Dissertations / Theses: 'English language – Study and teaching (Secondary)'

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Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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Chan, Wai-fun, and 陳蕙芬. "Value orientations in senior secondary English language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960686.

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Thorpe, Robert Nicholas. "Evaluating an English department: the use of illuminative evaluation procedures in descriptive and diagnostic analysis of English teaching programmes in high schools." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003404.

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To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.

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Wong, Yuk-kuen Suzanne, and 王玉娟. "Exploring secondary school students' reactions to the experiential dimension of English language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961435.

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Lin, Angel, and 練美兒. "Teaching in two tongues: language alternationof bilingual teachers in English language lessons in Hong Kongsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31209348.

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Fong, Wai-lin Yvonne, and 方慧玲. "Written English errors of eighth graders in an Anglo-Chinese school inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949022.

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McMillan, Deborah E. "Teachers' classroom practice : emic interpretations of teaching English in Belize's secondary schools." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263896.

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This study was designed to gather the meaning-perspectives and interpretations teachers gave to their language teaching practice using their voice and the voice of learners. The complex and paradoxical language situation in Creole-speaking communities like Belize has been well documented by researchers and linguists including Craig (1978), Roberts (1994), Robertson (1997), and Young (1995). There are a number of education reports on the English language teaching situation at the primary school level in Belize; however, very little attention has been given to English language teaching at the secondary level. In this study, the teachers' practice was examined using Clandinin's (1985), Elbaz's (1983), and Jarvis's (1999) definitions of teachers' knowledge. Nespor's (1987), Pajares' (1992) and Richards and Lockhart's (1996) articles and research on teachers' beliefs served as theoretical support on the role and importance of beliefs in teachers' practice. The language teaching strategies offered by Kumaravadivelu (1994), and those recommended for bidialectal communities by Corson (1997), Craig (1978), Robertson (1995), Rubinstein (1977), Sato (1989), and Young (1995) were used to compare the strategies found in the data.Two secondary school teachers and two students participated in the study. Data were gathered using short teacher questionnaires, teachers' lesson plans, pre-observation and follow-up interviews with teachers, audio-taped and video-taped class observations, stimulated recall sessions with teachers and students, and the researcher's field notes and reflective journal. The analysis of data produced four themes: (a) teachers' English language practice, (b) teachers' knowledge about their practice, (c) teachers' pedagogical beliefs, and (d) the learners' voice: the other perspective.The study's findings suggest that the teachers' personal, practical, and situated knowledge resides in their practice. A practice informed by their pedagogical beliefs, and reflected in the choice of English language teaching strategies developed from a complex fusion of pedagogical beliefs, learner needs, and the sociolinguistic context. The findings did not support the view that English language teachers are ill-prepared for the bidialectal situations in Creole communities, nor were the teachers poor models of English. This study will contribute to the understanding of English language teaching in Belize's secondary schools.
Department of Educational Studies

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Li, Iok Meng. "Motivation in second language learning : A small-scale qualitative study of language attitudes in a Macau English-medium secondary school." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586637.

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Chavali, Nalini. "Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school /." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424400.

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Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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Paskewitz, Paul Francis-xavier. "A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.

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Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.

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This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.

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Kangootui, Angela Lydia. "On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62252.

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This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or formal exposure to English language mainly within the confines of school hours. Located within the qualitative, interpretive life history study design, the study used questionnaire and learners’ autobiographies to generate data. These data were then subjected to explore the literate journey of these learners in English as a second language through a comprehensive descriptive analysis. The study was conducted in an urban high school in Omaheke region, Namibia, and the research site and study participants were selected purposively. Theoretically, the study drew from Krashen’s (1981) Second Language Acquisition Theory, which offered this study the five hypotheses that were used as categories to generate, analyse, interpret and discuss data. Research findings reveal that, for various reasons discussed in the study, there is minimal parental involvement in the English literacy journey of their children at home. These include parents not reading regularly to their children, not encouraging visits to the library and the shortage of literacy materials such as newspapers and magazines. The educational level of parents is also a major contributing factor in the literacy journey of their children. The contribution of the community towards the literacy journey in English as a second language of these learners was minimal since the vernacular languages or Afrikaans were used to communicate. At the school level it was found that the attitude of some teachers was a hindrance, as was the way they taught. The use of the mother tongue during teaching also had an effect on the literacy development of the learners. Although the different methods used by various teachers at school level contributed in a way towards literacy development of the learners at school, the huge number of learners in the classrooms was a force to be reckoned with. It is hoped that the study’s findings will assist the Ministry of Basic Education Arts and Culture (MBEAC) in Namibia in informing the type of syllabus content and pedagogical practices to be utilised in teaching English as a Second Language.

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Li, Po-lung, and 李寶龍. "The effectiveness of an English language enrichment programme implemented in the junior forms of a Chinese-medium secondary schoolin Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44139640.

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Macken-Horarik, Mary. "Construing the invisible : specialized literacy practices in junior secondary English." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/14978.

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Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.

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Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.

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Josua, Helena Megameno N. "Improving explanation writing skills of junior secondary learners in life sciences: a case study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003452.

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Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.

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Leung, Hin-ki Stella, and 梁顯奇. "The teaching of English in Hong Kong secondary schools: a sociolinguistic approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31952124.

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Zheng, Xinmin, and 鄭新民. "Pedagogy and pragmatism: secondary English language teaching in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30273250.

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陳凱茵 and Hoi-yan Chan. "Changing English language teaching through ICT integration: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256132.

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Mugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.

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This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined.
Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.
Because English is the working language of government, business, and industry in Zimbabwe, an English-only policy seems to be a practical means to prepare students for higher education and the workforce. The growing status of English as an international lingua franca provides additional support for such a policy.
This study reveals the need to rethink the imposition of an English-only policy. The findings indicate that current teaching approaches/methods and materials do not entirely support language development in English, largely because they do not take into account the economic, social, and linguistic situations of the students.
The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way secondary schools can produce, through the medium of English instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgrounds.
The study emphasizes the integration and expectations of people's views on language and education, as heard and expressed by many respondents. This is considered central to any meaningful effort towards linguistic competence, a challenging but stimulating learning environment, and better communication among students and teachers.

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Beckett, Gulbahar Huxur. "Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ46317.pdf.

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Lee, Kwong-hung, and 李廣雄. "Bilingual texts: a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehensionand on English vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958011.

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Wong, Chau-yee Lucilla, and 王秋兒. "A case study of the process of writing of Form Six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195683X.

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Leung, Lai-kum, and 梁麗琴. "A study of the use of connectives in students' writing in AL classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956579.

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Adamson, Robert Damian. "English in China: the junior secondary schoolcurriculum 1949-94." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236479.

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Chan, Yin-shan Catherine, and 陳嫣珊. "An investigation into the language use of English elective student teachers during teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957742.

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Al, Jamal Maysoon Hasan. "Teaching English as a foreign language in secondary schools in Bahrain : an evaluation study." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:3899.

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Kim, Joong-Won Education Faculty of Arts &amp Social Sciences UNSW. "Second language English listening comprehension using different presentations of pictures and video cues." Awarded by:University of New South Wales. School of Education, 2003. http://handle.unsw.edu.au/1959.4/19065.

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The study tested the effects of different presentations using pictures and video cues for improving listening comprehension of English news programs. Four experiments are reported, studying listening comprehension of English as a second/foreign language with 687 Korean secondary students. Comparisons on listening comprehension showed better performance with visual cues than with no visual cues. Listening comprehension with video cues was more successful than that with pictures. The advantage of the combination of verbal and visual information over the presentation of verbal information alone was in accord with dual coding theory. When contextual information presented using priming techniques was compared to using feedback and simultaneous presentations, listening comprehension was better using priming. In the comparison of feedback with simultaneous presentations, listening comprehension was improved more when pictures with headlines were presented using feedback than using simultaneous presentations. In contrast, no differences were found between feedback and simultaneous presentations when video cues with headlines were presented. Visual cues with headlines presented using priming might enable learners to activate prior knowledge or schemata to improve listening comprehension. Headlines presented at the beginning stage of listening were effective for listening comprehension. In addition, the effects of presentations were enlarged by adding headlines to visuals. Applying the priming presentation along with the enrichment of contextual cues resulted in improved listening comprehension. Less proficient students benefited relatively more from the contextual cues with headlines and pictorial cues for comprehending the news than more proficient students. In particular, for less proficient students, video cues with headlines were more helpful in listening comprehension than pictures with headlines. This was because more abundant visual cues such as paralinguistic cues were more likely to be provided in video than in picture formats. The best listening comprehension occurred when presenting pictorial cues with headlines using priming presentation. The present study concluded that more abundant pictorial cues were useful for improving listening comprehension. Headlines added to the pictorial cues improved performance, especially for less proficient students, who benefited relatively more. The pictorial cues with headlines presented using a 'priming' technique were most effective in improving listening comprehension, probably because they activated prior knowledge or schemata.

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So, Pui-kwan, and 蘇佩君. "The acquisition of English passives by Cantonese ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31571773.

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Li, Suk-fong, and 李淑芳. "The use of film subtitles in teaching English to the junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945119.

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Farooqui, Sabrin. "The new textbook for teaching English language in secondary education in Bangladesh : teachers' practices and training." Phd thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/12716.

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Price, Cecelia Joyce. "Multimodal Design for Secondary English Language Arts: A Portraiture Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.

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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities. Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.

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Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.
Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.

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Tong, Siu-yin Annie, and 湯小燕. "Task-based learning in English language in Hong Kong secondaryschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45015041.

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Wong, Shiu-yu Winnie, and 黃兆瑜. "Agrumentative writing in L1 Chinese and L2 English: a study of secondary six students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958333.

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Yap, Set-lee Shirley. "Out-of-class use of english by secondary school students in a Hong Kong Anglo-Chinese school." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883468.

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Kettner, Paul. "Evolving notions of literacy and the teaching of English : a document analysis of the Secondary English Language Arts Program for Secondary Cycle Two in Quebec." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101886.

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This study examines how changing notions of literacy are translating to curricula in the teaching of English. Two tasks are undertaken: the first is to survey the literature that has informed the ongoing evolution of the concept literacy with the specific goal of highlighting recurring themes in an effort to determine what a New Literacy curriculum would look like in practice. The second part of this study is a document analysis of the Secondary English Language Arts (SELA2) Program for Cycle Two students. The analysis attempts to determine the degree to which the SELA2 document has been informed by new theories of literacy stemming from social theory, critical theory, and New Literacy Theory. Special attention is given to the ways in which the document politicizes the teaching of English, shifting the learning of literacy from an individual skill to a social endeavor that has as one of its tenets a societal move toward greater democracy.

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Ntshuntshe, Nososi Anastina. "Literacy practices and English as the language of learning and teaching in a grade nine classroom." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1964.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education. Presented to the Faculty of Education and Social Sciences At the Cape Peninsula University of Technology, 2011
This research was prompted by the discrepancy between levels of achievement in Grade 9 in a township school and the expectations at Further Education and Training (FET) Grades 10-12 levels. The literacy practices of Grade 9 learners were investigated to establish whether these practices prepared them adequately for Grade10. This research then sought to describe practices that were carried out in reading and writing in a Grade 9 classroom, with a specific focus on a township school in which the language of teaching and learning was English, which was not the learners’ mother-tongue. This research looked at the literacy gaps in reading and writing between the General Education and Training (GET) Phase and the FET Phase that impact on their preparation for the final phase of schooling and entry to tertiary level. Statistics show that in South Africa learners still perform poorly in reading and writing compared to their counterparts in Africa, especially in English. This is an empirical study using qualitative methods that include personal narratives, interviews and learner portfolios. The purpose was to establish how societal and pedagogical factors impact on literacy practices for effective learning and teaching in order for learners to acquire academic proficiency in English as a First Additional Language. The findings from this study revealed that the literacy practices that were investigated and the use of English as LoLT did not fully facilitate their preparedness for Grade10. Learners in this study still face challenges of acquiring basic reading and writing skills. Although they view English as an emancipatory and economic tool, it is still a difficult language to learn. Therefore their readiness to proceed to the FET level is minimal.

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Ng, Lai-wah, and 吳麗華. "The effectiveness of small class teaching of English in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37605227.

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Chan, Kam-wing Philip, and 陳錦榮. "The stylistic analysis of literary language in relation to English teaching in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31948935.

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Ho, Wing, and 賀穎. "An evaluation of the effects of the new use of English Examination syllabus on the teaching and learning of English in some form six andseven classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B3862655X.

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Chiang, Ling-wah Kitty, and 姜玲華. "A lexical analysis of difficulties encountered by middle 4 students ina Chinese middle school in using a local English course book." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31948960.

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Tang, Ting 1982. "Investigating NNS English teachers' self-assessed language proficiency in an EFL context." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99610.

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The vast majority of secondary school English teachers in China are non-native English speakers (NNS). These teachers might not have adequate language proficiency to promote a communicative language environment for students. This has raised an ongoing discussion concerning the growing need to foster NNS teachers' communicative language proficiency, which has been identified as one of the most important qualifications for successful ESL/EFL (English as a Second Language/English as a Foreign Language) teachers (Murdoch, 1994; Kamhi-Stein & Lee, 1999; Nunan, 2003). In this study, 53 secondary NNS teachers from Chinese secondary schools were asked to self-assess their English proficiency as well as to specify the minimum level of proficiency that they felt was needed to teach English effectively at the secondary school level in seven skill domains (listening comprehension, speaking ability, reading comprehension, writing ability, pronunciation, vocabulary and grammar). Paired sample t tests revealed that statistically significant differences were identified in six of the seven skill domains. Teachers perceived substantial gaps between their English proficiency and the minimum level needed to teach effectively. Teachers' perceptions about the relationship between their language proficiency and their teaching expertise were also explored through face-to-face interviews. The findings provide valuable information and have implications for language teachers in EFL contexts as well as for teacher educators.

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Hoare, Philip. "Effective teaching of science through English in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29768299.

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Dissertations / Theses on the topic 'English language – Study and teaching (Secondary)'

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