Hong Kong: Language and Education in a Post-colonial Era

Lai, Mee Ling 黎美玲

doi:10.1080/07908319908666577

Cited by 8 publications

(5 citation statements)

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“…Simultaneous team teaching involving a NEST and a local instructor has proved to be effective in international school settings (Pardy, 2004) and has been implemented in TEFL or TESL situations, particularly in Japan (Tajino & Tajino, 2000) and Hong Kong (Lai, 1999). The idea, which has been around for decades, has not caught on because of the controversy surrounding team teaching (Benoit, 2001).…”

Section: Discussion and Pedagogical Suggestionmentioning

confidence: 99%

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Kun¹,

Ke²

2009

ELT

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This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs). Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with fewer assignments and tests. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students' passiveness and lack of responsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of unwillingness to participate. The discussion centers on this dilemma and offers some suggestions for English teachers.

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Section: Discussion and Pedagogical Suggestionmentioning

confidence: 99%

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Kun¹,

Ke²

2009

ELT

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“…The focus is on the cooperation between native and non-native instructors, and its main goal is to assist students to learn the target language more efficiently. It has proved to be effective in international school settings (Pardy, 2004) and has been implemented in TEFL or TESL situations, particularly in Japan (TAJino & Tajino, 2000) and Hong Kong (Lai, 1999).…”

Section: Pedagogical Implication and Suggestionmentioning

confidence: 99%

The Relationship between Language Learners’ Anxiety and Learning Strategy in the CLT Classrooms

Wu¹

2010

IES

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This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered instruction has been widely accepted and acknowledged as a welcome concept and feasible teaching approach in the English Foreign Language (EFL) context. To improve the proficiency of language learners in EFL classrooms, it is very important to take into account the need of the learners. The present study utilizes Foreign Language Classroom Anxiety Scale (FLCAS) and Communicative Language Teaching Attitude Scale (COLTAS) to examine the participants' perceptions about learning English. The results indicate that most of the participants express a favorable attitude toward the Communicative Language Teaching (CLT) approach; however, they also reveal their high level of anxiety in the language classroom. Language anxiety is usually reported to have adverse effects on the learning of a second language. It is the language instructors' mission to accelerate the language learning of their students. One way is to teach students how to learn more effectively and efficiently. Language learning strategies (LLS) are procedures that learners can use to facilitate learning. Both teachers and students should develop an awareness of the learning process and strategies that lead to success. The ultimate goal of this paper is to analyze the factors that affect the participants' learning strategies and their language anxiety, and offer some pedagogical suggestions.

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Section: Discussion and Pedagogical Suggestionmentioning

confidence: 99%