published_or_final_version / Educational Psychology / Master / Master of Social Sciences

No description available.

Natural Grammar provides a way for the junior high or high school English teacher to draw upon students' "natural," or subconscious, knowledge of the systems and structures of spoken English. When such subconscious knowledge is conceptualized (brought to the conscious level), the students can transfer that knowledge to their writing. Natural grammar, in other words, allows the teacher to begin with what students already know, so that he or she may help students to build upon that knowledge in the context of the students' own writing. Chapters include a brief history of grammar instruction, a synopsis of the theories that contributed to the development of natural grammar, a description of natural grammar, and suggestions for implementation of natural grammar in the classroom.

by Lui Ling-yee. / Thesis (M.A.)--Chiense University of Hong Kong, 1981. / Bibliography: leaves 94-97.

Lin Ming Sum. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves i-xi). / Abstracts in English and Chinese. / Acknowledgements / Abstract / 摘要 / Table of Content / List of tables / List of figures / Units of measurement / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- What are formulaic sequences? --- p.2 / Chapter 1.2 --- Importance of researching on formulaic sequences --- p.4 / Chapter 1.2.1 --- Wray's works --- p.6 / Chapter 1.2.2 --- Distinction between native and normative speakers --- p.9 / Chapter 1.2.3 --- Building blocks of language --- p.10 / Chapter 1.2.4 --- Processing Unit --- p.11 / Chapter 1.2.5 --- A pragmatic phenomenon in social interactions --- p.13 / Chapter 1.3 --- Rationale --- p.17 / Chapter 1.4 --- Objectives --- p.19 / Chapter Chapter 2 --- Literature Review --- p.20 / Chapter 2.1 --- Defining formulaic sequences --- p.20 / Chapter 2.2 --- The development of research on formulaic sequences --- p.26 / Chapter 2.2.1 --- Context of formulaic sequences research --- p.26 / Chapter 2.2.2 --- Milestone works on formulaic language --- p.29 / Chapter 2.2.2.1 --- The first phase --- p.30 / Chapter 2.2.2.2 --- The second phase --- p.33 / Chapter 2.2.2.3 --- The third phase --- p.35 / Chapter 2.2.3 --- Questions and problems surrounding the field --- p.38 / Chapter 2.3 --- Relationship between fluency and the use of formulaic sequences --- p.44 / Chapter 2.4 --- Methods of identification of formulaic sequences --- p.50 / Chapter 2.4.1 --- The criteria listed by other researchers --- p.50 / Chapter 2.4.2 --- Intuition --- p.58 / Chapter 2.4.3 --- Case studies --- p.60 / Chapter 2.4.4 --- Corpus tools --- p.62 / Chapter 2.4.5 --- Phonological features --- p.65 / Chapter 2.4.6 --- Other methodologies --- p.67 / Chapter Chapter 3 --- Methodology --- p.72 / Chapter 3.1 --- Research questions --- p.72 / Chapter 3.1 --- The tasks --- p.73 / Chapter 3.2 --- The subjects --- p.74 / Chapter 3.3 --- Data collection --- p.75 / Chapter Chapter 4 --- Data analysis --- p.77 / Chapter Chapter 5 --- Findings --- p.80 / Chapter 5.1 --- Use of formulaic sequences by native and normative speakers --- p.80 / Chapter 5.2 --- Interaction between NS/NNS factor and task type --- p.81 / Chapter 5.3 --- Analysis of individual performance --- p.82 / Chapter 5.4 --- Fluency and the use of formulaic language --- p.85 / Chapter 5.5 --- Time on task and the use of formulaic language --- p.87 / Chapter 5.6 --- Use of formulaic language and mean length of each turn --- p.89 / Chapter 5.7 --- Articulation rate of formulaic sequences --- p.90 / Chapter 5.8 --- Summary of findings --- p.91 / Chapter Chapter 6 --- Discussion --- p.93 / Chapter 6.1 --- Use of formulaic language by native and normative speakers --- p.93 / Chapter 6.2 --- Interaction between NS/NNS factor and task type --- p.97 / Chapter 6.3 --- The use of formulaic language and fluency --- p.97 / Chapter 6.4 --- Time on task and the use of formulaic language --- p.99 / Chapter 6.5 --- Length of each turn and the use of formulaic language --- p.103 / Chapter 6.6 --- Rate analysis --- p.105 / Chapter 6.7 --- Summary of the discussion --- p.106 / Chapter Chapter 7 --- Limitations --- p.107 / Chapter Chapter 8 --- Implications of this study --- p.110 / Chapter 8.1 --- Implications for research --- p.110 / Chapter 8.2 --- Implications for pedagogy --- p.111 / Chapter Chapter 9 --- Directions for future research --- p.116 / Chapter Chapter 10 --- Conclusion --- p.119 / Bibliography --- p.i / Appendices --- p.xii / Instructions for the Picture Story Telling --- p.xii / Picture series 1: Picnic --- p.xiii / Picture series 2: Football --- p.xiv / Instructions for the Problem-solving task --- p.xv / Problem-solving task: The Problem Page --- p.xvi

Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 53-57.

Huang, Zeping. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 195-211). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

This study examined incidental receptive and productive vocabulary gains within conversation-class interactions. Eleven Mexican learners of English attended four videotaped conversation lessons where 40 target words were incorporated in different types of exposure. Stimulated recall interviews with students highlighted the effect of cognates, learners' access to passive vocabulary, and use of their vocabulary knowledge in learning related words. Posttests revealed a correlation between frequency and receptive/productive gains. Mean scores showed that words mentioned with synonyms were learned most often, followed by task-essential words and last those mentioned without explanation. A two-way ANCOVA revealed main effects for cognates, and a statistical interaction between cognate status and types of exposure. A statistical correlation was found between receptive and productive gains. Aptitude scores correlated with productive gains but not with receptive gains. The results provide implications for ESL teachers who consider incidental learning of vocabulary within their conversation lessons.

No description available.

In 2003 the Ministry of Education, Culture, Sports, Science and Technology (MEXT) unveiled their new junior high school (JHS) English as a Foreign Language (EFL) policy, which focused strongly on oral communication. Although there is evidence of policy noncompliance in schools until now there has been no English language research on the attitudes or practices of Japanese teachers of English (JTEs), or the views of the students, and their parents in regards to teaching/learning English speaking skills. The research, based on JHSs in a mid-sized Japanese city (pop. 475,000 approx.), focused predominantly on JTEs, but also included students, and their parents. Focus group sessions, questionnaires, and one-on-one interviews were used to collect data. The study reveals that learning English speaking skills is considered important, but passing the senior high school (SHS) entrance examination is the main concern and so, test impact from the SHS entrance examination exerts the greatest pressure on JHS JTEs. The JTEs also perceive themselves as facing other issues such as student motivation, JTE speaking proficiency, and large class sizes. Another finding is that JTEs appear to receive inadequate training– pre- and inservice– resulting in issues, such as a reliance on traditional methods (yakudoku), which are not in accordance with MEXT’s intentions, and JTE proficiency test achievement levels lower than those desired by MEXT. As a result of these issues gaps exist between MEXT JHS EFL policies and actual teaching practices, and have unfortunately led to a situation where JTEs believe that MEXT does not care about or understand the teaching environment. The study concludes that implementation of MEXT’s policy require a better match between the SHS entrance examination and JHS EFL policy, a decrease in class sizes, and JTEs receiving more adequate training. A more positive relationship between MEXT and JTEs would result from these two groups working collaboratively when designing JHS EFL policies and could better achieve a match between the SHS entrance examination and JHS EFL policy.