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Title: Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong
Author: Chiu, Hazel Lai Wan
ISNI:       0000 0004 2704 1363
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2011
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available