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
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_321510 |
| Date | January 1996 |
| Contributors | Ho, Anna Mei Ling., Chinese University of Hong Kong Graduate School. Division of English. |
| Publisher | Chinese University of Hong Kong |
| Source Sets | The Chinese University of Hong Kong |
| Language | English |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, vii, 266 leaves : forms; 30 cm. |
| Coverage | China, Hong Kong, China, Taiwan |
| 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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