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postgraduate thesis: An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms
Title | An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms |
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Authors | |
Issue Date | 2011 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Ng, S. K. [吳雪瑩]. (2011). An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4696028 |
Abstract | The 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. |
Degree | Master of Arts in Applied Linguistics |
Subject | English language - Study and teaching - China - Hong Kong. English teachers - China - Hong Kong - Attitudes. Students - China - Hong Kong - Attitudes. |
Dept/Program | Applied English Studies |
Persistent Identifier | http://hdl.handle.net/10722/146090 |
HKU Library Item ID | b4696028 |
DC Field | Value | Language |
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dc.contributor.author | Ng, Suet-ying, Kylie. | - |
dc.contributor.author | 吳雪瑩. | - |
dc.date.issued | 2011 | - |
dc.identifier.citation | Ng, S. K. [吳雪瑩]. (2011). An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4696028 | - |
dc.identifier.uri | http://hdl.handle.net/10722/146090 | - |
dc.description.abstract | The 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.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.source.uri | http://hub.hku.hk/bib/B46960284 | - |
dc.subject.lcsh | English language - Study and teaching - China - Hong Kong. | - |
dc.subject.lcsh | English teachers - China - Hong Kong - Attitudes. | - |
dc.subject.lcsh | Students - China - Hong Kong - Attitudes. | - |
dc.title | An investigation of English teachers' and students' perceptions of using Cantonese in English classrooms | - |
dc.type | PG_Thesis | - |
dc.identifier.hkul | b4696028 | - |
dc.description.thesisname | Master of Arts in Applied Linguistics | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Applied English Studies | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_b4696028 | - |
dc.date.hkucongregation | 2011 | - |
dc.identifier.mmsid | 991032531859703414 | - |