[PDF] Exploring Students Perceptions Of Language Arts Activities In A Secondary One Chinese Medium Co Educational School eBook
Exploring Students Perceptions Of Language Arts Activities In A Secondary One Chinese Medium Co Educational School Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Exploring Students Perceptions Of Language Arts Activities In A Secondary One Chinese Medium Co Educational School book. This book definitely worth reading, it is an incredibly well-written.
This dissertation, "Exploring Students' Perceptions of Language Arts Activities in a Secondary One Chinese-medium Co-educational School: a Case Study" by Pui-hang, Regina, Poon, 潘佩嫺, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b4324111 Subjects: Language arts English language - Study and teaching (Secondary) - China - Hong Kong
This dissertation, "The Effects of Language Arts on the Learning Experience of a Hong Kong Secondary Four Chinese-medium Mixed Ability Class: a Case Study" by Kaling, Rosa, Ho, 何家玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract Language arts being regarded as valuable assets for creating beneficial language learning experience for students has not been fully implemented in the Hong Kong English teaching syllabus, especially in the public examination classes. Can students of Hong Kong really benefit from language arts? In this paper, I focus on the effects of language arts on the learning experience of a Secondary 4 Chinese-medium mixed ability class in Hong Kong with regard to their enjoyment, their language enrichment, their cultural enrichment and their personal involvement in a series of four lessons based on the same topic: one conventional lesson and three language arts lessons using different language arts genres. Students' responses of the lessons were collected through Lesson Feedback Questionnaires, Individual Interviews and Students' Works. Special attention was given to comparing the views of the high achievers and low achievers of the class on the use of language arts in their learning of a second language. From the findings, students generally enjoyed the language arts lessons more than the conventional lessons, but they found that it was more effective and efficient to learn the language through the traditional approach as they felt that they were provided with a lot of information like vocabulary and complex sentence structures in class. It is hoped that the results of this study could help to shape the role of language arts in the recent development of the 2007 Hong Kong Certificate of Education Examinations English syllabus and the 2009 senior secondary English curriculum. ii DOI: 10.5353/th_b3167652 Subjects: Language arts - Study and teaching (Secondary) - China - Hong Kong English language - Study and teaching (Secondary) - China - Hong Kong High school seniors - China - Hong Kong - Attitudes
This dissertation, "Learning English Through Language Arts: the Perceptions of Form One Students of a Newly Established Chinese-as-the-medium-of-instruction (CMI) School" by 鄧明心, Ming-sum, Tang, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b4126330 Subjects: Language arts - China - Hong Kong English language - Study and teaching - China - Hong Kong
This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book examines one well-established Sino-Australian program based at a Chinese university. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers. This book introduces an innovative theoretical framework, “representation theory with a multilingual perspective”, to analyse how Chinese students' everyday experiences are constructed and mediated through language, discourse and identity. This framework also highlights graphic examples of how concepts are created in both Chinese and English, and thus serves as a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, two-fold: to show how a novel theoretical lens can help us to develop more nuanced understandings of Chinese students, and to propose a new methodological and theoretical framework through which one can challenge the monolingual subjectivity and parochial views of both Chinese and Western conceptions.
This qualitative case study focused on exploring non-Asian students' and their parents' perspectives on the students' Chinese language learning experiences. It aimed to provide a better understanding of what motivates secondary school level students in the U.S. to learn Chinese, as well as their attitudes towards the Chinese language, the Chinese culture, and Chinese speakers. The purpose of the study was to provide comprehensive pictures of what learning the Chinese language might mean to secondary school level students. Ten non-Asian secondary school students who were studying Mandarin Chinese in New York City constituted the target population. The secondary target population was their parents. The data collection methods included interviews, the review of documents, and a focus group. Content analysis was used to analyze the interview transcripts, and the data were collected, interpreted and analyzed by applying a sociocultural constructivist framework and the multiple-leveled Communication Ecological Model.
This dissertation, "Integrating Language Arts Into the Hong Kong New Senior Secondary (NSS) Curriculum: Hearing Teachers' and Students' Voices" by Wing-yee, Wong, 黃穎兒, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Research has shown that language arts can provide a motivating and meaningful way for learners to interact and hence, help promote second language acquisition. Aiming to examine the feasibility of the incorporation of language arts into the Hong Kong New Senior Secondary (NSS) English Language Curriculum, this study sought voices from the main parties involved in the innovative change through investigating students' responses to language arts and teachers' efforts to shape the curriculum innovation. Both quantitative and qualitative data were collected from a local secondary school. Student questionnaires were administered to 129 senior secondary students (grades 11‐12) in this study. Focus group interviews with 14 students and semi‐structured individual interviews with 11 English language teachers were also conducted to explore senior secondary students' and teachers' views towards the use of language arts materials in their classrooms and to elicit their perceived advantages and constraints of integrating language arts into the NSS English Language curriculum at school. Although the students and teachers expressed positive views on language arts as a result of enjoying different learning activities and opportunities for collaborative learning, they displayed mixed feelings about its conduciveness for enhancing learners' English proficiency and preparing for the public examination - the Hong Kong Diploma of Secondary Education (HKDSE). The study concludes that in initiating an innovative change in the Hong Kong school context, teachers encounter challenges, such as time constraints, syllabus coverage, their self‐efficacy and readiness that evolve mostly due to the paradigm shift from traditional to contemporary pedagogies. Pedagogical implications are discussed and suggestions are presented to overcome such constraints to enhance the workability of such innovations in the local secondary education setting. DOI: 10.5353/th_b5396577 Subjects: Language arts (Secondary) - China - Hong Kong
Chinese dual language immersion (DLI) education experienced unprecedented growth in recent years; hence, it has become critical that Chinese DLI research catches up to inform Chinese DLI teachers and administrators of the most effective ways to teach and run their programs. The purpose of Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations is to explore three DLI themes that are under-researched: content area instruction, learners, and evaluations. The first section of this edited volume is dedicated to exploring current teaching designs and practices in different content subjects in Chinese DLI programs in order to make useful teaching suggestions to the programs. The second section includes studies which look into K-12 Chinese DLI learners’ learning variables such as motivations, learning strategies, learner perception and engagement, and learner background differences. The last section of this edited volume intends to fill the research gap by including studies which adopt various methods to evaluate Chinese DLI students’ target language level to better illustrate their learning progress in different language skills.
This dissertation, "Content and Language Integrated Learning: Perceptions of Teachers and Students in a Hong Kong Secondary School" by Chung-yin, Patrick, Leung, 梁仲賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: With the implementation of the fine-tuned medium of instruction policy in Hong Kong in September 2010, the era of compulsory mother tongue education has come to an end. Compared with a decade ago, more secondary schools are now teaching content subjects in English, a second language to the majority of students. To ensure that this change can enhance students' English proficiency without sacrificing their academic achievement, the educational initiative Language Across the Curriculum, or more widely known as Content and Language Integrated Learning (CLIL), aiming at simultaneous content and language enrichment has been widely advocated by Education Bureau. As CLIL is a novel approach in Hong Kong and little is known regarding its implementation, this study was conducted to fill this gap by examining the attitudes and beliefs of the major stakeholders towards CLIL. Both quantitative and qualitative data were collected from a secondary school practising CLIL. Questionnaire survey, classroom observations, focus group interviews with students and semi-structured individual interviews with English and content teachers were conducted to elicit (i) students' and content teachers' perceived benefits and challenges of CLIL, and (ii) the measures taken or to be taken to facilitate its execution. The data revealed that CLIL was perceived to bring such benefits as increasing students' English exposure and reducing their learning anxiety; yet, factors like students' and content teachers' lack of English proficiency and the latter's self-perceived identity as mere content experts seemed to hinder CLIL implementation. To overcome the hurdles, several measures were identified. A case in point is the facilitation of collaboration between English and content teachers. Drawing on the findings, some implications for schools and teachers were suggested and future research directions discussed. DOI: 10.5353/th_b5094907 Subjects: Language arts - Correlation with content subjects - China - Hong Kong Language and languages - Study and teaching (Secondary) - China - Hong Kong
This dissertation, "An Exploration of Students' Learning of English Through Three Languagearts Genres: Voices From a Class of Form Twostudents in a Chinese-as-the-medium-of-instruction(CMI) Co-educationalsecondary School in Hong Kong" by Wing-shan, Sarina, Kwok, 郭詠珊, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract Through the use of language arts materials and activities, learners' language learning experience can be expanded and their motivation of learning will be enhanced, which will bring a development in students' language abilities. With the introduction of language arts modules in the New Senior Secondary (NSS) English Language Curriculum in 2009, the role of language arts in the education system in Hong Kong will become more important. In order to establish a stronger interface between the junior and senior secondary curricula so that students can be better prepared for the changes in senior forms, many schools are preparing to incorporate language arts into the junior secondary English curriculum. As a pilot study, this research served to provide more information and insights for the future language arts programmes in the school where this study was conducted. This study tried to explore the learning experience of a class of Form Two students in a Chinese-as-the-medium-of-instruction (CMI) co-educational secondary school in Hong Kong. By conducting the Language Arts Modules comprising three different text-based language arts genres (short stories, plays and poems) on the basis of the same theme, both quantitative and qualitative data were collected through students' learning journals, questionnaires, individual interviews and the evaluation of students' work. Results showed that the students generally enjoyed learning English through language arts. The students' responses also showed that the language arts lessons were conducive to helping the students in language enrichment, the development of creativity and imagination, and affective learning. However, the students responded quite differently towards the three language arts genres in terms of enjoyment, language enrichment, the development of creativity and imagination, and affective learning. Comparisons were made and further analysis was employed. Hence, this study also served as an action research for the researcher to reflect on her teaching. Finally, it is hoped that this study can give some enlightenment to the teaching of English through language arts in the new era in Hong Kong. ii DOI: 10.5353/th_b3874151 Subjects: Language arts - China - Hong Kong English language - Study and teaching (Secondary) - China - Hong Kong Junior high school students - China - Hong Kong - Attitudes