원문정보
초록
영어
In recent years, English language teaching materials, textbooks, videos and websites that facilitate the learning of language, which have grown in number, have tended to cover safe, non-controversial topics using the banking model (in Paulo Freire’s terms). Often these topics did not engage learners either affectively or cognitively. This study addressed the lack of choice and localised context in an English for Academic Purposes course in Hong Kong by incorporating learners’ choices of topic and digital stories into the course. The findings indicated that learner autonomy over topic and the affordances of digital delivery stimulated students to feel ownership and relevance to their local community. The results suggested that by incorporating the principles of critical applied linguistics, second language learners and students can co-construct material and knowledge and represent what they find personally meaningful, which may lead to social changes in society.
목차
Introduction
Significance of the Study
Rationale, Existing Materials and Potential for Improvement
Research Questions
Literature Review
Critical Applied Linguistics and Critical Pedagogy
Critical EAP: Critical Thinking, Student Agency and Motivation
Critical Analysis of Textbooks
Critical Awareness
Methodology
Background and Participants’ Information
Data Collection and Analysis
Findings and Discussion: Phase 1
Existing Material Does Not Reflect the Authentic Social Context of Hong Kong
Exploration of Problems in Society
Choice of Topic to Study
Digital Stories
Findings and Discussion: Phase 2
New Material Reflecting the Authentic Social Context of Hong Kong
Exploration of Problems in Society
Choice of Topic to Study
Conclusion
The Author
References