1 |
Linguistic and cultural impacts on English medium instruction : Chinese teacher-researchers’ cases
|
|
|
|
BASE
|
|
Show details
|
|
2 |
A quantitative study of regional variations in Australian English
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Tongue positions corresponding to formant values in Australian English vowels
|
|
|
|
BASE
|
|
Show details
|
|
4 |
An investigation of a pedagogical framework of Chinese character teaching for beginning learners in Australian schools : an action research
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Indigenous languages recorded as part of the Queensland Speech Survey
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Connecting Australian students' prior knowledge with their foreign language learning : a beginning Mandarin teacher's exploration of strategies through language transfer
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Popular culture and engagement in teaching Mandarin : an action research project
|
|
|
|
Abstract:
This study focuses on how to use popular culture as teaching material to engage students in learning Mandarin in Australian schools. The aim of this research was to explore whether popular culture can engage students in learning with high intellectual quality, and provide a more contemporary picture of Chinese society by presenting popular culture to students. This study used action research as the main methodology to investigate the influence of popular culture on engagement. The action research comprised three cycles and employed three aspects of popular culture respectively: popular songs, movies and teen magazine. Each cycle lasted for four to seven lessons and formed a sequence from single-dimensional to multidimensional focuses. For the evaluation of student engagement, data were collected from the researcher’s self-reflections and field notes, including classroom observations, student self-assessment and other feedback, and interviews. The REAL Framework (Munns and Woodward, 2006) was used to design questions for student self-assessment, which provided student feedback to the teacher on student classroom engagement. The study shows that popular culture has the advantage of stimulating student engagement in an affective, operative and cognitive way. Young students enjoy the learning content and this increases their interest and motivation. Some forms of popular culture can facilitate specific language ability: for example, music is useful for developing students’ pronunciation and speaking. Cognitive engagement improves in a varied way, from simple recall to a deeper and more complex understanding of their learning and knowledge. Nevertheless, students will not be automatically engaged by this material without the application of good teaching strategies. The results demonstrate that student engagement largely depends on how well the teacher incorporate popular culture context in teaching and how well the teacher incorporates the popular culture context into the teaching and how well the teacher uses pedagogical knowledge to teach and manage the students. The researcher, as a early beginning teacher, developed her understanding of how to engage students and came to realise what a teacher can do to develop student engagement effectively. This study may contribute to our knowledge of how to use popular culture to effectively teach and learn second languages in general, and Chinese as a second language in particular. It also provides suggestions for the application of the MeE Framework (Munns and Martin, 2005) and the REAL Framework (Munns and Woodward, 2006) in different contexts of practice.
|
|
Keyword:
2012; Australia; Chinese language; English speakers; Mandarin dialects; motivation in education; popular culture; study and teaching (primary); Thesis (M.Ed. (Hons.))--University of Western Sydney
|
|
URL: http://handle.uws.edu.au:8081/1959.7/523632
|
|
BASE
|
|
Hide details
|
|
11 |
Categorizing Mandarin tones into listeners' native prosodic categories : the role of phonetic properties
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools
|
|
|
|
BASE
|
|
Show details
|
|
13 |
A Chinese beginning teacher's professional identity transformation : an auto-ethnographic study
|
|
|
|
BASE
|
|
Show details
|
|
14 |
The role of L2 vocabulary expansion in the perception and production of Australian English vowels by adult native speakers of Japanese
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Multimodal perception of Mandarin tone for cochlear implant users
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Early forms of Aboriginal English in South Australia, 1840--1920s
|
|
|
|
MPI-SHH Linguistik
|
|
Show details
|
|
17 |
Pretending to be someone you're not : a study of second dialect acquisition in Australia
|
|
|
|
BASE
|
|
Show details
|
|
18 |
English as an Aboriginal language in Southeast Queensland
|
|
Eades, Diana. - : The University of Queensland, School of Social Science, 1983
|
|
BASE
|
|
Show details
|
|
19 |
Australian aboriginal narratives in English : a study in discourse analysis
|
|
Muecke, Stephen. - : University of Western Australia, University of Western Australia, 1981
|
|
BASE
|
|
Show details
|
|
20 |
A quantitative study of regional variations in Australian English ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|