Browsing by Author "Hong, Huaqing"

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    Compiling a multimodal corpus of educational discourse in Singapore schools
    (2009-05)
    Doyle, Paul (Paul Grahame)
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    Hong, Huaqing
      345  49
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    Constructing knowledge via metaphor in Singaporean student writing: A corpus-based study
    (2008-07)
    Guo, Libo 
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    Hong, Huaqing
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    Wang, Shanshan
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    Siti Azlinda Amasha
    This paper reports on work in progress of a large-scale study which seeks to examine and compare knowledge construction and the development of grammatical metaphor in Secondary 3 (Year 9) student writing in English and Social Studies. Through a combination of qualitative (systemic-functional) and quantitative (via computer-supported tool MMAX2) analyses of a sample of 42 student writings, it is shown that arguing in subject English and arguing in Social Studies employ different grammatical resources and point to different directions. Compared with subject English, which employs rankshifted embedding, Social Studies (and its parent disciplines such as History and Sociology) depends to a greater extent on grammatical metaphors to argue. This kind of work can have important implications for developing students’ advanced literacy in that it can deepen our understandings of the textual features of different subject areas and their different underlying value systems.
      154  2944
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    Corpus analysis in CRPP research projects: the basics
    (2009-08-13)
    Bi, Xiaofang
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    Silver, Rita 
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    Hong, Huaqing
    "Our purpose in this manual is to establish and document useful procedures for maximizing research data, especially from classroom studies, using corpus software for data analysis and management. In non-technical language, we provide an overview of the purposes for corpus-based research and necessary procedures for corpus-based analyses with specific reference to tools used and developed at CRPP. Our goal is to help readers understand some of the distinctive features of corpus-based research and make informed decisions about whether this approach would be fruitful for their own work. " -- p. 6.
      196  41
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    A corpus-based interactive vortal for reflective practice and professional development
    (2009-05)
    Hong, Huaqing
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    Doyle, Paul (Paul Grahame)
    "This project was designed to complement the Singapore Corpus of Research in Education (SCoRE), by creating a vertical portal (vortal) for educators and practitioners engaged in empirical research and teacher development to benefit from services designed to facilitate collaborative investigation of classroom practices and thus support the development of a professional learning community."-- [p. 1] of executive summary.
      160  26
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    Creating a corpus Tamil data bank to investigate the impact of Standard Spoken Tamil (SST) and to provide pedagogical guidance to Tamil teachers on Standard Spoken Tamil (SST) in Singapore
    (Office of Education Research, National Institute of Education, Singapore, 2024)
    Seetha Lakshmi 
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    Letchmi Devi Ponnusamy 
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    Hong, Huaqing

    This project aims to develop a Corpus Tamil Data Bank based on classroom studies and observations and analysis to study the impact and the enactment of Standard Spoken Tamil (SST) in Tamil Education This project will provide empirical evidence on the use of SST in Tamil classrooms at Primary and to Secondary levels. SST has been recommended by the Tamil Language Curriculum and Pedagogy Review Committee (Ministry of Education, 2005) to introduce measures to enhance the teaching and learning of Tamil language in Tamil classrooms. With the corpus created, this project examined the enactment of the main recommendations of the review committees (MOE, 2005, Seetha Lakshmi et al., 2006).

    The purpose of this project was to create a Corpus Data Bank on Tamil language with classroom video recordings and observations with the aim of investigating the impact of Standard Spoken Tamil (SST) in the Singapore classroom domain on Tamil Teaching. The objective is to provide pedagogical guidance to Tamil language teachers on the use and functions of SST in Tamil teaching and learning. The setting up and collection of a corpus on Tamil classroom data that makes a contribution to this gap in the knowledge and pedagogy of Spoken Tamil.

    The data in turn will help develop the teaching and learning of SST in Singapore that will lead to the introduction of effective and sustained measures in enhancing the teaching and learning of SST in the classroom domain. This is in response to the use of SST that was recommended by the Tamil Language Curriculum and Pedagogy Review Committee (MOE, 2005). In examining the enactment of recommendations set by the review committees (MOE, 2005, Seetha Lakshmi et al., 2006, Seetha Lakshmi and Vanithamani Saravanan, 2010), this project, in focusing on spoken Tamil, will bridge the theory and practice of SST with the new Tamil language curriculum that is being implemented in Tamil language classrooms, will provide empirical evidence on the use of SST in Tamil classrooms - from Primary One to Secondary Five. The collection of data on Tamil language Teaching in the Tamil Corpus Data Bank is based on a detailed analysis of the use of SST – with an emphasis on the patterns of interactions in classroom discourse in the Singapore Tamil classrooms. This in turn will allow Tamil language curriculum writers, specialists and educators to produce learning materials that emphasizes the uses and functions of SST in Spoken Tamil in the classroom. It is hoped that the successful completion of this project has the potential for further research projects on SST in the classroom. This will require additional support from NIE and MOE on Tamil Corpus Data projects on the publication of Singapore’s first dictionary of Tamil language education - providing a significant contribution to the use and understanding of SST amongst Tamil language teachers and students

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    Incorporating corpus linguistics into content teaching: The feasibility of using small corpus in Singapore primary maths teaching
    (2005)
    Gong, Wengao
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    Hong, Huaqing
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    Koh, Kim Hong
    English, Maths, and Mother Tongue are three very important subjects for primary students in Singapore. Among them, the first two are of extreme importance. The successful learning of the latter is often affected by that of the former. Nevertheless, teachers of content subjects are often not fully aware of this. One indicator of this unawareness is that students’ poor performance in content learning is often attributed to their lack of effort or poor intelligence. In fact, the real barrier leading to students’ poor performance often lies in their incompetence in understanding the specific language used in mathematics. In other words, it is more of a language problem than an intelligence problem. This is especially the case in Singapore where the language of instruction is nobody’s mother tongue, which inevitably increases the difficulty of learning abstract subjects such as Maths. A possible way out would be to raise teachers’ and students’ language awareness in this subject. That is where corpus linguistics comes to play a role. As a preliminary study, we will build a small corpus based on the Maths teaching and learning materials (course-books, workbooks, and practice books) used at primary 5 in Singapore and identify the most important words and sentence patterns by interfacing the corpus with Wordsmith Tools (a corpus processing software). The resulted list of key words and structures can be offered to language teachers, Maths teachers themselves, pupils, and even pupils’ parents to attract their special attention, thus reducing the potential negative influence from the part of the language itself.
      217  346
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    An investigation of Singaporean Chinese children's oral linguistic competence in Mandarin: a corpus-driven study
    (2008-08)
    Chinese Language Research Team
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    Liu, Yongbing
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    Zhao, Shouhui
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    Hong, Huaqing
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    Goh, Hock Huan 
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    Toh, Wendy Hwee Bin
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    Gan, Joan Sze Win
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    Wang, Yimin
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    Zhang, Dongbo
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    Zhao, Chunsheng
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    Ong, Sabrina Yar Hsiar
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    Chan, Fanny Sei Wah
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    Appleyard, Pauline
    "This Report is submitted by the Chinese Language Research Team, CRPP, National Institute of Education, Nanyang Technological University. The Report provides the main results of a special focused project of CRPP, entitled "An Investigation of Singaporean Chinese Children's Oral Linguistic Competence in Mandarin: A Corpus-Driven Study". For this project, there are two main research objectives. One is to generate an oral Mandarin word list of Singaporean Chinese children for the CL curriculum developers and CL teachers. The other is to find out whether there are marked differences between children who claimed to speak English predominantly at home and those who claimed to speak Mandarin predominantly at home in terms of their oral lexical coverage and oral fluency of Mandarin before they start to learn Mandarin in primary schools."-- [p. 1] of executive summary.
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    Teacher questioning in Chinese Language classrooms: A sociocultural approach
    (2006-04)
    Zhang, Dongbo
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    Liu, Yongbing
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    Hong, Huaqing
    Drawn up the Sociocultural Theory and using classroom data from CRPP’s Core Project, this study examines teacher questioning discourse and its effects on student learning in Primary 5 Chinese Language classrooms in Singapore. Integrating quantitative and qualitative approaches, we use the methods of corpus linguistics and discourse analysis to identify the pattern of teacher questioning behavior and the structure and dynamics of discourse underlying how teacher questioning influence student Chinese language learning. We find that teacher questioning discourse in Chinese Language classrooms in Singapore is generally characterized by a monological recitation-based interaction. Teachers, with their tight control of classroom discourse and the predominant focus on textbook knowledge, create little space for students’ voices. The monologic discourse constrains students’ discursive construction and therefore it is limited in facilitating students’ Chinese Language learning. The study also shows that teacher questioning is a complex discourse phenomenon. To understand how teacher questioning influences second language learning, we should pay attention not only to the types of questions teachers ask, but more importantly to the process and discursive context of questioning, including the pedagogic purposes of teacher questions, teachers’ elicitation strategies, student response and teacher feedback.
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    Towards a corpus-based study of intellectual quality in Singapore classrooms
    (2009-07)
    Kramer-Dahl, Anneliese
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    Guo, Libo
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    Siti Azlinda Amasha
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    Wang, Shanshan
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    Hong, Huaqing
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    Chan, Ivy
    "This project therefore proposed a linguistic corpus-based approach to the analysis of the intellectual quality of school work in Singapore Primary and Secondary schools. We have set up a corpus of student written work that consists of 160 Social Studies essays and 220 English essays. ... On the basis of this corpus, we have examined the linguistic realizations of intellectual quality in written student work by reference to classroom interactions. In addition, we have looked into how teachers and students made use of representations other than language to construct teaching and learning." -- p. 2.
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