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postgraduate thesis: Integration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context

TitleIntegration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context
Authors
Issue Date2010
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Tang, K. M. [鄧嘉敏]. (2010). Integration of tasks into the 'presentation-practice-production' model of grammar teaching in a primary context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017707
AbstractThis action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners‘perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students‘performance and works in order to make adjustments for the second cycle. Qualitative and quantitative techniques were employed to collect data from high, average and low-achieving students. It was found that students were positive towards Consciousness-raising tasks, Practice-based tasks and the intervention. They were generally satisfied with the chances provided for individual and group learning, teacher‘s PowerPoint presentation, teacher support and task sequencing. Implications for future research encompass investigation on the intervention‘s emphasis on a sequence of focused tasks to learn the form, meaning and use of target structures for leading learners to attain accuracy, fluency and complexity in second language acquisition. Most importantly, it suggests that teachers have to be flexible and design suitable tasks according to the target structures, students‘ability and learning style as well as available resources.
DegreeMaster of Education
SubjectEnglish language - Grammar - Study and teaching (Primary) - China - Hong Kong.
Language and languages - Study and teaching (Primary) - China - HongKong.
Task analysis in education.
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/183344

 

DC FieldValueLanguage
dc.contributor.authorTang, Ka-Man.-
dc.contributor.author鄧嘉敏.-
dc.date.accessioned2013-05-26T06:54:31Z-
dc.date.available2013-05-26T06:54:31Z-
dc.date.issued2010-
dc.identifier.citationTang, K. M. [鄧嘉敏]. (2010). Integration of tasks into the 'presentation-practice-production' model of grammar teaching in a primary context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017707-
dc.identifier.urihttp://hdl.handle.net/10722/183344-
dc.description.abstractThis action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners‘perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students‘performance and works in order to make adjustments for the second cycle. Qualitative and quantitative techniques were employed to collect data from high, average and low-achieving students. It was found that students were positive towards Consciousness-raising tasks, Practice-based tasks and the intervention. They were generally satisfied with the chances provided for individual and group learning, teacher‘s PowerPoint presentation, teacher support and task sequencing. Implications for future research encompass investigation on the intervention‘s emphasis on a sequence of focused tasks to learn the form, meaning and use of target structures for leading learners to attain accuracy, fluency and complexity in second language acquisition. Most importantly, it suggests that teachers have to be flexible and design suitable tasks according to the target structures, students‘ability and learning style as well as available resources.-
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/B50177072-
dc.subject.lcshEnglish language - Grammar - Study and teaching (Primary) - China - Hong Kong.-
dc.subject.lcshLanguage and languages - Study and teaching (Primary) - China - HongKong.-
dc.subject.lcshTask analysis in education.-
dc.titleIntegration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context-
dc.typePG_Thesis-
dc.identifier.hkulb5017707-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017707-
dc.date.hkucongregation2010-

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