M.Ed. (Higher Didactics) / Immigrant pupils cause problems for the education authorities of the host countries, especially in the learning of the official language or languages of the countries concerned. The aim of this research is to ascertain whether the teachers who fill the posts for special language instruction Afrikaans Second Language are adequately trained and prepared for their task. Information was gathered by means of questionnaires and enquiries made at teacher training institutions ...

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

The present study is a qualitative one concerning classroom language activities in a foreign language classroom. Studies in language education have in recent years focused on the integration of language and content as one possible way to benefit the students both linguistically and cognitively. Among the research efforts on a content-based approach., Mohan's (1986) Knowledge Framework (KF) provides a systematic way to organize classroom activities combining language and content. However, it is believed by some people that a content-based approach can only apply to learners above the beginning level and that beginners' language classes should be organized solely around language categories. The present study attempts to investigate the feasibility of adopting a content-based approach in a regular Chinese as a foreign language class for young beginners by examining the on-going process of classroom language activities organized around Mohan's KF. The empirical evidence provided by the study indicates that it is feasible to apply a content-based approach in teaching a foreign language to young beginners in normal classroom situations: (1) By engaging in activities organized around the KF, the students in the study used Chinese (though in combination with English) in their interactions, seemed to understand the topics or content of the activities they were engaged in, were involved in certain thinking processes, and represented knowledge structures with graphics; (2) The study shows that classroom activities on a chosen topic can lead to the systematic use of features of language by foreign language students at the beginning level, in the ways indicated by the KF analysis of the topic. In providing an analytical description of the on-going process of classroom language activities around the KF, how the KF was adopted, and how the teacher and the students worked with the KF, the study further supports the argument empirically that the principles underlying the KF apply not only to learners above the beginning level, but also to learners who are beginners; not only to second language learners, but also to foreign language learners. On the basis of the study, suggestions on program improvement and recommendations for further research are considered. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Examination of educational literature reveals a wealth of suggested materials and procedures to provide independent study facilities for students of the sciences, social studies and English. Very little mention is made of library resources for students of French or other foreign languages. This thesis proposes to survey the present relationship between secondary school French teaching and school libraries in British Columbia, and to make recommendations for the future growth of libraries offering independent French language study facilities. From questionnaires completed by French teachers and school librarians across the province, summaries of their respective holdings were obtained. Typical situations could be described, although few consistent patterns of organization were found. The questionnaires were analyzed in three school-size groups: under 500 pupils, between 500 and 1000, and over 1000. As expected, the larger schools have an advantage in obtaining most types of supplementary materials and equipment. With British Columbia's present situation clearly in mind, some attention is given to the relationships, personal and organizational, between French teachers and librarians. From recent literature and a visit to a leading American high school, a modern, realistic role for both language department and library resources is proposed. The thesis examines audiovisual learning in some detail. It was found through the questionnaires that many libraries are prepared to adopt the "materials centre" concept which implies a wide variety of electronic and other non-print resources. Some cautionary statements are directed to librarians after a discussion of the limited ability of modern technologies to serve students of French in secondary school library settings. Appendices explore the usefulness of the Bell and Howell Language Master, an audio-instructional device which purports to have applications to all learning tasks. Pupils who used the Language Master extensively during a two-week period made progress similar to that of a control group who remained under regular classroom instruction. A further attempt to use the machine for individual remedial study revealed some apparent deficiencies in such an application. It is concluded that it is of minimal value for language training, and recommendations are made for further research. Finally, a list of reading materials related to French courses is offered as an aid to teachers and librarians. / Education, Faculty of / Graduate

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No description available.

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