Lam Wai-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 199-208). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE OF THE PRESENT STUDY --- p.1 / Chapter 1.2 --- THE BACKGROUND OF THE PRESENT STUDY --- p.5 / Chapter 1.2.1 --- What is “Language Awareness´ح？ --- p.5 / Chapter 1.2.2 --- What is “LA-oriented Teaching´ح？ --- p.6 / Chapter 1.3 --- ORGANIZATION OF THE THESIS --- p.7 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.10 / Chapter 2.1 --- THEORIES OF LANGUAGE AWARENESS (LA) --- p.11 / Chapter 2.1.1 --- Seminal Statements on Language Awareness --- p.12 / Chapter 2.1.1.1 --- "Hawkins' “ Awareness of Language """ --- p.12 / Chapter 2.1.1.2 --- Report on Language Awareness by the NCLE --- p.13 / Chapter 2.1.2 --- Two Broad Senses of LA --- p.14 / Chapter 2.1.2.1 --- The Psychological Sense of LA --- p.14 / Chapter 2.1.2.2 --- The Educational Sense of LA --- p.15 / Chapter 2.1.3 --- Contemporary Views of LA in the Educational Context --- p.16 / Chapter 2.1.3.1 --- LA as a Developmental Quality --- p.16 / Chapter 2.1.3.2 --- LA as a Curricular Component and a Language Education --- p.17 / Chapter 2.1.3.3 --- LA as a Methodology --- p.19 / Chapter 2.1.3.4 --- LA as a Critical Inquiry into the Socio-cultural Domain --- p.22 / Chapter 2.1.4 --- The Five Domains of Language Awareness --- p.23 / Chapter 2.1.5 --- """Language Awareness “ Revisited “" --- p.25 / Chapter 2.1.6 --- LA-related Language Learning and Teaching Theories --- p.25 / Chapter 2.1.6.1 --- """Task-based Learning “ Theory" --- p.25 / Chapter 2.1.6.2 --- """Language Experience “ Approach" --- p.29 / Chapter 2.1.6.3 --- """Learner-centred"" Approach" --- p.29 / Chapter 2.1.6.4 --- """Whole-language "" Education" --- p.30 / Chapter 2.2 --- PRACTICES OF LANGUAGE AWARENESS --- p.32 / Chapter 2.2.1 --- "“Incidental"" LA" --- p.32 / Chapter 2.2.2 --- """ Planned ´ح LA as Curricular Components" --- p.33 / Chapter 2.2.2.1 --- LA/KAL as a Curriculum Dimension --- p.34 / Chapter 2.2.2.2 --- LA/KAL as a Language Education --- p.34 / Chapter 2.2.3 --- """Planned"" LA Implemented as School Programmes" --- p.35 / Chapter 2.3 --- DEFINING CHARACTERISTICS OF LA-ORIENTED TEACHING --- p.41 / Chapter 2.3.1 --- Learner-centred LA Activities --- p.41 / Chapter 2.3.2 --- The Categories of LA --- p.42 / Chapter 2.3.3 --- Learner-centred Teaching Approach --- p.44 / Chapter 2.3.4 --- Enhancing LA through Teaching: A Conceptual Model --- p.45 / Chapter 2.4 --- INADEQUACIES OF THE LA THEORIES AND PRACTICES --- p.47 / Chapter 2.4.1 --- Relation between Enhanced LA and Language Performance --- p.47 / Chapter 2.4.2 --- Delineation of LA Effects and Establishment of Instruments for Measuring LA Effects --- p.49 / Chapter 2.5 --- ASPECTS OF FOREIGN LANGUAGE LEARNING AND DEVELOPMENT --- p.50 / Chapter 2.5.1 --- Learning of Foreign Language Vocabulary --- p.51 / Chapter 2.5.1.1 --- The Mental Lexicon and Networks of Word Associations --- p.51 / Chapter 2.5.1.2 --- Factors Affecting Second /Foreign Language Vocabulary Acquisition --- p.52 / Chapter 2.5.2 --- Development of Writing Ability --- p.56 / Chapter 2.5.2.1 --- Theories on Development of Foreign Language Writing Ability --- p.56 / Chapter 2.5.2.2 --- Approaches to Evaluating Writings --- p.57 / Chapter 2.5.3 --- Learning of a Second Foreign Language / Third Language --- p.58 / Chapter 2.5.3.1 --- Cross-linguistic Influence and Transfer --- p.59 / Chapter 2.5.3.2 --- Language Distance and Other Factors Affecting Cross-linguistic Influence --- p.60 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.63 / Chapter 2.7 --- SUMMARY OF CHAPTER TWO --- p.67 / Chapter CHAPTER THREE --- DESIGN OF THE STUDY --- p.69 / Chapter 3.1 --- THE LA STUDIES --- p.70 / Chapter 3.2 --- LA PILOT SCHEME (THE PILOT) --- p.71 / Chapter 3.2.1 --- Aims --- p.71 / Chapter 3.2.2 --- Subjects --- p.71 / Chapter 3.2.3 --- Administration and Course Contents --- p.72 / Chapter 3.2.4 --- Method of Evaluating the Pilot LA Effect --- p.72 / Chapter 3.2.5 --- The Pilot Results --- p.74 / Chapter 3.2.6 --- Conclusions and Implications for the Pilot --- p.77 / Chapter 3.3 --- THE MAIN LA TEACHING PROGRAMME (THE PROGRAMME) --- p.78 / Chapter 3.3.1 --- Subjects --- p.78 / Chapter 3.3.2 --- The Control Group --- p.79 / Chapter 3.3.3 --- Teaching Themes --- p.80 / Chapter 3.3.4 --- The LA Teachers and Medium of Instruction --- p.82 / Chapter 3.3.5 --- LA Time Frame and Duration --- p.82 / Chapter 3.3.6 --- LA Syllabus and Lesson Design --- p.83 / Chapter 3.3.7 --- LA Tasks and Learning Activities in the Study --- p.84 / Chapter 3.3.8 --- Course Materials in the Study --- p.90 / Chapter 3.4 --- CONSTRUCTION OF TESTING INSTRUMENTS --- p.91 / Chapter 3.4.1 --- An Overview of the Procedure --- p.91 / Chapter 3.4.2 --- Measuring the Subjects' Foreign Language Proficiency --- p.93 / Chapter 3.4.2.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.93 / Chapter 3.4.2.2 --- Evaluation of Writings --- p.95 / Chapter 3.4.2.3 --- JFL Proficiency Assessments --- p.101 / Chapter 3.4.3 --- Measuring the Subjects' Attitude towards LA-oriented Teaching and Language Learning --- p.105 / Chapter 3.4.3.1 --- Course Satisfaction Questionnaire --- p.105 / Chapter 3.4.3.2 --- Learner's Course Review --- p.106 / Chapter 3.4.3.3 --- JFL Pre-course and Post-course Questionnaires --- p.107 / Chapter 3.4.3.4 --- JFL Learner's journal --- p.108 / Chapter 3.4.3.5 --- Archival data /Learners' Work --- p.109 / Chapter 3.4.4 --- Recording LA-oriented Language Behaviour (LALB) --- p.110 / Chapter 3.5 --- THE EXPERIMENTAL PROCEDURE --- p.111 / Chapter 3.5.1 --- Overview of the Procedure for the EFL Modules --- p.111 / Chapter 3.5.2 --- Overview of the Procedure for the JFL Module --- p.111 / Chapter 3.6 --- SUMMARY OF METHODS OF DATA ANALYSIS --- p.112 / Chapter 3.6.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.112 / Chapter 3.6.2 --- Evaluation of the Writings --- p.115 / Chapter 3.6.3 --- JFL Proficiency Assessments --- p.115 / Chapter 3.6.4 --- Course Satisfaction Questionnaire --- p.116 / Chapter 3.6.5 --- Learner's Course Review --- p.116 / Chapter 3.6.6 --- JFL Pre-course and Post-course Questionnaire --- p.116 / Chapter 3.6.7 --- JFL Learner's Journal --- p.117 / Chapter 3.7 --- SUMMARY OF CHAPTER THREE --- p.117 / Chapter CHAPTER FOUR --- RESEARCH FINDINGS --- p.119 / Chapter 4.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ةEFL AND JFL PROFICIENCY --- p.120 / Chapter 4.1.1 --- Acquisition of English Vocabulary --- p.120 / Chapter 4.1.2 --- Development of English Writing Ability --- p.123 / Chapter 4.1.3 --- Acquisition of Elementary Japanese --- p.127 / Chapter 4.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS' ATTITUDES TOWARDS LANGUAGE TEACHING AND LEARNING --- p.130 / Chapter 4.2.1 --- The Subjects' Attitudes towards LA-oriented Teaching and EFL Learning --- p.130 / Chapter 4.2.1.1 --- The Subjects' Level of Satisfaction with the LA-oriented EFL Modules --- p.131 / Chapter 4.2.1.2 --- The Subjects' Evaluation of the EFL Modules and Their Own Learning --- p.132 / Chapter 4.2.2 --- The Subjects ´ة Attitudes towards JFL Learning --- p.134 / Chapter 4.2.2.1 --- The Subjects' Perceptions and Expectations for JFL Learning --- p.134 / Chapter 4.2.2.2 --- The Subjects' Evaluation of their JFL learning --- p.136 / Chapter 4.2.2.3 --- The Subjects' Evaluation of the JFL Module --- p.138 / Chapter 4.3 --- SUMMARY OF CHAPTER FOUR --- p.142 / Chapter CHAPTER FIVE --- DISCUSSIONS OF RESEARCH FINDINGS --- p.144 / Chapter 5.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة EFL PROFICIENCY --- p.146 / Chapter 5.1.1 --- Acquisition of English vocabulary --- p.146 / Chapter 5.1.1.1 --- Theme Effects --- p.146 / Chapter 5.1.1.2 --- Task Effects --- p.150 / Chapter 5.1.1.3 --- Provision of Authentic Experience --- p.151 / Chapter 5.1.1.4 --- Other Interesting Findings --- p.152 / Chapter 5.1.2 --- Development of English Writing Ability --- p.154 / Chapter 5.1.2.1 --- Conditions Fostering Development of English Writing Ability --- p.154 / Chapter 5.1.2.2 --- Factors Inhibiting Development of Writing Ability --- p.156 / Chapter 5.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة JFL PROFICIENCY --- p.158 / Chapter 5.2.1 --- Japanese Speaking Ability --- p.158 / Chapter 5.2.2 --- Japanese Listening Ability --- p.160 / Chapter 5.2.3 --- Japanese Reading / Word Recognition Ability --- p.161 / Chapter 5.2.4 --- LA-oriented Language Behaviour --- p.163 / Chapter 5.3 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة ATTITUDES TOWARDS EFL LEARNING --- p.166 / Chapter 5.3.1 --- Challenging Tasks and Activities --- p.167 / Chapter 5.3.2 --- Enjoyable Authentic Learning Experience --- p.168 / Chapter 5.3.3 --- Strong Sense of Ownership --- p.169 / Chapter 5.3.4 --- Supportive Language Learning Environment --- p.169 / Chapter 5.4 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة ATTITUDES TOWARDS JFL LEARNING --- p.170 / Chapter 5.4.1 --- Strong Inclination for Japan --- p.171 / Chapter 5.4.2 --- Unique Language Learning Experience --- p.171 / Chapter 5.4.3 --- Strong Affection for the Japanese Teacher --- p.172 / Chapter 5.4.4 --- Authenticity in the Japanese Teacher's Look and Manners --- p.172 / Chapter 5.4.5 --- Learner-oriented Activities --- p.173 / Chapter 5.5 --- FEASIBILITY OF LA WORK IN THE EFL CLASSROOM IN PRIMARY SCHOOLS IN HONG KONG --- p.173 / Chapter 5.6 --- FEASIBILITY OF TEACHING A SECOND FOREIGN LANGUAGE IN PRIMARY SCHOOLS IN HONG KONG --- p.176 / Chapter 5.7 --- SUMMARY OF CHAPTER FIVE --- p.179 / Chapter CHAPTER SIX --- CONCLUSION --- p.181 / Chapter 6.1 --- LIMITATIONS OF THE STUDY --- p.181 / Chapter 6.2 --- IMPLICATIONS --- p.184 / Chapter 6.2.1 --- Implications for the FL Classroom --- p.184 / Chapter 6.2.2 --- Implications for the FL Curriculum Design --- p.191 / Chapter 6.3 --- RECOMMENDATIONS FOR FUTURE RESEARCH --- p.195 / Chapter 6.4 --- SUMMARY OF CHAPTER SIX --- p.198 / REFERENCES --- p.199 / APPENDICES / Appendix A1: Course Outline of LA Pilot Scheme --- p.209 / Appendix A2: List of Activity Sheets for LA Pilot Scheme --- p.210 / Appendix A3: Samples of Pupils' Work in LA Pilot Scheme --- p.211 / Appendix B1: Course Outline of Module One1 --- p.213 / Appendix B2: Course Outline of Module Two2 --- p.216 / Appendix B3: Course Outline of Module Three3 --- p.220 / Appendix C1: Scheme of Work of Module One --- p.223 / Appendix C2: Scheme of Work of Module Two --- p.227 / Appendix C3: Scheme of Work of Module Three --- p.231 / Appendix D1: A Lesson Plan of Module One --- p.236 / Appendix D2: A Lesson Plan of Module Two --- p.240 / Appendix D3: A Lesson Plan of Module Three --- p.244 / Appendix E: Sample of Coursebook Materials --- p.247 / Appendix F1: List of Activity Sheets for Module One --- p.250 / Appendix F2: List of Activity Sheets for Module Two --- p.251 / Appendix F3: List of Activity Sheets for Module Three --- p.252 / Appendix G1: Sample of AS4 for Module One: My Favourite Bread --- p.253 / Appendix G2 (A): Sample of AS for Module Two: The New Year --- p.254 / Appendix G2 (B): Sample of AS for Module Two: The New Year --- p.255 / Appendix G2 (C): Sample of AS for Module Two: Favourite Food --- p.256 / Appendix G3 (A): Sample of AS for Module Three: My favorite playground game --- p.257 / Appendix G3 (B1): Sample of AS for Module Three: Let's Play playground games --- p.258 / Appendix G3 (B2): Sample of Completed AS: Let's play playground games --- p.259 / Appendix G3 (C1): Sample of AS for Module Three: What are instructions like? --- p.260 / Appendix G3 (C2): Sample of Completed AS: What are instructions like? --- p.261 / Appendix H1 (A1): Pre-test on Vocabulary Acquisition for Module One --- p.262 / Appendix H1 (A2): Post-test on Vocabulary Acquisition for Module One --- p.263 / Appendix H2 (A1): Pre-test on Vocabulary Acquisition for Module Three --- p.264 / Appendix H2 (A2): Post-test on Vocabulary Acquisition for Module Three --- p.265 / Appendix I1 (A1): Writing AS for Module One: Writing instructions for baking bread (1) --- p.266 / Appendix I1 (A2): Writing AS for Module One: Writing instructions for baking bread (2) --- p.267 / Appendix I1 (B1): Sample of Completed AS: Writing instructions for baking bread (1) --- p.268 / Appendix I1 (B2): Sample of Completed AS: Writing instructions for baking bread (2) --- p.269 / Appendix I2 (A1): Writing AS for Module Three: My favourite playground game --- p.270 / Appendix I2 (A2): Writing AS for Module Three: Talking about playing playground games --- p.271 / Appendix I2 (B1): Sample of Completed AS: My favourite playground games --- p.272 / Appendix I2 (B2): Sample of Completed AS: Talking about playing playground games --- p.273 / Appendix I2 (C1): Writing AS for Module Three: Let's create our playground games --- p.274 / Appendix I2 (C2): Sample of Pupils' Instructions for Created Playground Games --- p.275 / Appendix J1 (A): JFL Oral Assessment --- p.278 / Appendix J1 (B): JFL Oral Assessment: Marking Scheme --- p.279 / Appendix J2 (A): JFL Listening Assessment --- p.280 / Appendix J2 (B): JFL Listening Assessment: Script --- p.281 / Appendix J3: JFL Reading and Writing Assessment --- p.282 / Appendix K1: Course Satisfaction Questionnaire for the EFL Modules --- p.284 / Appendix K2: Learner's Course Review for the EFL Modules --- p.286 / Appendix L1: JFL Pre-course Questionnaire --- p.288 / Appendix L2: JFL Post-course Questionnaire --- p.290 / Appendix Ml: The JFL Learner's Journal --- p.292 / Appendix M2: Samples of Completed JFL Learner's Journal --- p.293 / Appendix N1: Samples of Pupils' Work for the JFL Module: Calligraphy --- p.294 / Appendix N2: Samples of Pupils' Work for the JFL Module: New Year Card --- p.295 / Appendix N3: Samples of Pupils' Work for the JFL Module: My Favourite Food --- p.296 / Appendix O1: Categorization of Words and Expressions of Module One --- p.297 / Appendix O2: Categorization of Words and Expressions of Module Three --- p.298 / Appendix P1: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module One --- p.300 / Appendix P2: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module Three --- p.301 / Appendix Q1: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module One --- p.302 / Appendix Q2: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module Three --- p.302 / Appendix R1 (A1): Raw Scores of Recipes - First Draft --- p.303 / Appendix R1 (A2): Raw Scores of Recipes 一 Second Draft --- p.304 / Appendix R2 (A1): Raw Scores of First Games Descriptions --- p.305 / Appendix R2 (A2): Raw Scores of Second Games Descriptions --- p.306 / Appendix R3 (A1): Raw Scores of Games Instructions ´ؤ First Draft --- p.307 / Appendix R3 (A2): Raw Scores of Games Instructions - Second Draft --- p.308 / Appendix S: Subjects' Performance in JFL Proficiency Assessments --- p.309 / KEY / Chapter 1. --- """Module One"" refers to Theme One ""Baking Bread and Making Sandwiches""" / Chapter 2. --- """Module Two"" refers to Theme Two ""Foreign Language Taster: Japanese as a foreign language""" / Chapter 3. --- """Module Three"" refers to Theme Three ""Playground Games""" / Chapter 4. --- """AS"" refers to Activity Sheet"
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_323917 |
| Date | January 2002 |
| Contributors | Lam, Wai-man., 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, vi, 309 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/) |
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