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Proficiency in English as a second language amongst secondary four students in Chinese schools and Chinese-English integrated schools in the context of bilingual education in Singapore
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Type
Thesis
Author
Tan, Beng Kim
Supervisor
Tan, Wee Kiat
Nababan, P. W. J.
Abstract
The purpose of this study was :
(1) to determine the results of the integration of Chinese-English Secondary Schools as it affects proficiency in written and spoken English as a second language in Secondary Four,
(2) to make a comparative analysis of proficiency from among the three integrated school systems,
(3) to probe into the students' basic SL learning problems and causes for poor attainment and,
(4) to suggest recommendations to improve upon the present setup.
The subjects were 400 Secondary Four students randomly selected from one Chinese secondary school and three (Technical, Academic and Bilateral) integrated secondary schools within the same geographic area.
The design used was that similar to a randomized control-group posttest only scheme where the three integrated schools formed the experimental groups and the Chinese secondary school was the control group.
The instruments were :
(1) two two-hour written proficiency tests (with a total of 201 items) which comprised subtests on reading comprehension, vocabulary, structure and composition writing,
(2) the Oral Test (with a total of 37 items) which included the Test of Auditory Discrimination and Comprehension and the Test of Speaking Ability and,
(3) a 50-item questionnaire which probed into attitudes, motivation and problems in SL learning.
These three instruments were administered in May, 1975.
The following conclusions were drawn from the findings :
(1) Experimental Group 3 (Bilateral) performed best from among the three integrated schools.
(2) It was clear that the control group produced the best overall performance and that the integration of the Chinese and English media secondary schools has yielded no significant effect of SL proficiency.
(3) The Teacher Variable, which encompassed teaching techniques, aids and teacher motivation, produced no significant effect on proficiency. Exposure and usage had an effect on oral ability only.
(4) From the error analysis, it was concluded that verbs and spelling formed the areas of greatest difficulty.
(5) Factors that could create SL difficulties and low proficiency include lack of exposure, inadequacy of opportunity to produce/use the language, interstructural and intra-structural interference, low language learning aptitude, application of unsuitable methods of teaching, poor attitude and absence of motivation and differences in the phonological, grammatical, morphological and lexical systems of Mandarin and English.
(1) to determine the results of the integration of Chinese-English Secondary Schools as it affects proficiency in written and spoken English as a second language in Secondary Four,
(2) to make a comparative analysis of proficiency from among the three integrated school systems,
(3) to probe into the students' basic SL learning problems and causes for poor attainment and,
(4) to suggest recommendations to improve upon the present setup.
The subjects were 400 Secondary Four students randomly selected from one Chinese secondary school and three (Technical, Academic and Bilateral) integrated secondary schools within the same geographic area.
The design used was that similar to a randomized control-group posttest only scheme where the three integrated schools formed the experimental groups and the Chinese secondary school was the control group.
The instruments were :
(1) two two-hour written proficiency tests (with a total of 201 items) which comprised subtests on reading comprehension, vocabulary, structure and composition writing,
(2) the Oral Test (with a total of 37 items) which included the Test of Auditory Discrimination and Comprehension and the Test of Speaking Ability and,
(3) a 50-item questionnaire which probed into attitudes, motivation and problems in SL learning.
These three instruments were administered in May, 1975.
The following conclusions were drawn from the findings :
(1) Experimental Group 3 (Bilateral) performed best from among the three integrated schools.
(2) It was clear that the control group produced the best overall performance and that the integration of the Chinese and English media secondary schools has yielded no significant effect of SL proficiency.
(3) The Teacher Variable, which encompassed teaching techniques, aids and teacher motivation, produced no significant effect on proficiency. Exposure and usage had an effect on oral ability only.
(4) From the error analysis, it was concluded that verbs and spelling formed the areas of greatest difficulty.
(5) Factors that could create SL difficulties and low proficiency include lack of exposure, inadequacy of opportunity to produce/use the language, interstructural and intra-structural interference, low language learning aptitude, application of unsuitable methods of teaching, poor attitude and absence of motivation and differences in the phonological, grammatical, morphological and lexical systems of Mandarin and English.
Date Issued
1977
Call Number
PE1128 Tan
Description
The open access version is available at: https://scholarbank.nus.edu.sg/handle/10635/162144
Date Submitted
1977