| Author: | Tang, Yee Kei |
| Title: | Modified interaction between NS-NSS in a HK EMI school : a case study from the perspective of Long's interaction hypothesis |
| Advisors: | Forey, Gail (ENGL) |
| Degree: | M.A. |
| Year: | 2015 |
| Subject: | English language -- Study and teaching (Secondary) -- China -- Hong Kong. English language -- Study and teaching (Secondary) -- China -- Hong Kong -- Case studies. Second language acquisition. Hong Kong Polytechnic University -- Dissertations |
| Department: | Department of English |
| Pages: | 56 pages : color illustrations |
| Language: | English |
| Abstract: | Last decade has witnessed a growing concern among the use of interactional pedagogical paradigms in local English language classrooms. In response to the education reform in recent years and the introduction of the New Senior Secondary (NSS) Curriculum, the significance of verbal language activities is on a steady rise. The current study attends to Professor Michael H. Long's (1981, 1983 & 1996) Interactional Hypothesis regarding the use of interactional devices in a native to non-native conversation. A total of 4 entries of authentic verbal data were collected form a local EMI school. It seeks to explore to what extent the interactional devices are employed to facilitate the negotiation of meaning between an expert language user and a novice language user of English. It also tries to investigate how a non-native expert user of English (a local English teacher) differs from a native one (a native English teacher) when conversing with the two non-native student participants in our current study. It was found that the employment of interactional devices plays a considerable role in facilitating the negotiation of meaning in the conversations, yet the study also raises further concerns on the applicability of Long's model in analysing the interactional behaviour of a local English teacher who does not possess English as his L1, because the findings from the current study reveals that to certain extent, the local non-native English teacher contributed differently to a verbal interaction compared to the native English teacher with the same interlocutors. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| b28237365.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 1.18 MB | Adobe PDF | View/Open |
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