Teachers’ Feedback on a New Variety of English: The Case of Hong Kong English
Keywords:
World Englishes, Hong Kong English, English teaching, corrective feedback
Abstract
The present short report reveals how teachers of English in Hong Kong (HKTEs) react to Hong Kong English (HKE). By employing a mixed method approach consisting of 100 survey responses and 28 interviews, types of feedback and activities teachers use when they encounter HKE in classroom were recorded and reported. The results showed that the two types of teachers of English – Native and Non-native English speakers – provided different kinds of responses because of the differences in attitude they held toward new varieties of English. The current study potentially sheds light on how different varieties of English could fit in traditional ESL curricula. Further research is warranted on how the feedback may affect English acquisition among Hong Kong students and whether the feedback brings positive or negative effects to the students.
References
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Chan, K. L. R. (2019). Trilingual Code-switching in Hong Kong. Applied Linguistics Research Journal, 3(4), 1-14. https://doi.org/10.14744/alrj.2019.22932ALR
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Crismore, A., Ngeow, K. Y. H., & Soo, K. S. (1996). Attitudes towards English in Malaysia. World Englishes, 15(3), 319-335. https://doi.org/10.1111/j.1467-971X.1996.tb00118.x
Deterding, D., Wong, J., & Kirkpatrick, A. (2008). The pronunciation of Hong Kong English. English World-Wide, 29(2), 148-175. https://doi.org/10.1075/eww.29.2.03det
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368. https://doi.org/10.1017/S0272263106060141
Evans, S., & Green, C. (2003). The use of English by Chinese professionals in post-1997 Hong Kong. Journal of Multilingual and Multicultural Development, 24(5), 386-412. https://doi.org/10.1080/01434630308666507
Han, Y. (2000). The Effect of Implicit and Explicit Feedback [PhD. Thesis]. University of Florida: Flordia.
Hansen Edwards, J. G. (2015). Hong Kong English: Attitudes, identity, and use. Asian Englishes, 17(3), 184-208. https://doi.org/10.1080/13488678.2015.1049840.
Hansen Edwards, J. G. (2016). The deletion of /t, d/ in Hong Kong English. World Englishes, 35(1), 60-77. https://doi.org/10.1111/weng.12166
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Hung, T. T. N. (2000). Towards a phonology of Hong Kong English. World Englishes, 19(3), 337-356. https://doi.org/10.1111/1467-971X.00183
Lam, T. (2017). Intonational variation in Hong Kong English: A pilot study. Asian Englishes, 19(1), 22-43. https://doi.org/10.1080/13488678.2016.1277411
Leeman, J., & Martinez, G. (2007). From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4, 35-65. https://doi.org/10.1080/15427580701340741
Lo, Y. Y., & Lo, E. S. C. (2014). A meta-analysis of the effectiveness of English-medium education in Hong Kong. Review of Educational Research, 84(1), 47-73. https://doi.org/10.3102/0034654313499615
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66. https://doi.org/10.1017/S0272263197001034
Patton, M. Q. (2015). Qualitative Research and Evaluation Methods (4th Ed.). SAGE.
Setter, J., Wong, C., & Chan, B. (2010). Hong Kong English. Edinburgh University Press.
Sewell, A. (2012). The Hong Kong English accent: Variation and acceptability. Hong Kong Journal of Applied Linguistics, 13(2), 1-21.
Sewell, A. (2015). The intranational intelligibility of Hong Kong English accents. System, 49, 86-97. https://doi.org/10.1016/j.system.2015.01.003
Sung, C. C. M. (2015). Hong Kong English: Linguistic and sociolinguistic perspectives. Language and Linguistics Compass, 9(6), 256-270. https://doi.org/10.1111/lnc3.12142
Tsang, W. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. Regional Language Centre Journal, 35, 187-209. https://doi.org/10.1177%2F003368820403500207
Zhang, Q. (2014). Investigating Hong Kong English. Peter Lang.
Chan, K. L. R. (2018). Being a 'purist' in trilingual Hong Kong: Code-switching among Cantonese, English and Putonghua. Linguistic Research, 35(1), 75-95. https://doi.org/10.17250/khisli.35.1.201803.003
Chan, K. L. R. (2019). Trilingual Code-switching in Hong Kong. Applied Linguistics Research Journal, 3(4), 1-14. https://doi.org/10.14744/alrj.2019.22932ALR
Chan, K. L. R. (2020a). The Intelligibility of the Segmental and Suprasegmental Features of Hong Kong English to Listeners in the Inner, Outer, and Expanding Circles [Ph.D. Thesis]. The Chinese University of Hong Kong.
Chan, K. L. R. (2020b). The future of Hong Kong English: Codification and standardisation. In W. Tang (Ed.), Hong Kong: Past, Present and Future (pp. 69-88). Nova Science.
Chan, K. L. R. (2020c). Washback in education: A critical review and its implications for language teachers. Journal of Foreign Language Education and Technology, 5(1), 108-124.
Crismore, A., Ngeow, K. Y. H., & Soo, K. S. (1996). Attitudes towards English in Malaysia. World Englishes, 15(3), 319-335. https://doi.org/10.1111/j.1467-971X.1996.tb00118.x
Deterding, D., Wong, J., & Kirkpatrick, A. (2008). The pronunciation of Hong Kong English. English World-Wide, 29(2), 148-175. https://doi.org/10.1075/eww.29.2.03det
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368. https://doi.org/10.1017/S0272263106060141
Evans, S., & Green, C. (2003). The use of English by Chinese professionals in post-1997 Hong Kong. Journal of Multilingual and Multicultural Development, 24(5), 386-412. https://doi.org/10.1080/01434630308666507
Han, Y. (2000). The Effect of Implicit and Explicit Feedback [PhD. Thesis]. University of Florida: Flordia.
Hansen Edwards, J. G. (2015). Hong Kong English: Attitudes, identity, and use. Asian Englishes, 17(3), 184-208. https://doi.org/10.1080/13488678.2015.1049840.
Hansen Edwards, J. G. (2016). The deletion of /t, d/ in Hong Kong English. World Englishes, 35(1), 60-77. https://doi.org/10.1111/weng.12166
Hansen Edwards, J. G. (2017). English language schooling, linguistic realities, and the native speaker of English in Hong Kong. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 37(3), 275-304. https://doi.org/10.1515/multi-2016-0012
Hansen Edwards, J. G. (2018). TH variation in Hong Kong English. English Language and Linguistics, 23(2), 439-468. https://doi.org/10.1017/S1360674318000035
Hansen Edwards, J. G., Zampini, M. L. & Cummingham, C. (2018). The accentedness, comprehensibility, and intelligibility of Asian Englishes. World Englishes, 37(4), 538-557. https://doi.org/10.1111/weng.12344
Hino, N. (2018). EIL education for the expanding circle: A Japanese model. Routledge.
Hung, T. T. N. (2000). Towards a phonology of Hong Kong English. World Englishes, 19(3), 337-356. https://doi.org/10.1111/1467-971X.00183
Lam, T. (2017). Intonational variation in Hong Kong English: A pilot study. Asian Englishes, 19(1), 22-43. https://doi.org/10.1080/13488678.2016.1277411
Leeman, J., & Martinez, G. (2007). From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4, 35-65. https://doi.org/10.1080/15427580701340741
Lo, Y. Y., & Lo, E. S. C. (2014). A meta-analysis of the effectiveness of English-medium education in Hong Kong. Review of Educational Research, 84(1), 47-73. https://doi.org/10.3102/0034654313499615
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66. https://doi.org/10.1017/S0272263197001034
Patton, M. Q. (2015). Qualitative Research and Evaluation Methods (4th Ed.). SAGE.
Setter, J., Wong, C., & Chan, B. (2010). Hong Kong English. Edinburgh University Press.
Sewell, A. (2012). The Hong Kong English accent: Variation and acceptability. Hong Kong Journal of Applied Linguistics, 13(2), 1-21.
Sewell, A. (2015). The intranational intelligibility of Hong Kong English accents. System, 49, 86-97. https://doi.org/10.1016/j.system.2015.01.003
Sung, C. C. M. (2015). Hong Kong English: Linguistic and sociolinguistic perspectives. Language and Linguistics Compass, 9(6), 256-270. https://doi.org/10.1111/lnc3.12142
Tsang, W. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. Regional Language Centre Journal, 35, 187-209. https://doi.org/10.1177%2F003368820403500207
Zhang, Q. (2014). Investigating Hong Kong English. Peter Lang.
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2021-05-25
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