Global ETD Search

11	Teacher beliefs and grammar teaching practices: case studies of four ESL teachers Wu, Kam-yin., 胡錦賢. January 2006 (has links) published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy English language - Grammar.
12	Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL)learning activities Kan, Mei., 簡微. January 2007 (has links) published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
13	English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice? Chao, Yan-ki., 周恩琪. January 2010 (has links) published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
14	An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms Ng, Suet-ying, Kylie., 吳雪瑩. January 2011 (has links) The policy on “Teaching English through English” has been proposed by the Hong Kong Government for decades. However, teachers find it difficult to follow the policy and the use of Cantonese is necessary due to the realistic need of students. The present study aims to investigate the patterns and functions of the use of Cantonese in English lessons, and to examine English teachers’ and students’ views towards the use of Cantonese in English classroom. This study involved three S4 teachers and twelve students from their classes. Data was collected through audio recording of lessons and interviews with teacher and student participants. The results show that Cantonese was widely used for teaching vocabulary, explaining relatively complicated tasks and classroom management. Teachers seldom reverted to the target language once they have switched to Cantonese. Both the teacher and student participants believed that the use of Cantonese could facilitate the teaching and learning of grammar and vocabulary. Also, it was effective in maintaining classroom discipline, enhancing communication within the classroom, and creating a conducive learning environment. Despite the perceived pedagogical value of Cantonese in English classroom, findings suggest that teachers tended to use Cantonese as a time-saving device rather than a facilitative teaching tool, and the potential pedagogical functions of using Cantonese in English classroom were not fully utilized because of the teachers’ lack of strategic planning when using it. It is important for English teachers to reflect on their language choice, and to develop an awareness of using Cantonese effectively to facilitate students’ learning of English. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
15	Empowering teachers to collaborate professionally in school-based curriculum development: the Tsuen Wan ETSNproject Leung, Fung-yin, Flora., 梁鳳燕. January 2003 (has links) published_or_final_version / Education / Master / Master of Education Curriculum change - China - Hong Kong.
16	A comparison of the conceptions of teaching English of native speakingand local teachers in Hong Kong primary schools 文翠珊, Man, Chui-shan, Teresa. January 2002 (has links) published_or_final_version / Education / Master / Master of Education
17	English teachers' conceptions of task-based learning Lee, Suet-mui, Carol, 李雪梅 January 2002 (has links) published_or_final_version / Education / Master / Master of Education Task analysis in education.
18	The implementation of the NET/ELTA scheme in two primary schools Chung, Sau-yuk, Teresa., 鍾漱玉. January 2004 (has links) published_or_final_version / abstract / toc / Education / Master / Master of Education English teachers - China - Hong Kong. Teachers, Foreign - China - Hong Kong.
19	The primary NET scheme: its successcriteria Lau, Yu-yee., 劉宇儀. January 2004 (has links) published_or_final_version / abstract / toc / Education / Master / Master of Education English teachers - China - Hong Kong. Teachers, Foreign - China - Hong Kong.
20	Teachers' perceptions of task-based language teaching: impact on their teaching approaches Hui, Oi-lin, Irene., 許愛蓮. January 2004 (has links) published_or_final_version / abstract / toc / Education / Master / Master of Education

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