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postgraduate thesis: An investigation into the effectiveness of the "English corner" in a CMI primary school

TitleAn investigation into the effectiveness of the "English corner" in a CMI primary school
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lam, H. [林凱婷]. (2011). An investigation into the effectiveness of the "English corner" in a CMI primary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836734
AbstractThis study aims to further enhance and develop an ��English Corner�� program implemented at a Hong Kong Chinese-as-the-medium-of-instruction (CMI) primary school. The ��English Corner�� in this particular school refers to an area in the playground where students can voluntarily participate during recess in speaking English to their peers that are previously selected and identified by the English teachers as more competent in their oral proficiency. This research with an evaluative approach focuses on: (1) the participation level in lower and upper primary grades (2) why the students in lower and upper primary grades choose to participate (3) English teachers�� perceptions and effectiveness of the program (4) the quality of the oral interactions in lower and upper primary grades In order to answer these questions, questionnaires were distributed to two classes of students, one in lower primary and one in upper primary. Focus group interviews with students were also conducted. In addition, interactions in the ��English Corner�� were observed, audio-recorded and transcribed. Furthermore, interviews were conducted with English teachers in the school. A variety of linguistics and interactional features such as the types of questions, the use of feedback and negotiating strategies during communication breakdown are deliberately focused in determining the quality of the oral interactions between younger and older learners. The findings, first of all, revealed the unavailability of a vast percentage of the non-participating students among the older learners which reflects the importance of having a more thorough and considerate planning before carrying out such program. The results also reflect the differences not only in motivational styles among younger and older learners but also their reactions towards rewards. Moreover, even though the English teachers are all supportive of this school-based curricular implementation, a lack of clear objective is evidently discovered. Various teaching beliefs have also led to different perceptions of the practicality of the program which further prove the need for adjustment and more thorough planning in the near future. Finally, the conversations in upper primary levels were found to be comparatively more communicative and meaningful with a higher percentage of referential questions, more probing used, equal participation, more feedback and the significance of mutual understanding in communication breakdown which imply that younger learners may not be ready when it comes to this kind of free-style conversational activity.
DegreeMaster of Education
SubjectEnglish language - Study and teaching (Primary) - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorLam, Hoi-ting.-
dc.contributor.author林凱婷.-
dc.date.issued2011-
dc.identifier.citationLam, H. [林凱婷]. (2011). An investigation into the effectiveness of the "English corner" in a CMI primary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836734-
dc.description.abstractThis study aims to further enhance and develop an ��English Corner�� program implemented at a Hong Kong Chinese-as-the-medium-of-instruction (CMI) primary school. The ��English Corner�� in this particular school refers to an area in the playground where students can voluntarily participate during recess in speaking English to their peers that are previously selected and identified by the English teachers as more competent in their oral proficiency. This research with an evaluative approach focuses on: (1) the participation level in lower and upper primary grades (2) why the students in lower and upper primary grades choose to participate (3) English teachers�� perceptions and effectiveness of the program (4) the quality of the oral interactions in lower and upper primary grades In order to answer these questions, questionnaires were distributed to two classes of students, one in lower primary and one in upper primary. Focus group interviews with students were also conducted. In addition, interactions in the ��English Corner�� were observed, audio-recorded and transcribed. Furthermore, interviews were conducted with English teachers in the school. A variety of linguistics and interactional features such as the types of questions, the use of feedback and negotiating strategies during communication breakdown are deliberately focused in determining the quality of the oral interactions between younger and older learners. The findings, first of all, revealed the unavailability of a vast percentage of the non-participating students among the older learners which reflects the importance of having a more thorough and considerate planning before carrying out such program. The results also reflect the differences not only in motivational styles among younger and older learners but also their reactions towards rewards. Moreover, even though the English teachers are all supportive of this school-based curricular implementation, a lack of clear objective is evidently discovered. Various teaching beliefs have also led to different perceptions of the practicality of the program which further prove the need for adjustment and more thorough planning in the near future. Finally, the conversations in upper primary levels were found to be comparatively more communicative and meaningful with a higher percentage of referential questions, more probing used, equal participation, more feedback and the significance of mutual understanding in communication breakdown which imply that younger learners may not be ready when it comes to this kind of free-style conversational activity.-
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/B48367345-
dc.subject.lcshEnglish language - Study and teaching (Primary) - China - Hong Kong.-
dc.titleAn investigation into the effectiveness of the "English corner" in a CMI primary school-
dc.typePG_Thesis-
dc.identifier.hkulb4836734-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836734-
dc.date.hkucongregation2011-

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