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postgraduate thesis: Exploring students' and teachers' perceptions of the use of poems in junior secondary CMI English classrooms

TitleExploring students' and teachers' perceptions of the use of poems in junior secondary CMI English classrooms
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Tsang, P. [曾佩琪]. (2014). Exploring students' and teachers' perceptions of the use of poems in junior secondary CMI English classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325532
AbstractWith the implementation of the new three-year senior secondary curriculum in September 2009 which stipulated that Language Arts would become a compulsory component in the English curriculum, literature plays a more prominent role in the teaching of English in Hong Kong. The incorporation of literature into language education, as Carter and Long (1991) illustrate, enhances the linguistic competence and enriches the cultural knowledge as well as stimulates the personal growth of learners.   Among various literary genres, the use of poetry is worth researching into given that students in Hong Kong tend to have reservations about using it as a tool to learn English despite its value. Poetry, as Tomlinson (1986) argues, is able to strengthen the skills of learners to infer and interpret from the linguistic and situational contexts of texts. Its value also lies in the fact that learners of different abilities can make use of poems in different ways. Therefore, there is a pressing need to investigate how the use of poems in English classes can be enhanced.   English translations of popular Chinese poems were used alongside classic poems from the West in this study to see whether the cultural familiarity and linguistic support embodied in translated poems could enhance the use of poems among students and teachers. This study found that while most students remained negative to learning English through poems, the use of translated poems was positively received among the high achievers and teachers. Based on the findings, some suggestions were derived to help schools incorporate poems into the English curriculum.
DegreeMaster of Arts in Applied Linguistics
SubjectEnglish language - Study and teaching (Secondary) - China - Hong Kong
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/207136

 

DC FieldValueLanguage
dc.contributor.authorTsang, Pui-ki-
dc.contributor.author曾佩琪-
dc.date.accessioned2014-12-09T23:17:06Z-
dc.date.available2014-12-09T23:17:06Z-
dc.date.issued2014-
dc.identifier.citationTsang, P. [曾佩琪]. (2014). Exploring students' and teachers' perceptions of the use of poems in junior secondary CMI English classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325532-
dc.identifier.urihttp://hdl.handle.net/10722/207136-
dc.description.abstractWith the implementation of the new three-year senior secondary curriculum in September 2009 which stipulated that Language Arts would become a compulsory component in the English curriculum, literature plays a more prominent role in the teaching of English in Hong Kong. The incorporation of literature into language education, as Carter and Long (1991) illustrate, enhances the linguistic competence and enriches the cultural knowledge as well as stimulates the personal growth of learners.   Among various literary genres, the use of poetry is worth researching into given that students in Hong Kong tend to have reservations about using it as a tool to learn English despite its value. Poetry, as Tomlinson (1986) argues, is able to strengthen the skills of learners to infer and interpret from the linguistic and situational contexts of texts. Its value also lies in the fact that learners of different abilities can make use of poems in different ways. Therefore, there is a pressing need to investigate how the use of poems in English classes can be enhanced.   English translations of popular Chinese poems were used alongside classic poems from the West in this study to see whether the cultural familiarity and linguistic support embodied in translated poems could enhance the use of poems among students and teachers. This study found that while most students remained negative to learning English through poems, the use of translated poems was positively received among the high achievers and teachers. Based on the findings, some suggestions were derived to help schools incorporate poems into the English curriculum.-
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.subject.lcshEnglish language - Study and teaching (Secondary) - China - Hong Kong-
dc.titleExploring students' and teachers' perceptions of the use of poems in junior secondary CMI English classrooms-
dc.typePG_Thesis-
dc.identifier.hkulb5325532-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5325532-

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