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)
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_325530 |
| Date | January 2006 |
| Contributors | Tsoi, Chun Ho., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, x, 174 leaves : ill. ; 30 cm. |
| Coverage | China, Hong Kong, China, Hong Kong |
| Rights | Use 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/) |
Page generated in 0.0106 seconds