Programme design for adult Chinese immigrants learning English as a second language.

by Lee May Tin.Includes qestionnaire in Chinese.Thesis (M.A.)--Chinese University of Hong Kong, 1993.Includes bibliographical references (leaves [30-34] (2nd gp.)).List of TablesChapter CHAPTER1 --- Description of the Study --- p.1Chapter 1.1 --- Introduction --- p.1Chapter 1.2 --- Aims and Scope --- p.3Chapter 1.3 --- Outline of the Dissertation --- p.4Chapter 1.4 --- Significance of the Study --- p.4Chapter CHAPTER2 --- Review of Related Literature --- p.6Chapter 2.1 --- Introduction --- p.6Chapter 2.2 --- Language for the Purpose of Communication --- p.6Chapter 2.2.1 --- New Dimensions in the Theories of Language Teaching --- p.6Chapter 2.2.2 --- Communicative Competence --- p.9Chapter 2.2.3 --- Communicative Language Teaching --- p.16Chapter 2.3 --- Changes in the Perspectives of Syllabus Design --- p.23Chapter 2.3.1 --- Curriculum vs Syllabus Design --- p.23Chapter 2.3.2 --- Language-centred Syllabuses --- p.28Chapter 2.3.3 --- Learner-centred Syllabuses --- p.30Chapter 2.4 --- Needs Analysis in Adult Migrant Programmes --- p.37Chapter 2.4.1 --- Needs Analysis --- p.37Chapter 2.4.2 --- Adult Learners --- p.43Chapter CHAPTER3 --- Research Design and Procedure --- p.47Chapter 3.1 --- Introduction --- p.47Chapter 3.2 --- Survey Objectives --- p.48Chapter 3.3 --- The Subjects --- p.50Chapter 3.3.1 --- Phase I Subjects --- p.50Chapter 3.3.2 --- Phase II Subjects --- p.51Chapter 3.3.3 --- Phase III Subjects --- p.52Chapter 3.4 --- Design of Questionnaires & Data Collection --- p.55Chapter 3.4.1 --- Phase I: Preparation & Formulation of Questionnaire Draft --- p.56Chapter 3.4.2 --- Phase II: Design of Questionnaire I --- p.56Chapter 3.4.3 --- Phase III: Questionnaire II --- p.57Chapter CHAPTER4 --- Results of the Survey --- p.61Chapter 4.1 --- Results of Questionnaire I (Phase II) --- p.61Chapter 4.1.1 --- Importance Ratings of Communication Situations (CSs) by High Proficiency Subjects (HPSs) --- p.61Chapter 4.1.2 --- Suggestions of Additional CSs --- p.63Chapter 4.2 --- Results of Questionnaire II (Phase III) --- p.65Chapter 4.2.1 --- Importance Ratings of CSs by Low Proficiency Subjects (LPSs) --- p.66Chapter 4.2.2 --- Frequency Ratings of CSs being encountered by LPSs --- p.67Chapter 4.2.3 --- Self-Perception of Language Ability in Coping with the CSs by LPSs --- p.69Chapter 4.2.4 --- " A Master List of Ratings of CSs by Importance, Frequency & Perceived Language Ability" --- p.71Chapter 4.2.5 --- The Correlation between Importance and Frequency Ratings along each CS --- p.73Chapter 4.2.6 --- A Comparison of Importance Ratings of CSs between Male and Female LPSs --- p.74Chapter 4.2.7 --- A Comparison of Frequency Ratings of CSs between Male and Female LPSs --- p.79Chapter 4.2.8 --- A Comparison of Self-Perception of Language Ability in Handling the CSs between Male and Female LPSs --- p.84Chapter 4.2.9 --- Priority of Language Skill Improvements --- p.88Chapter 4.2.10 --- Preference in Timetable Arrangements --- p.89Chapter 4.2.11 --- Preference for Chinese or Native Speakers of English as Instructors --- p.90Chapter 4.2.12 --- Summary of Results --- p.91Chapter CHAPTER5 --- Discussions & Implications --- p.94Chapter 5.1 --- Introduction --- p.94Chapter 5.2 --- The Nature of the Syllabus Content --- p.94Chapter 5.3 --- The Selection of Subject Matter in the Syllabus --- p.95Chapter 5.4 --- The Sequence of Content in the Syllabus --- p.96Chapter 5.5 --- The Level of Language to be Introduced --- p.97Chapter 5.6 --- Separate Programmes for Specific Learner Groups --- p.98Chapter 5.7 --- Learners' Input to Designing a Programme --- p.99Chapter CHAPTER6 --- A Theoretical-cum-Practical Proposal for Designing a Language Programme for Adult Chinese Immiqrants --- p.102Chapter 6.1 --- Introduction --- p.102Chapter 6.2 --- Setting Up a Course --- p.102Chapter 6.2.1 --- Step 1: Needs Survey --- p.104Chapter 6.2.2 --- " Step 2: Analysis of Survey Returns In Terms of Importance, Frequency, Language Ability and Biographical Data" --- p.105Chapter 6.2.3 --- Step 3: Definition of Course Objectives --- p.107Chapter 6.2.4 --- Step 4: Design of Syllabus Content in Modules --- p.107Chapter 6.2.5 --- Step 5: Time Schedule of the Course --- p.110Chapter 6.2.6 --- Step 6: Decision on the First Five Modules to be Taught and Teachers' Training --- p.112Chapter 6.2.7 --- Step 7: Grouping of Learners --- p.113Chapter 6.2.8 --- Step 8: Classroom Teaching & Learning --- p.115Chapter 6.2.9 --- Step 9: Feedback & Evaluation --- p.115Chapter 6.2.10 --- Step 10: Negotiations --- p.117Chapter 6.2.11 --- Step 11: Final Evaluation --- p.118Chapter CHAPTER7 --- " Conclusion, Limitation & Future Research" --- p.121Chapter 7.1 --- Conclusion --- p.121Chapter 7.2 --- Limitations of the Survey --- p.123Chapter 7.3 --- Suggestions for Future Studies --- p.124APPENDICES --- p.125Chapter A --- Questionnaire I (draft) --- p.A-lChapter B --- Questionnaire I (revised) --- p.B-lChapter C --- Questionnaire II (English Version) --- p.C-lChapter D --- Questionnaire II (Chinese Version) --- p.D-lChapter E --- Design of a CS Module --- p.E-1Chapter F --- Suggested Questions for Feedback and Evaluation Questionnaire --- p.F-lChapter G --- Suggested Questions for Final Evaluation --- p.G-lREFERENCES --- p.R-