Chan, Ying Shan. / Thesis submitted in: October 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 112-117). / Abstracts in English and Chinese; appendix also in Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT IN ENGLISH --- p.ii / ABSTRACT IN CHINESE --- p.iv / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Statement of Problem --- p.3 / Chapter 1.3 --- Purpose and Method of Study --- p.4 / Chapter 1.4 --- Significance of the Study --- p.6 / Chapter 1.5 --- Organization of the Dissertation --- p.7 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Previous Research on Planning and Oral Performance --- p.9 / Chapter 2.2.1 --- Conceptual Framework of Planning Studies --- p.9 / Chapter 2.2.2 --- Aspects of Linguistic Performance --- p.10 / Chapter 2.3 --- The Role of Planning in Writing --- p.13 / Chapter 2.3.1 --- Writing Models --- p.14 / Chapter 2.3.2 --- The Role of L2 in Writing Models --- p.16 / Chapter 2.3.3 --- The Role of L1 in L2 Writing --- p.18 / Chapter 2.4 --- Different Types of Planning --- p.22 / Chapter 2.5 --- The Importance of Planning --- p.23 / Chapter 2.6 --- The Relationship between Planning and Written Performance --- p.24 / Chapter 2.6.1 --- Planning Types --- p.26 / Chapter 2.6.2 --- Research on Pre-task Planning --- p.26 / Chapter 2.6.3 --- Research on Online Planning --- p.27 / Chapter 2.6.4 --- Other Research --- p.28 / Chapter 2.7 --- Chapter Summary --- p.29 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Safeguards for the Research Design --- p.31 / Chapter 3.2.1 --- Classroom Situation --- p.32 / Chapter 3.2.2 --- Purposeful Sampling --- p.33 / Chapter 3.2.3 --- Voluntary Participation and Guarantee of Anonymity --- p.33 / Chapter 3.3 --- The Participants --- p.33 / Chapter 3.4 --- Sources of Data --- p.38 / Chapter 3.4.1 --- Pre-task Questionnaires --- p.39 / Chapter 3.4.2 --- Written Products --- p.39 / Chapter 3.4.3 --- Reflective Questionnaires --- p.40 / Chapter 3.4.4 --- Semi-structured Interviews --- p.40 / Chapter 3.5 --- Procedures of Data Collection --- p.41 / Chapter 3.5.1 --- Selecting the Subjects --- p.41 / Chapter 3.5.2 --- Gathering the Basic Information of the Participants --- p.42 / Chapter 3.5.3 --- Conducting Pilot Studies --- p.43 / Chapter 3.5.4 --- Writing Sessions --- p.44 / Chapter 3.5.5 --- Semi-structured Interviews --- p.47 / Chapter 3.5.6 --- Collecting Questionnaires and Written Products --- p.48 / Chapter 3.6 --- Analysis of the Data --- p.48 / Chapter 3.6.1 --- Eliciting the Questionnaires and Interviews --- p.48 / Chapter 3.6.2 --- Analyzing the Written Products --- p.49 / Chapter 3.6.3 --- Processing the Data --- p.52 / Chapter 3.7 --- Chapter Summary --- p.52 / Notes --- p.53 / Chapter CHAPTER FOUR --- RESULTS --- p.55 / Chapter 4.1 --- Introduction --- p.55 / Chapter 4.2 --- Effects of the Medium of Planning on Written Performance --- p.55 / Chapter 4.2.1 --- The Effects of Task Sequences on Written Performance --- p.55 / Chapter 4.2.2 --- The Effects of the Medium of Planning without the Consideration of Proficiency --- p.57 / Chapter 4.2.3 --- The Effects of the Medium of Planning with the Consideration of Proficiency --- p.59 / Chapter 4.2.4 --- The Effects of the Medium of Planning and Proficiency Level on Written Performance --- p.65 / Chapter 4.3 --- The Comparison between Two Proficiency Groups on Each Task --- p.67 / Chapter 4.4 --- Questionnaires and Interviews --- p.73 / Chapter 4.5 --- Chapter Summary --- p.75 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.77 / Chapter 5.1 --- Introduction --- p.77 / Chapter 5.2 --- The Relationship between the Medium of Planning and Written Performance --- p.77 / Chapter 5.2.1 --- The Effects of the Medium of Planning on Fluency --- p.78 / Chapter 5.2.2 --- The Effects of the Medium of Planning on Accuracy --- p.88 / Chapter 5.2.3 --- The Effects of the Medium of Planning on Complexity --- p.92 / Chapter 5.3 --- Comparison of the Two Proficiency Groups on Each Task --- p.94 / Chapter 5.3.1 --- Two Groups Performing in English Task --- p.94 / Chapter 5.3.2 --- Two Groups Performing in Chinese Task --- p.96 / Chapter 5.4 --- Chapter Summary --- p.100 / Chapter CHAPTER SIX --- "CONCLUSION, IMPLICATIOINS AND RECOMMENDATIONS" --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Conclusion of the Study --- p.102 / Chapter 6.3 --- Implications for Teachers --- p.105 / Chapter 6.3.1 --- Ways to Improve Fluency --- p.106 / Chapter 6.3.2 --- Ways to Improve Accuracy --- p.108 / Chapter 6.4 --- Limitations and Recommendations --- p.109 / Chapter 6.5 --- Chapter Summary --- p.110 / REFERENCES --- p.112 / APPENDICES --- p.118

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / English Studies / Master / Master of Arts

published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Lam Tsui-shan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 198-210). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- The Setting of the Present Research --- p.2 / Chapter 1.1.1 --- Research on Second/Foreign Language (SL/FL) Classroom Interaction --- p.2 / Chapter 1.1.2 --- Research on English Classroom Interaction in Hong Kong --- p.3 / Chapter 1.2 --- Rationale and Significance --- p.5 / Chapter 1.3 --- Organisation of This Thesis --- p.7 / Chapter 2 --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Communicative Language Teaching (CLT) --- p.9 / Chapter 2.2.1 --- Origins and Development --- p.9 / Chapter 2.2.2 --- Communicative Competence: Framework --- p.11 / Chapter 2.2.3 --- Communicative Competence: Theoretical Approaches in Language Teacl --- p.13 / Chapter 2.2.3.1 --- The interactional approach --- p.13 / Chapter 2.2.3.2 --- The discoursal approach --- p.15 / Chapter 2.2.3.3 --- The fluency-based approach --- p.17 / Chapter 2.2.4 --- Communicative Competence: Practical Issues --- p.19 / Chapter 2.2.4.1 --- The interactional approach: The role of output --- p.19 / Chapter 2.2.4.2 --- The discoursal approach: The need of information gap --- p.22 / Chapter 2.2.4.3 --- The fluency-based approach: The measurement of fluency --- p.23 / Chapter 2.2.5 --- The Communicative Language Teaching in Hong Kong --- p.25 / Chapter 2.2.5.1 --- The development of CLT in English classroom --- p.25 / Chapter 2.2.5.2 --- Attitudes toward CLT and the actual practice: A dilemma --- p.26 / Chapter 2.3 --- Classroom Interaction and Language Learning --- p.29 / Chapter 2.3.1 --- The Role of Interaction --- p.29 / Chapter 2.3.1.1 --- Comprehensible input and its development --- p.30 / Chapter 2.3.1.2 --- Negotiation --- p.33 / Chapter 2.3.1.3 --- Output --- p.35 / Chapter 2.3.2 --- Actual Interactional Patterns in Classroom: The Interactive Goals --- p.37 / Chapter 2.3.2.1 --- Core Goals --- p.37 / Chapter 2.3.2.2 --- Framework Goals --- p.42 / Chapter 2.3.2.3 --- Social Goals --- p.43 / Chapter 2.3.3 --- Desired Classroom Interactional Patterns --- p.45 / Chapter 2.3.3.1 --- The Two Complementary Modes --- p.45 / Chapter 2.3.3.2 --- "The Triangular Elements: Play, Work and Learning" --- p.47 / Chapter 2.3.4 --- Aspects of Teacher-Learner (T-L) Interaction --- p.49 / Chapter 2.3.4.1 --- Teacher roles --- p.49 / Chapter 2.3.4.2 --- Learner roles --- p.51 / Chapter 2.3.4.3 --- Teacher talk --- p.52 / Chapter 2.3.4.4 --- Student talk --- p.57 / Chapter 2.3.4.5 --- Turns of talk --- p.60 / Chapter 2.4 --- Classroom Interaction and Second Language Learners --- p.63 / Chapter 2.4.1 --- Learner Autonomy --- p.64 / Chapter 2.4.2 --- Learner Anxiety --- p.65 / Chapter 2.5 --- English Language Classroom Interaction in Hong Kong --- p.67 / Chapter 2.5.1 --- Analyzing Input and Interaction in Language Classrooms --- p.67 / Chapter 2.5.2 --- Communication Failure in the English Classroom --- p.69 / Chapter 2.5.3 --- The Five Second Language Discourses --- p.70 / Chapter 2.5.4 --- Students' Participation in Language Classroom --- p.72 / Chapter 2.5.5 --- Research Gaps in Hong Kong: Significance of Students' Voices --- p.73 / Chapter 2.6 --- Chapter Summary --- p.75 / Chapter 3 --- METHODOLOGY --- p.77 / Chapter 3.1 --- Introduction --- p.77 / Chapter 3.2 --- Selection of Subjects --- p.78 / Chapter 3.2.1 --- School --- p.78 / Chapter 3.2.2 --- Class --- p.78 / Chapter 3.2.3 --- Teacher --- p.79 / Chapter 3.2.4 --- Students --- p.80 / Chapter 3.3 --- Research Instruments --- p.81 / Chapter 3.3.1 --- "Non-participant, Ethnographic Observations" --- p.81 / Chapter 3.3.2 --- Stimulated Recall and Semi-structured Interviews --- p.82 / Chapter 3.4 --- Design of the Study --- p.83 / Chapter 3.4.1 --- Stage One: Data Collection --- p.83 / Chapter 3.4.1.1 --- Classroom observations --- p.83 / Chapter 3.4.1.2 --- Students' interviews --- p.84 / Chapter 3.4.2 --- Stage Two: Data Analysis --- p.85 / Chapter 3.5 --- Methods of Data Analysis --- p.86 / Chapter 3.5.1 --- Analysing the Classroom Discourse Data --- p.86 / Chapter 3.5.2 --- Analysing the Interview Data --- p.87 / Chapter 3.6 --- Chapter Summary --- p.88 / Chapter 4 --- DATA ANALYSIS --- p.89 / Chapter 4.1 --- Introduction --- p.90 / Chapter 4.2 --- Classroom Interactional Patterns: The General Picture --- p.90 / Chapter 4.2.1 --- Teacher's and Students' Talk --- p.90 / Chapter 4.2.1.1 --- At the utterance level --- p.91 / Chapter 4.2.1.2 --- Language choice --- p.92 / Chapter 4.2.2 --- Teacher's and Students' Turn Allocation --- p.93 / Chapter 4.2.2.1 --- Amounts of turns taken --- p.93 / Chapter 4.2.2.2 --- Turn-taking patterns --- p.95 / Chapter 4.3 --- Teacher-Learner Verbal Interaction: An Overview --- p.95 / Chapter 4.3.1 --- Types of Teacher Talk --- p.95 / Chapter 4.3.1.1 --- """Teacher-initiate""" --- p.95 / Chapter 4.3.1.2 --- """Teacher-respond""" --- p.98 / Chapter 4.3.2 --- Types of Student Talk --- p.98 / Chapter 4.3.2.1 --- """Pupil-initiate""" --- p.99 / Chapter 4.3.2.2 --- """Pupil-respond""" --- p.100 / Chapter 4.4 --- A Brief Summary on the Classroom Discourse Data --- p.100 / Chapter 4.5 --- Findings Based on Students' Interview Data --- p.101 / Chapter 4.5.1 --- Students Asking Questions in English Classroom --- p.102 / Chapter 4.5.1.1 --- Reasons for taking the initiative to ask questions --- p.102 / Chapter 4.5.1.2 --- Moments of raising hand to ask questions --- p.102 / Chapter 4.5.1.3 --- Reasons for not asking questions in English --- p.103 / Chapter 4.5.1.4 --- Reasons for not asking questions in class --- p.103 / Chapter 4.5.1.5 --- Expectations about teacher's answers --- p.104 / Chapter 4.5.1.6 --- Learning from asking questions --- p.104 / Chapter 4.5.2 --- Students answering questions in English classroom --- p.105 / Chapter 4.5.2.1 --- Reasons for taking the initiative to answer questions --- p.105 / Chapter 4.5.2.2 --- Reasons for calling out the answer without teacher's nomination --- p.106 / Chapter 4.5.2.3 --- Reasons for answering in private turns --- p.106 / Chapter 4.5.2.4 --- Reasons for nodding or shaking head to answer questions --- p.107 / Chapter 4.5.2.5 --- Reasons for not taking the initiative in answering questions --- p.108 / Chapter 4.5.2.6 --- Learning from answering questions --- p.109 / Chapter 4.5.3 --- Teacher-Learner Interaction and Classroom Learning --- p.109 / Chapter 4.5.3.1 --- Motivating factors for speaking (in English) in class --- p.109 / Chapter 4.5.3.2 --- Types of classroom atmosphere encouraging verbal interactions --- p.110 / Chapter 4.5.3.3 --- Positive effects of verbal interactions in classroom learning --- p.111 / Chapter 4.5.3.4 --- De-motivating factors for speaking (in English) in class --- p.112 / Chapter 4.5.3.5 --- Types of classroom atmosphere discouraging verbal interactions(in English)in class --- p.113 / Chapter 4.5.3.6 --- Negative effects of non-verbal interactions in classroom learning --- p.113 / Chapter 4.5.3.7 --- Positive effects of non-verbal interactions in classroom learning --- p.114 / Chapter 4.5.3.8 --- Things in mind when learning in silence --- p.114 / Chapter 4.5.4 --- Students' Suggestions for English Teacher --- p.115 / Chapter 4.5.4.1 --- Influences of teacher's image --- p.115 / Chapter 4.5.4.2 --- Expected images and roles of the English teacher in the classroom --- p.116 / Chapter 4.5.4.3 --- Suggested actions to promote T-L interaction --- p.117 / Chapter 4.5.4.4 --- Suggested actions to promote speaking English in class --- p.118 / Chapter 4.6 --- A Brief Summary on the Student Interview Data --- p.119 / Chapter 5 --- DISCUSSION --- p.120 / Chapter 5.1 --- Introduction --- p.120 / Chapter 5.2 --- Students' Participation in English Classroom: An Overview --- p.120 / Chapter 5.2.1 --- Types of Teachers' Elicitation and Students' Responses --- p.121 / Chapter 5.2.2 --- Types of Students' Elicitation and Teachers' Responses --- p.124 / Chapter 5.2.3 --- Language Choice of the Students --- p.126 / Chapter 5.3 --- Non-verbal Participation in Classroom Interaction --- p.130 / Chapter 5.3.1 --- Students' Non-verbal Participation in Answering and Asking Questions --- p.131 / Chapter 5.3.1.1 --- Reasons for answering questions in private turns --- p.131 / Chapter 5.3.1.2 --- Reasons for using body language or games to answer questions --- p.133 / Chapter 5.3.1.3 --- Reasons for not taking the initiative to answer questions --- p.134 / Chapter 5.3.1.4 --- Reasons for not taking the initiative to ask questions in class --- p.141 / Chapter 5.3.2 --- De-motivating Factors for Speaking in Class: A Review --- p.144 / Chapter 5.3.2.1 --- Students' anxiety in ESL classroom --- p.145 / Chapter 5.3.2.2 --- Teacher's influences on students' non-verbal participation --- p.148 / Chapter 5.4 --- Verbal Participation in Classroom Interaction --- p.153 / Chapter 5.4.1 --- Students Verbal Participation in Answering and Asking Questions --- p.154 / Chapter 5.4.1.1 --- Reasons for taking the initiative to ask questions --- p.154 / Chapter 5.4.1.2 --- Reasons for not speaking in English --- p.155 / Chapter 5.4.1.3 --- Reasons for taking the initiative to answer questions --- p.158 / Chapter 5.4.1.4 --- Reasons for shouting out the answer --- p.160 / Chapter 5.4.2 --- Motivating Factors for Speaking in Class: A Study on Teacher's Influence --- p.162 / Chapter 5.4.2.1 --- Expected roles of an English teacher in classroom interaction --- p.163 / Chapter 5.4.2.2 --- Encouraging students' English verbal participation in classroom --- p.171 / Chapter 5.5 --- Chapter Summary --- p.180 / Chapter 6 --- CONCLUSION --- p.183 / Chapter 6.1 --- Introduction --- p.183 / Chapter 6.2 --- A Summary of the Research Objectives and Findings --- p.183 / Chapter 6.2.1 --- Revisiting Research Objectives --- p.183 / Chapter 6.2.2 --- Summarising Research Findings --- p.184 / Chapter 6.2.2.1 --- Classroom discourse data --- p.184 / Chapter 6.2.2.2 --- Student interview data --- p.185 / Chapter 6.3 --- Pedagogical Implications --- p.190 / Chapter 6.4 --- Research Limitations --- p.193 / Chapter 6.5 --- Suggestions for Future Research --- p.194 / Chapter 6.6 --- Chapter Summary --- p.196 / REFERENCES --- p.198 / APPENDICES --- p.211 / Chapter A --- An Overview of the English Language Classroom Interaction Research in Hong --- p.211 / Chapter B --- "Tsui's "" Seventeen-Category System"" and Its Illustration" --- p.213 / Chapter C --- Percentage of Partially and Totally Unintelligible Utterances of the Teachers and --- p.214 / Chapter D --- Relative Population and Distribution of Forty-eight Student Interviewees --- p.215 / Chapter E --- The Codes of the Forty-eight Student Interviewees --- p.216 / Chapter F --- Summary of Students' Explanations for Their Non-verbal Participation --- p.217 / Chapter G --- Summary of Students' Explanations for Their Verbal Participation --- p.218 / Chapter H --- Diagram 2. The Flow of Possible Worries in Students' Mind When They Are to Answer Teacher's Question --- p.219 / Chapter I --- Diagram 3. Possible Things in Students' Mind When They Have A Question in Mind --- p.220

"September 2004." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 222-231) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Education / Master / Master of Education