Accordingly, the aim of the study reported herein was to answer two overarching questions based on a rich, thick description of data collected from in-depth interviews with teachers: (1) What epistemological and pedagogical beliefs about vocabulary development do Hong Kong secondary school English language teachers hold?
Accordingly, the aim of the study reported herein was to answer two overarching questions based on a rich, thick description of data collected from in-depth interviews with teachers: (1) What epistemological and pedagogical beliefs about vocabulary development do Hong Kong secondary school English language teachers hold?Tags: Arthur Engel Problem Solving StrategiesEssay About Education BenefitsEssays On QualitiesHow To Write A Comparing And Contrasting EssayEssay Of VolleyballCreative Writing 11Macroeconomic Term Paper TopicsGo Kart Business PlanEssay About Favorite Subject EnglishDavid Nirenberg Of Violence Thesis
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Both the crucial role of vocabulary development in language mastery and its taxing nature warrant analysis of beliefs about second language (L2) vocabulary teaching and learning.
The literature on L2 acquisition (SLA) frequently emphasises vocabulary’s role as a fundamental building block of comprehension and communication (Nation ) further affirmed the importance of word building, suggesting that the major distinction between language learners and native speakers is lexical competence.
The present study explored the epistemological and pedagogical beliefs about vocabulary development reported by four in-service English language teachers in Hong Kong through in-depth semi-structured interviews.
It also examined the major factors shaping those beliefs.
Although teachers of English as a second language (ESL) are often left to their own devices in teaching vocabulary in the absence of clear guidelines, forced to rely on their own beliefs and the teaching materials provided, only a handful of studies to date have focused on what they know and believe about L2 vocabulary teaching and learning.
The case study reported herein thus sought to identify the beliefs about vocabulary teaching, and the factors shaping those beliefs, held by four in-service secondary ESL teachers in Hong Kong, where the need to enhance students’ vocabulary development is frequently highlighted (see, e.g. Through analysis of data gathered from interviews with these teachers, the paper identifies several issues relating to vocabulary teaching that warrant attention and discusses their implications for L2 education and teacher development.), for example, suggests that most of the territory’s English language teachers confine themselves to teaching pronunciation and/or the meaning of vocabulary during lessons.
One plausible explanation for teachers’ failure to introduce large numbers of vocabulary items in class is the omission of a list of specific lexical items to be taught and detailed guidance on vocabulary teaching in such English language education curriculum documents as the ).
Given Hong Kong’s examination-oriented culture, however, it is reasonable to speculate that there is a general expectation that vocabulary items will be explicitly taught in class.