Differences between the Principles and Practice of Task-based Language Teaching in Hong Kong's New Senior Secondary English Curriculum: Learning English through Poems and Songs
Date of Award
UG Dissertation (Restricted)
Professor Andrew Sewell
This research project aims at investigating whether there are differences between the Task-based Language Teaching (TBLT) proposed by the NSS English curriculum in Hong Kong, and actual lessons in a CMI school. An elective module, Learning English through Poems and Songs is studied in depth.
In this project, an evaluative framework informed by different TBLT theories is used to analyze the suggested lesson in the curriculum and the actual lessons. It is found that both the suggested lesson and actual lessons resemble a weak form of TBLT, but by comparison the actual lessons are less compatible with the theory of TBLT, being teacher-led and not communicative.
In the interviews with teachers, it is revealed that tight teaching schedule, the exam- oriented system and students* low English proficiency have made their teaching less student- centered and less communicative; however, from the classroom observations, it is found that teachers have made an effort to get students involved in class, using the TBLT lesson structure.
The copyright of this dissertation is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.
Fu, H. K. F. (2016). Differences between the Principles and Practice of Task-based Language Teaching in Hong Kong's New Senior Secondary English Curriculum: Learning English through Poems and Songs (UG dissertation, Lingnan University, Hong Kong). Retrieved from http://commons.ln.edu.hk/eng_fyp/64