Revisiting Second Language Vocabulary Teaching: Insights from Hong Kong In-Service Teachers

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Carrot or stick?: an investigation into motivation orientations in learning English among Hong Kong Chinese students

Revista Brasileira de Linguística Aplicada ◽

10.1590/s1984-63982010000100005 ◽

2010 ◽

Vol 10 (1) ◽

pp. 71-87

Author(s):

Ruth Wong

Keyword(s):

Second Language ◽

Hong Kong ◽

Intrinsic Motivation ◽

Secondary Students ◽

Chinese Students ◽

Theoretical Framework ◽

Hong Kong Chinese ◽

Student Groups ◽

Upper Secondary ◽

Learning English

This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.

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Encountering Unfamiliar Educational Practices Abroad

Handbook of Research on Study Abroad Programs and Outbound Mobility - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0169-5.ch006 ◽

2016 ◽

pp. 137-162 ◽

Cited By ~ 3

Author(s):

B Jane Jackson

Keyword(s):

Higher Education ◽

Second Language ◽

Hong Kong ◽

Tertiary Education ◽

East Asian ◽

Mainland China ◽

The World ◽

Mobility Programs ◽

Hong Kong Sar ◽

Macau Sar

As internationalization efforts intensify across the globe, the number of students who are studying outside their home country for part of their tertiary education has increased significantly. The vast majority of students from East Asian nations (Hong Kong SAR, Japan, Korea, Macau SAR, Mainland China, and Taiwan) study in a second language while abroad, with English the most common medium-of-instruction. As institutions of Higher Education (HE) in other regions compete for students from this part of the world, increasingly, questions are being raised about what students gain from outbound mobility programs. Scholars have drawn attention to the need for systematic empirical research that critically examines the experiences of student sojourners in order to determine the most effective ways to support and enhance their learning (e.g., linguistic, cognitive, social, academic, (inter)cultural, and professional).

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