"*Why You Can't Ask a Proper Question?"--The Learning Difficulties of Hong Kong ESL Students

Autor/in	Lee, Jackie F. K.
Titel	*"Why You Can't Ask a Proper Question?"--The Learning Difficulties of Hong Kong ESL Students**
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 3, S.295-311 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216631217
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Oral Language; Language Tests; Teaching Methods; Foreign Countries; Statistical Analysis; Phrase Structure; Verbs; Language Proficiency; Learning Problems; Interference (Language); Secondary School Students; Writing Tests; Syntax; Chinese; Native Language; Transfer of Training; Grammar; Cloze Procedure; Multiple Choice Tests; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Phrasenstruktur; Language skill; Language skills; Sprachkompetenz; Lernproblem; Sekundarschüler; Writing test; Schreibtest; China; Chinesen; Training; Transfer; Ausbildung; Grammatik; Lückentext; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Hongkong
Abstract	Despite the high frequency of occurrences of "wh"-interrogatives in daily use, there are repeated negative comments about the poor mastery of the wh-interrogative structure among Hong Kong students. However, so far little attention has been paid to their difficulties in the acquisition of the structure. There is a strong need to understand what linguistic knowledge they possess, and identify the learning difficulties in order to seek ways to address them. This study obtained its quantitative data from three classes of Hong Kong Secondary 3 students through a written test and an oral test. The major learning difficulties found include the word order transfer from the Chinese language, failure to use correct verb phrase structures, and erroneous use of some "wh"-words ("whose," "which," and "how") and "wh"-phrases (e.g. "how far," "whose bag"). The findings also reveal learning difficulties related to learner variables. Students of different English proficiency levels showed wide variation in their understanding of interrogative structures. The pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01