This study investigated the oral proficiency of ESL teacher trainees in different discourse domains. The sample for the study consisted of twenty ESL teacher trainees in their final year at a College of Education. Different methods were used to measure the teacher trainees' oral proficiency in the English Communication Skills class while engaging in less formal conversations and in more formal teaching of content subjects during Practice Teaching. Three categories of constructs for oral proficiency were measured: Accuracy and fluency, classroom language and non-verbal communication. The findings supported the hypothesis: The oral proficiency of ESL teacher trainees is more satisfactory in some discourse domains,e.g. casual conversation, than in others, e.g. formal teaching. Although these findings cannot be regarded as conclusive they raise awareness of the problem. Recommendations were made on how to address the problem of poor oral performance of ESL teachers and teacher trainees teaching content subjects. / Linguistics and Modern Languages / M.A. (Specialisation in Applied Linguistics)

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This study investigated the oral proficiency of ESL teacher trainees in different discourse domains. The sample for the study consisted of twenty ESL teacher trainees in their final year at a College of Education. Different methods were used to measure the teacher trainees' oral proficiency in the English Communication Skills class while engaging in less formal conversations and in more formal teaching of content subjects during Practice Teaching. Three categories of constructs for oral proficiency were measured: Accuracy and fluency, classroom language and non-verbal communication. The findings supported the hypothesis: The oral proficiency of ESL teacher trainees is more satisfactory in some discourse domains,e.g. casual conversation, than in others, e.g. formal teaching. Although these findings cannot be regarded as conclusive they raise awareness of the problem. Recommendations were made on how to address the problem of poor oral performance of ESL teachers and teacher trainees teaching content subjects. / Linguistics and Modern Languages / M.A. (Specialisation in Applied Linguistics)

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

Cheung Yin Ling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 115-125). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Research --- p.3 / Chapter 1.4 --- Organization of the Thesis --- p.4 / Chapter 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Changing Ideas on the Interpretation of Native and Non-native Speakers of English --- p.5 / Chapter 2.1.1 --- The Native Speaker Construct --- p.5 / Chapter 2.1.2 --- The Non-native English Speaker Construct --- p.9 / Chapter 2.1.3 --- The Researcher's Present Position --- p.10 / Chapter 2.1.4 --- Standard English and Varieties --- p.11 / Chapter 2.2 --- Current Issues on Native and Non-native Speakersin English Language Teaching --- p.13 / Chapter 2.2.1 --- ESL Students' Reaction to Accent Differences --- p.13 / Chapter 2.2.2 --- Who are More Successful? The Native Teachers or The Non-native Teachers? --- p.15 / Chapter 2.3 --- Chapter Summary --- p.22 / Chapter 3 --- DESIGN OF THE STUDY --- p.24 / Chapter 3.1 --- Introduction --- p.24 / Chapter 3.2 --- Survey Research --- p.25 / Chapter 3.3 --- The Value of Survey Research --- p.25 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Instruments Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.28 / Chapter 3.6 --- Pilot Study --- p.29 / Chapter 3.7 --- Instruments --- p.29 / Chapter 3.7.1 --- The Questionnaire --- p.29 / Chapter 3.7.2 --- The Interview --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-classroom-Observation Interview --- p.33 / Chapter 3.8 --- Subjects --- p.35 / Chapter 3.8.1 --- The Institutions Chosen for the Study --- p.35 / Chapter 3.8.2 --- The Sampling of Subjects --- p.36 / Chapter 3.9 --- Chapter Summary --- p.38 / Chapter 4 --- FINDINGS --- p.39 / Chapter 4.1 --- Introduction --- p.39 / Chapter 4.2 --- Student Perspective --- p.39 / Chapter 4.2.1 --- Questionnaire Survey --- p.39 / Chapter 4.2.2 --- Interviews --- p.50 / Chapter 4.3 --- Teacher Perspective --- p.62 / Chapter 4.3.1 --- Questionnaire Survey --- p.62 / Chapter 4.3.2 --- Interviews --- p.66 / Chapter 4.4 --- Classroom Observations --- p.74 / Chapter 4.4.1 --- Observations of Lectures --- p.74 / Chapter 4.4.2 --- Post-classroom-Observation Interviews with Students --- p.76 / Chapter 4.5 --- Chapter Summary --- p.77 / Chapter 5 --- DISCUSSION --- p.80 / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Students' Perceptions of the NESTS and the Non-NESTs in terms of Pedagogy and Knowledge of Applied Linguistics --- p.82 / Chapter 5.3 --- Strengths and Weaknesses of the NESTS and the Non-NESTs --- p.89 / Chapter 5.4 --- Motivational Strategies in the Teaching of English --- p.96 / Chapter 5.5 --- Discrimination against the Non-NESTs in Hong Kong and Suggestions to Reduce Such Discrimination --- p.100 / Chapter 5.6 --- Chapter Summary --- p.106 / Chapter 6 --- CONCLUSION --- p.107 / Chapter 6.1 --- Introduction --- p.107 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.107 / Chapter 6.3 --- Limitations of the Study --- p.110 / Chapter 6.3.1 --- Research Design --- p.110 / Chapter 6.3.2 --- Sample --- p.111 / Chapter 6.3.3 --- Generalizability of Findings --- p.111 / Chapter 6.4 --- Pedagogical Implications --- p.112 / Chapter 6.4.1 --- Students Should be Made Aware of Hong Kong Accented English --- p.112 / Chapter 6.4.2 --- The Importance of Intelligibility of English --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Chapter 7 --- BIBLIOGRAPHY --- p.115 / Appendices / Chapter Appendix A. --- Sample of Student's Questionnaire --- p.126 / Chapter Appendix B. --- Sample of Teacher's Questionnaire --- p.130 / Chapter Appendix C. --- Student Questionnaire Data --- p.132 / Chapter Appendix D. --- Teacher Questionnaire Data --- p.145 / Chapter Appendix E. --- Consent Letter --- p.150 / Chapter Appendix F. --- Questions for Student's Interview --- p.151 / Chapter Appendix G. --- Questions for Teacher's Interview --- p.152 / Chapter Appendix H. --- Full Transcripts (Student's Interview) --- p.153 / Chapter Appendix I. --- Full Transcripts (Teacher's Interview) --- p.190 / Chapter Appendix J. --- Categorization of Data (Student's Interview) --- p.228 / Chapter Appendix K. --- Categorization of Data (Teacher's Interview) --- p.248 / Chapter Appendix L. --- Classroom Observation Form --- p.294 / Chapter Appendix M. --- Questions for Post-classroom-Observation Interview --- p.296 / Chapter Appendix N. --- Summary of Data Gathered from Post-classroom-observation Interview --- p.297 / Chapter Appendix O. --- ELT 1106 Lecture Notes (Week 1 - Week 5) --- p.303

published_or_final_version / abstract / toc / Education / Master / Master of Education