eprintid: 10007359
rev_number: 21
eprint_status: archive
userid: 587
dir: disk0/00/00/73/59
datestamp: 2013-03-14 14:06:52
lastmod: 2017-12-07 21:17:13
status_changed: 2013-03-14 14:06:52
type: thesis
metadata_visibility: show
creators_name: Chiu, Hazel Lai Wan
title: Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong
ispublished: unpub
divisions: B14
abstract: Abstract
Grammar has often been a topic which receives attention in the English Language
curricula of Hong Kong schools, irrespective of what teaching approaches are being
endorsed. Particularly in the task-based English Language curriculum implemented in
secondary schools from 2002, grammar is presented as one of the highlights.
This thesis aims to investigate how grammar teaching is perceived and practised within
the task-based secondary curriculum of Hong Kong. The study covers three major areas
of investigation: (a) language teaching policy and curriculum in Hong Kong; (b)
language and grammar teaching materials; and (c) individual teachers' grammar
teaching concepts and practice. The purpose is to explore the transmission of curriculum
ideas and examine whether theory, policy and practice align in the process of curriculum
implementation.
The first two areas were examined through literature review and materials analysis, to
establish a context for interpreting the empirical data collected from lesson observations
and interviews to investigate the third area of how grammar teaching was perceived and
practised by individual teachers in their classrooms. Relationships among these three
areas were examined in order to present a comprehensive picture of the concepts and
practice concerning grammar teaching in Hong Kong secondary schools.
From the planned curriculum in the curriculum documents to the enacted curriculum in
language classrooms, a chain of intricate relationships is involved regarding the
connection of curriculum ideas to second language teaching theory and research, the
transference of curriculum ideas to textbooks and grammar teaching materials, and the
implementation of curriculum ideas in the language classrooms by individual teachers.
IV
Results showed that curriculum ideas did not often transfer fully to teaching materials or
apply to teaching practice as intended. There was evidence of interactions at different
levels as participants in the curriculum implementation process engaged with and
interpreted the curriculum ideas from their own perspectives of operationalising ideas in
the intended curriculum. Through exploring these relationships, suggestions for
grammar teaching within the secondary task-based curriculum have been proposed to
inform future pedagogy, research and policy.
date: 2011
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538562
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: restricted
pages: 445
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Chiu, Hazel Lai Wan;      (2011)    Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10007359/7/Chiu%2C%20Hazel%20Lai%20Wan_Redacted.pdf
document_url: https://discovery.ucl.ac.uk/id/eprint/10007359/1/538562.pdf