An investigation into the effectiveness of and attitudes towards the keyword method and the context method in L2 vocabulary acquisition by Cantonese-speaking Chinese learners in an English as the medium of instruction (EMI) secondary school in Hong Kong

2012 ◽  
Author(s):  
Wing-wa Yip
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Vocabulary Acquisition ◽  
Medium Of Instruction ◽  
Chinese Learners ◽  
Keyword Method ◽  
L2 Vocabulary

The Effect of Task-Based Reading on Fl Vocabulary Learning

2007 ◽  
Vol 153 ◽  
pp. 1-24 ◽  
Author(s):  
Raquel Esquiliche Mesa ◽  
Anthony Bruton ◽  
Tony Ridgway
Keyword(s):  
Secondary School ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Effective Means ◽  
Extensive Reading ◽  
Short Term ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
L2 Vocabulary ◽  
Over Time

AbstractThere is growing evidence that incidental vocabulary learning from extensive reading may not be a very efficient or effective means of acquiring L2 vocabulary, at least in the short-term. This study investigates the effect on FL vocabulary learning of secondary school EFL students completing four task-based reading texts under two procedurally contrasted conditions: either with teacher support or with peer collaborative support. The students, in two genuine classes, read two short texts in each condition as normal timetabled activities, partly for ethical and partly for technical reasons. This is one of a few studies that have researched FL vocabulary acquisition from a number of different texts over time, and within a task-based framework. Four texts in English with both nonlinguistic and linguistic check tasks were read in total, and thirty-two vocabulary items were targeted. On the delayed L2-L1 translation recognition posttest of the targeted vocabulary items, the scores for the teacher-supported conditions were double those for the peer-supported conditions, but in both cases the scores were disappointingly low.

Hong Kong’s language ecology and the racialized linguistic order

2017 ◽  
Vol 1 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Kara Fleming
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
South Asians ◽  
Ethnographic Research ◽  
Linguistic Context ◽  
Social Hierarchies ◽  
Language Ecology ◽  
Mediating Factor ◽  
Social Orders

Abstract This paper will argue that the role and status of the languages promoted as part of Hong Kong’s “trilingualism and biliteracy” policy cannot be understood without reference to each other and to their wider social, political and linguistic context. Particularly, in Hong Kong, race is a key mediating factor that structures social orders in which language is used and evaluated, and therefore its role in the ecology must be emphasized. This article will outline the links between language and social hierarchies of race, focusing particularly on the positioning of Hong Kong South Asians, based on ethnographic research in a Hong Kong secondary school and analysis of media and policy data. This approach is key to understanding the apparent contradictions in the evaluation of various languages spoken in Hong Kong, and demonstrates the necessity of a holistic, contextualized analysis of language and race.

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