by City Polytechnic of Hong Kong, Department of English in Hong Kong .
Written in English
|Statement||Martha C. Pennington. Reserach report no. 42.|
A study of Hong Kong secondary school English-as-a-Second-Language (ESL) teachers revealed a gap between their beliefs and practices regarding writing. Although most teachers thought discourse coherence was essential to writing instruction, they appeared to attend primarily to grammar in their evaluation of students' writing and in their own by: Language awareness is another attribute that a language teacher should possess. Several studies looked at different aspects of language awareness of Hong Kong English teachers --i.e., methodology. Abstract. This chapter explores the implementation of task-based language teaching (TBLT) in Hong Kong secondary classrooms, identifying the teaching beliefs held by Hong Kong secondary school English teachers and examining the influence of Cited by: 2. The perception of student participants that English learning is a matter of translation might be explained by the fact that most of the class time in secondary schools in Hong Kong is spent on.
It also evaluated the classroom interaction patterns with reference to four proposed levels of vocabulary learning opportunities that could be afforded through the discourse. Using a qualitative single case study methodology, four video-recorded and transcribed lessons, together with a semi-structured interview with the teacher, classroom. A Study of College English Classroom Discourse Xiaoqing Jiang School of Foreign Languages, Qingdao University of Science and Technology, Qingdao, Shandong, China Email: [email protected] Abstract—The present study focuses on college English classroom discourse. Through a detailed description. The discourse analysis was used to examine verbal interaction as a significant component of teaching techniques for enhancing effective teaching of English language. The main objective of this study was to analyze the verbal communication between the teachers and pupils in the classroom during teaching and learning of materials in English language. The present study focuses on college English classroom discourse. Through a detailed description and analysis of the collected data by referring to Sinclair and Coulthard’s classroom discourse analysis model and Nina Spada, Maria Frohlich, Patrick Allen’s COLT scheme, the discourse patterns and features are made clear and on the basis of which a few strategies for college English teachers.
In EFL classroom interaction, discourse markers play a crucial role. This article investigates the use and functions of discourse markers (DMs) in native and local English teachers’ talk in Hong Kong EFL classroom interaction. The 20 most common DMs are examined in this study, and 24 English . Categorized Classroom interaction and discourse analysis (Nov, ) Alice Chik and Phil Benson (English Department, Hong Kong Institute of Education) This bibliography is an initial result from a small-scale English Department research funded project on developing web-based bibliographic resources to support departmental research activities. Classroom interaction and discourse analysis [ ] Alice Chik and Phil Benson (English Department, Hong Kong Institute of Education) This bibliography is an initial result from a small-scale English Department research funded project on developing web-based bibliographic resources to support departmental research activities. Liu, J. & Le, T. (). A case study on college English classroom discourse. This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course.