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Postgraduate Thesis: An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms
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TitleAn investigation of English teachers' and students' perceptions of using Cantonese in English classrooms
 
AuthorsNg, Suet-ying, Kylie.
吳雪瑩.
 
Issue Date2011
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
AbstractThe policy on “Teaching English through English” has been proposed by the Hong Kong Government for decades. However, teachers find it difficult to follow the policy and the use of Cantonese is necessary due to the realistic need of students. The present study aims to investigate the patterns and functions of the use of Cantonese in English lessons, and to examine English teachers’ and students’ views towards the use of Cantonese in English classroom. This study involved three S4 teachers and twelve students from their classes. Data was collected through audio recording of lessons and interviews with teacher and student participants. The results show that Cantonese was widely used for teaching vocabulary, explaining relatively complicated tasks and classroom management. Teachers seldom reverted to the target language once they have switched to Cantonese. Both the teacher and student participants believed that the use of Cantonese could facilitate the teaching and learning of grammar and vocabulary. Also, it was effective in maintaining classroom discipline, enhancing communication within the classroom, and creating a conducive learning environment. Despite the perceived pedagogical value of Cantonese in English classroom, findings suggest that teachers tended to use Cantonese as a time-saving device rather than a facilitative teaching tool, and the potential pedagogical functions of using Cantonese in English classroom were not fully utilized because of the teachers’ lack of strategic planning when using it. It is important for English teachers to reflect on their language choice, and to develop an awareness of using Cantonese effectively to facilitate students’ learning of English.
 
DegreeMaster of Arts in Applied Linguistics
 
SubjectEnglish language - Study and teaching - China - Hong Kong.
English teachers - China - Hong Kong - Attitudes.
Students - China - Hong Kong - Attitudes.
 
Dept/ProgramApplied English Studies
 
DOIhttp://dx.doi.org/10.5353/th_b4696028
 
DC FieldValue
dc.contributor.authorNg, Suet-ying, Kylie.
 
dc.contributor.author吳雪瑩.
 
dc.date.hkucongregation2011
 
dc.date.issued2011
 
dc.description.abstractThe policy on “Teaching English through English” has been proposed by the Hong Kong Government for decades. However, teachers find it difficult to follow the policy and the use of Cantonese is necessary due to the realistic need of students. The present study aims to investigate the patterns and functions of the use of Cantonese in English lessons, and to examine English teachers’ and students’ views towards the use of Cantonese in English classroom. This study involved three S4 teachers and twelve students from their classes. Data was collected through audio recording of lessons and interviews with teacher and student participants. The results show that Cantonese was widely used for teaching vocabulary, explaining relatively complicated tasks and classroom management. Teachers seldom reverted to the target language once they have switched to Cantonese. Both the teacher and student participants believed that the use of Cantonese could facilitate the teaching and learning of grammar and vocabulary. Also, it was effective in maintaining classroom discipline, enhancing communication within the classroom, and creating a conducive learning environment. Despite the perceived pedagogical value of Cantonese in English classroom, findings suggest that teachers tended to use Cantonese as a time-saving device rather than a facilitative teaching tool, and the potential pedagogical functions of using Cantonese in English classroom were not fully utilized because of the teachers’ lack of strategic planning when using it. It is important for English teachers to reflect on their language choice, and to develop an awareness of using Cantonese effectively to facilitate students’ learning of English.
 
dc.description.naturepublished_or_final_version
 
dc.description.thesisdisciplineApplied English Studies
 
dc.description.thesislevelmaster's
 
dc.description.thesisnameMaster of Arts in Applied Linguistics
 
dc.identifier.doihttp://dx.doi.org/10.5353/th_b4696028
 
dc.identifier.hkulb4696028
 
dc.languageeng
 
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
dc.relation.ispartofHKU Theses Online (HKUTO)
 
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.source.urihttp://hub.hku.hk/bib/B46960284
 
dc.subject.lcshEnglish language - Study and teaching - China - Hong Kong.
 
dc.subject.lcshEnglish teachers - China - Hong Kong - Attitudes.
 
dc.subject.lcshStudents - China - Hong Kong - Attitudes.
 
dc.titleAn investigation of English teachers' and students' perceptions of using Cantonese in English classrooms
 
dc.typePG_Thesis
 
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<date.issued>2011</date.issued>
<description.abstract>&#65279;The policy on &#8220;Teaching English through English&#8221; has been proposed by the Hong Kong Government for decades. However, teachers find it difficult to follow the policy and the use of Cantonese is necessary due to the realistic need of students. The present study aims to investigate the patterns and functions of the use of Cantonese in English lessons, and to examine English teachers&#8217; and students&#8217; views towards the use of Cantonese in English classroom. This study involved three S4 teachers and twelve students from their classes. Data was collected through audio recording of lessons and interviews with teacher and student participants. The results show that Cantonese was widely used for teaching vocabulary, explaining relatively complicated tasks and classroom management. Teachers seldom reverted to the target language once they have switched to Cantonese. Both the teacher and student participants believed that the use of Cantonese could facilitate the teaching and learning of grammar and vocabulary. Also, it was effective in maintaining classroom discipline, enhancing communication within the classroom, and creating a conducive learning environment. Despite the perceived pedagogical value of Cantonese in English classroom, findings suggest that teachers tended to use Cantonese as a time-saving device rather than a facilitative teaching tool, and the potential pedagogical functions of using Cantonese in English classroom were not fully utilized because of the teachers&#8217; lack of strategic planning when using it. It is important for English teachers to reflect on their language choice, and to develop an awareness of using Cantonese effectively to facilitate students&#8217; learning of English.</description.abstract>
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