Scaffolding methods that EFL teachers employ to motivate students' learning : a Hong Kong case study

Pao Yue-kong Library Electronic Theses Database

Scaffolding methods that EFL teachers employ to motivate students' learning : a Hong Kong case study

 

Author: Huang, Qian
Title: Scaffolding methods that EFL teachers employ to motivate students' learning : a Hong Kong case study
Degree: M.A.
Year: 2015
Subject: English language -- Study and teaching -- China -- Hong Kong
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of English
Pages: 74 pages : color illustrations
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b2823741
URI: http://theses.lib.polyu.edu.hk/handle/200/8099
Abstract: This study aims at discovering the ways that teachers effectively scaffold and motivate students' learning by adopting a genre-based pedagogy, particularly, the Teaching and Learning Cycle (TLC). This study attempts to fill the gap by documenting through the case study approach how a Hong Kong-based English teacher applies the Teaching and Learning Cycle in the classroom. Genre theory and scaffolding learning theory are the major theories drawn on for this study. The analytical framework is adapted from Halliday (1994); the other framework is from Vygotsky (1987), Cope and Kalantzis (2014), which focuses on the scaffolding between language teachers and students: modelling, joint negotiation of text and independent construction of text. In this study, the applied theories include the scaffolding framework TLC developed by Callaghan and Rothery (1988) and Custance, Dare and Polias (2011), which outlines the process of genre teaching in the four stages of Setting the Context, Modelling and Deconstruction, Guided Construction and Independent Construction. The motivation frameworks provided by Brown (2000), Dornyei (1998) and Gardner, et al (2004) are also used. This qualitative research employed a case study approach to interpret and analyze the classroom-based implementation of the genre-based pedagogy. The informants were deliberately selected because of their willingness to implement the approach. The major findings of the research were that the teacher has scaffolded the students' learning and has achieved the teaching/learning objective effectively by adoption of the genre-based pedagogy. It is suggested that various communicative activities relevant to the topics of the lesson would be a better way to motivate students, so that they would learn with higher efficiency.

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