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Learning English phonics in a task-supported way: effects of task elements on articulation accuracy and attitudes towards phonics learning among junior secondary learners in Hong Kong.

Tsoi Chun Ho. / Thesis submitted in: June 2005. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 125-136). / Abstracts and questionnaires in English and Chinese. / ABSTRACT --- p.i / ABSTRACT (in Chinese) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- General Introduction --- p.1 / Chapter 1.2 --- Background of the Present Study --- p.2 / Chapter 1.2.1 --- Teaching English as a Foreign Language (EFL) in Hong Kong --- p.2 / Chapter 1.2.2 --- The Place of Phonics in Hong Kong English Language Curriculum --- p.4 / Chapter 1.3 --- A Response: The Present Study --- p.5 / Chapter 1.4 --- Significance of the Study --- p.6 / Chapter 1.5 --- Organisation of this Thesis --- p.6 / Chapter 2 --- REVIEW OF THE LITERATURE --- p.8 / Chapter 2.1 --- Phonics Instruction --- p.8 / Chapter 2.1.1 --- What is Phonics? --- p.8 / Chapter 2.1.2 --- The Role of Phonics Instruction in the EFL context --- p.14 / Chapter 2.1.3 --- Phonics Instruction in Hong Kong Schools --- p.14 / Chapter 2.1.4 --- Ways of Teaching Phonics in L1 and L2 Environments --- p.18 / Chapter 2.2 --- Task-based Language Teaching and Learning --- p.22 / Chapter 2.2.1 --- Task and Task Types --- p.22 / Chapter 2.2.2 --- Task Types --- p.26 / Chapter 2.2.3 --- Tasks and Comprehensible Input --- p.29 / Chapter 2.2.4 --- TBL and Interactionist Perspective in SLA --- p.30 / Chapter 2.2.5 --- "Tasks, Memory and Accuracy" --- p.31 / Chapter 2.2.6 --- TBL and Affective Factors --- p.34 / Chapter 2.2.7 --- TBL and Context --- p.35 / Chapter 2.2.8 --- Task-based Language Teaching and Learning in the EFL context --- p.36 / Chapter 2.2.9 --- Task-based Learning (TBL) in Hong Kong EFL Curriculum --- p.39 / Chapter 2.2.10 --- Problems of Implementing the Task-based Syllabus in Hong Kong --- p.41 / Chapter 2.3 --- Learning Attitudes and its Measurement --- p.45 / Chapter 2.3.1 --- The Importance of Attitudes towards Language Learning --- p.45 / Chapter 2.3.2 --- Measuring Attitudes --- p.46 / Chapter 2.4 --- Task-supported Phonics Instruction --- p.50 / Chapter 2.4.1 --- Learning Phonics through Tasks --- p.50 / Chapter 2.4.2 --- Traditional versus Task-supported Phonics Instruction for EFL Learners --- p.51 / Chapter 2.4.3 --- Constructing Short Tasks in an HKEFL Lesson --- p.52 / Chapter 2.4.4 --- Techniques of using task-supported Phonics with Older Learners --- p.54 / Chapter 2.4.5 --- Reasons and Limitations of Teaching and Learning Phonics in a Task-supported Way --- p.55 / Chapter 2.4.6 --- A Framework of TSP for EFL Learners --- p.56 / Chapter 2.5 --- Chapter Summary --- p.58 / Chapter 3 --- DESIGN OF THE STUDY --- p.59 / Chapter 3.1 --- Introduction --- p.59 / Chapter 3.2 --- Research Questions and Null Hypotheses --- p.59 / Chapter 3.3 --- Overall Design of the Present Study --- p.62 / Chapter 3.4 --- The Settings --- p.62 / Chapter 3.4.1 --- The Original Setting and the Target Participants --- p.62 / Chapter 3.4.2 --- The New Setting and the Period of Study --- p.64 / Chapter 3.4.3 --- The Participants --- p.65 / Chapter 3.5 --- The Instrument I: Questionnaire --- p.65 / Chapter 3.5.1 --- Attitudinal Battery on Phonics Learning --- p.65 / Chapter 3.5.2 --- Attitudinal Battery on Task-supported Learning --- p.68 / Chapter 3.5.3 --- Adding Items in the Post-test of the Experimental Group --- p.69 / Chapter 3.6 --- The Instrument II: Reading Aloud Test --- p.69 / Chapter 3.6.1 --- Selection of the Texts --- p.69 / Chapter 3.6.2 --- A Brief Analysis of the Texts --- p.70 / Chapter 3.7 --- Pilot Studies --- p.72 / Chapter 3.7.1 --- Pilot Study for the Pre-test Questionnaire --- p.72 / Chapter 3.7.2 --- Pilot Study for the Post-test Questionnaire (TSL version) --- p.74 / Chapter 3.8 --- Data Collection: Description --- p.75 / Chapter 3.8.1 --- Pre-test sessions --- p.75 / Chapter 3.8.2 --- Post-test sessions --- p.76 / Chapter 3.9 --- The Teaching and Learning of the Phonics Classes --- p.77 / Chapter 3.9.1 --- Maintaining the Internal Validity --- p.77 / Chapter 3.9.2 --- Topic Coverage and the Design of the Course --- p.79 / Chapter 3.9.3 --- Designing the Tasks and the Exercises --- p.80 / Chapter 3.9.4 --- Students' Attendance --- p.82 / Chapter 3.10 --- Methods of Data Analysis --- p.83 / Chapter 3.11 --- Chapter Summary --- p.85 / Chapter 4 --- DATA ANALYSIS --- p.87 / Chapter 4.1 --- Introduction --- p.87 / Chapter 4.2 --- Criteria for Excluding Data from my Analysis --- p.87 / Chapter 4.3 --- Results from the Reading Aloud Tests --- p.89 / Chapter 4.3.1 --- Accuracy of the Onsets --- p.91 / Chapter 4.3.2 --- Accuracy of the Vowels --- p.92 / Chapter 4.3.3 --- Accuracy of the Final Consonants --- p.93 / Chapter 4.3.4 --- Number of Syllables --- p.94 / Chapter 4.3.5 --- Omissions --- p.95 / Chapter 4.3.6 --- Summary of the Reading Aloud Results --- p.96 / Chapter 4.4 --- Quantitative Results from the Questionnaires --- p.98 / Chapter 4.4.1 --- Attitudes towards Phonics Learning --- p.98 / Chapter 4.4.2 --- Attitudes towards English and English Learning --- p.101 / Chapter 4.4.3 --- Summary of the Questionnaire Results --- p.102 / Chapter 4.5 --- Qualitative Results from the Questionnaires --- p.103 / Chapter 4.5.1 --- Learners' Feelings towards Phonics Learning --- p.103 / Chapter 4.5.2 --- Things Students Like about the Phonics Course --- p.104 / Chapter 4.5.3 --- Things Students Don't Like about the Phonics Course --- p.105 / Chapter 4.5.4 --- Students' Ideas of Amending the Course --- p.105 / Chapter 4.6 --- Results from Confirmatory Factor Analysis using SEM --- p.106 / Chapter 4.7 --- Chapter Summary --- p.107 / Chapter 5 --- DISCUSSION --- p.108 / Chapter 5.1 --- Introduction --- p.108 / Chapter 5.2 --- Significant Finding: Learners' Improvement in Sounding out Onsets --- p.108 / Chapter 5.2.1 --- Onsets are Sequenced First in the Course --- p.109 / Chapter 5.2.2 --- Onset as a Similar Feature between English and Chinese --- p.109 / Chapter 5.3 --- Significant Findings: Learners' Attitudes towards Phonics Learning --- p.110 / Chapter 5.3.1 --- Attitudes towards Phonics Lessons --- p.110 / Chapter 5.3.2 --- Attempts to Sound Out Unfamiliar Words --- p.111 / Chapter 5.3.3 --- Anxiety Levels in Reading Aloud when Other People are Present --- p.111 / Chapter 5.4 --- An Examination of Findings that Fail to Support the Hypotheses --- p.112 / Chapter 5.4.1 --- Vowels --- p.112 / Chapter 5.4.2 --- Codas --- p.113 / Chapter 5.4.3 --- Omissions --- p.114 / Chapter 5.4.4 --- Learners' Intention to Encourage Others to Learn Phonics --- p.114 / Chapter 5.4.5 --- Learners' Attitudes towards the English Language and English Learning --- p.115 / Chapter 5.5 --- Implications of the Present Study to the Current Model --- p.116 / Chapter 5.5.1 --- A meaningful context is not adequate --- p.116 / Chapter 5.5.2 --- Having lessons at the right time --- p.116 / Chapter 5.5.3 --- Learners' Attendance and Involvement is an Important Factor --- p.118 / Chapter 5.5.4 --- The Attractiveness of the 'Product' Element --- p.118 / Chapter 5.5.5 --- The Contribution of These Implications to the SEM Model --- p.120 / Chapter 5.6 --- Implications of the Present Study to the Current Model --- p.120 / Chapter 6 --- CONCLUSION --- p.121 / Chapter 6.1 --- Summing Up --- p.121 / Chapter 6.2 --- Limitations of the Present Study --- p.122 / Chapter 6.2.1 --- Period of Study and Time for Designing the Course --- p.122 / Chapter 6.2.2 --- The Setting --- p.123 / Chapter 6.2.3 --- Limited Number of Participants --- p.123 / Chapter 6.2.4 --- Infeasibility of Having a Delayed Post-test --- p.124 / Chapter 6.3 --- Recommendations for Future Research --- p.110 / BIBLIOGRAPHY --- p.125 / APPENDICE --- p.122 / Appendix 1 Approval Notice from the CUHK Survey and Behavioural Research Ethics Committee / Appendix 2 Application for Change in Thesis Title / Appendix 3 Invitation Letter Sent to Primary Schools / Appendix 4 Invitation Proposal Sent to Primary Schools / Appendix 5 Prepared Letters for Parents of the Participatory Primary School / Appendix 6 School Notice for Recruiting Students / Appendix 7 Course Outline / Appendix 8 Reading Aloud Tests / Chapter a) --- PowerPoint Slides Used in the Pre-test Session / Chapter b) --- Instructions for the Reading Aloud tests / Chapter c) --- Pre-test Reading Aloud Passage / Chapter d) --- Post-test Reading Aloud Passage / Appendix 9 a) Questionnaire (Pre-test) / Chapter b) --- Questionnaire (Post-test: Control Group) / Chapter c) --- Questionnaire (Post-test: Experimental Group)

Identiferoai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_325530
Date January 2006
ContributorsTsoi, Chun Ho., Chinese University of Hong Kong Graduate School. Division of English.
Source SetsThe Chinese University of Hong Kong
LanguageEnglish, Chinese
Detected LanguageEnglish
TypeText, bibliography
Formatprint, x, 174 leaves : ill. ; 30 cm.
CoverageChina, Hong Kong, China, Hong Kong
RightsUse of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

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