 --- Selection of Subjects --- p.48 / Chapter 3.4 --- Group Leaders and Their Roles in the Study --- p.49 / Chapter 3.5 --- Identification and Classification of Tasks for the Immersion Programme --- p.50 / Chapter 3.6 --- Selection of Tasks --- p.53 / Chapter 3.6.1 --- Interactivity-oriented Task --- p.53 / Chapter 3.6.2 --- Fluency-oriented Tasks --- p.54 / Chapter 3.6.3 --- Accuracy-oriented Tasks --- p.55 / Chapter 3.6.4 --- Integrated Tasks --- p.55 / Chapter 3.6.5 --- General Characteristics of Tasks Selected --- p.55 / Chapter 3.7 --- Non-formal Immersion Programme --- p.57 / Chapter 3.7.1 --- Characteristics of Non-formal Immersion Programme --- p.57 / Chapter 3.7.2 --- Sequencing and Grading Tasks --- p.59 / Chapter 3.8 --- Construction of Research Instruments --- p.62 / Chapter 3.8.1 --- Oral Proficiency Interview --- p.62 / Chapter 3.8.2 --- Students' Pre-programme and Post-programme Questionnaire --- p.63 / Chapter 3.8.3 --- Subjects' Perception / Evaluation of Task Effectiveness --- p.64 / Chapter 3.8.4 --- Post-programme Semi-structured Narrative Journal --- p.64 / Chapter 3.9 --- Previous Design Experience --- p.65 / Chapter 3.10 --- Experimental Procedure --- p.66 / Chapter 3.10.1 --- Overview of the Experimental Procedure --- p.66 / Chapter 3.10.2 --- Administering the Orientation for Group Leaders --- p.68 / Chapter 3.10.3 --- Administering the Pre- and the Post-programme Interview --- p.69 / Chapter 3.10.4 --- The Non-formal Immersion Programme --- p.70 / Chapter 3.10.4.1 --- Administrating the programme --- p.70 / Chapter 3.10.4.2 --- Implementation of tasks --- p.70 / Chapter 3.10.4.3 --- Leaders' daily programme evaluation --- p.72 / Chapter 3.10.5 --- Administrating Subjects' Evaluation of Task Effectiveness --- p.73 / Chapter 3.10.6 --- Administrating Team Leader's Observation --- p.74 / Chapter 3.10.7 --- Administrating Post-programme Semi-structured Reflective Journal --- p.74 / Chapter 3.10.8 --- Administrating Post-programme Questionnaire and Oral Language Proficiency Interview --- p.74 / Chapter 3.11 --- Methods of Data Analysis --- p.74 / Chapter 3.11.1 --- Pre-and Post-programme Questionnaires --- p.75 / Chapter 3.11.2 --- Pre- and Post-Programme Oral Interviews --- p.76 / Chapter 3.11.3 --- Subjects' Evaluation of Task Effectiveness --- p.76 / Chapter 3.11.4 --- Qualitative Data from Reflective Journal and from Team Leader's Fieldnotes --- p.78 / Chapter 3.12 --- Summary of Chapter 3 --- p.79 / Chapter 4 --- DATA ANALYSIS --- p.80 / Chapter 4.1 --- Introduction --- p.80 / Chapter 4.2 --- Immersion Effect on Subjects' Oral English Proficiency --- p.81 / Chapter 4.3 --- Task Effectiveness --- p.83 / Chapter 4.3.1 --- Perceived Effectiveness of Task-Types in Enhancing Accuracy --- p.84 / Chapter 4.3.2 --- Perceived Effectiveness of Task-Types in Enhancing Fluency --- p.85 / Chapter 4.3.3 --- Perceived Effectiveness of Task-Types in Enhancing Interactivity --- p.86 / Chapter 4.3.4 --- "Effectiveness of Accuracy-oriented Task-type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.87 / Chapter 4.3.5 --- "Effectiveness of Fluency-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.6 --- "Effectiveness of Interactivity-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.7 --- "Effectiveness of Integrated Task Type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.90 / Chapter 4.3.8 --- Summary of Section 4.3 --- p.91 / Chapter 4.3.8.1 --- Accuracy enhancement --- p.91 / Chapter 4.3.8.2 --- Fluency-enhancement --- p.91 / Chapter 4.3.8.3 --- Interactivity enhancement --- p.92 / Chapter 4.4 --- A Brief Summary of the Quantitative Results --- p.92 / Chapter 4.5 --- The Research Hypotheses Tested --- p.93 / Chapter 4.6 --- Reflective Journal --- p.95 / Chapter 4.6.1 --- "Providing an ""English Speaking Environment""" --- p.97 / Chapter 4.6.2 --- Enhancing Subjects' Confidence in Speaking and Using English --- p.99 / Chapter 4.6.3 --- Evaluating Subjects' Overall Performance in Programme --- p.100 / Chapter 4.6.4 --- Helping to Acquire a Higher Level of Communicative Fluency --- p.100 / Chapter 4.6.5 --- "Helping to Acquire a Higher Level of Accuracy (Pronunciation, Accent, and Stress)" --- p.100 / Chapter 4.6.6 --- Helping to Acquire a Higher Level of Interactivity --- p.101 / Chapter 4.6.7 --- "Stimulating and Developing ""Creativity""" --- p.102 / Chapter 4.6.8 --- Additional Comments --- p.102 / Chapter 4.7 --- Summary of the Major Findings --- p.105 / Chapter 4.8 --- Summary of the Chapter --- p.106 / Chapter 5 --- DISCUSSION --- p.107 / Chapter 5.1 --- Introduction --- p.107 / Chapter 5.2 --- The Impact of the Programme on Learners' Attitudes and Language Learning Behaviour --- p.107 / Chapter 5.2.1 --- Humanistic (Language) Education --- p.108 / Chapter 5.2.2 --- Experiential Learning --- p.111 / Chapter 5.2.3 --- Cooperative Learning --- p.112 / Chapter 5.2.4 --- Learner-centredness Task-based Design --- p.114 / Chapter 5.2.5 --- "A Short, Sharp, Shock (3S) Learning Experience" --- p.115 / Chapter 5.3 --- Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.1 --- General Discussion of the Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.2 --- Roles of Designated Tasks in Pinpointing Specific Proficiency Area(s) --- p.118 / Chapter 5.4 --- Sequencing of Tasks for a Balanced Language Development --- p.119 / Chapter 5.5 --- Summary of Chapter Five --- p.123 / Chapter 6 --- CONCLUSION --- p.124 / Chapter 6.1 --- Limitations of the Present Research --- p.124 / Chapter 6.2 --- Pedagogical Implications --- p.125 / Chapter 6.2.1 --- Implications for Curriculum / Programme Designs --- p.125 / Chapter 6.2.2 --- The Classroom Implications --- p.129 / Chapter 6.3 --- Suggestions for Further Research --- p.135 / Chapter 6.4 --- Summary --- p.137 / Chapter 7 --- REFERENCE --- p.139

published_or_final_version / Education / Master / Master of Education

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1984.