This study takes a rarely employed learner's angle in examining how students are learning in the English Medium Instruction (EMI) classroom. Particularly, the study tapped into students' listening strategy use when comprehending the teacher input, a context that is underexplored for strategy research and yet highly important because teacher input predominates in the EMI classroom. An EMI class of Grade 11 Biology in Hong Kong was recruited. Through lesson observations and stimulated recall interviews with a purposively selected sample of eight students, a taxonomy of listening strategies in EMI was constructed. The taxonomy reveals the uniqueness of listening to the teacher in EMI context due to the non-existence of planning and prediction strategies, the identification of novel strategies, and the classification of content-mediated and language-mediated cognitive strategies. Factoring in students' linguistic knowledge and Biology achievement, the findings indicated the usefulness for students to deploy a range of language-mediated, content-mediated and metacognitive strategies in combination. This paper ends with implications for future research and pedagogy in order to make EMI learning and teaching more successful. Copyright © 2023 Elsevier Ltd. All rights reserved.

遊戲教學法在國際漢語教學的課堂操練中能引起學生興趣，具帶動作用。教師話語對遊戲的應用質量有關鍵性影響，但目前針對課堂遊戲教師用語的研究並不多見。故本文以遊戲教學法設計詞彙教學，錄製準教師的教學視頻，並轉寫教學話語，從話語量、話語類型和話語策略等方面進行分析，討論遊戲教學中教師應如何利用話語帶動課堂操練，並針對準教師在模擬教學中存在的問題提出改進建議，為提高準教師教學話語質量以及國際漢語師資培訓作參考。The game-based approach can arouse learners’ interests in international Chinese teaching and improve teaching efficiency. Teacher talk has a key impact on the application of games, but there are few studies on it in classroom games. This paper uses the game-based approach to design vocabulary teaching, recorded the classroom teaching conducted by a pre-service teacher, and transcribed the video into texts. In view of the problems existing in the simulation teaching, this paper puts forward some suggestions, which can be used for improving the discourse quality of pre-service teachers and as a reference for teacher training in international Chinese teaching. Copyright © 2020 香港中文大學中國文化硏究所吳多泰中國語文硏究中心.

In EFL classroom interaction, discourse markers play a crucial role. This article investigates the use and functions of discourse markers (DMs) in native and local English teachers’ talk in Hong Kong EFL classroom interaction. The 20 most common DMs are examined in this study, and 24 English lessons in the Corpus of English Language Teaching (CELT) developed at the Hong Kong Institute of Education are explored. A comparative study of the use of DMs by local and native English teachers in Hong Kong schools was carried out, and the similarities and differences in DM use are discussed. The findings suggest that there are some similarities but also distinctive differences between the two groups of teachers’ use of DMs. Possible reasons for such differences are explored. The pedagogical implications of the study are discussed at the end of the article.
[Copyright © 2015 Center for Promoting Ideas, USA.]

A realistic goal of pronunciation teaching in the second language context is to acquire comfortably intelligible rather than native-like pronunciation. To establish a set of teaching and learning priorities necessary for English teachers and students whose first language is Chinese, the purposes of this study are three fold: (1) Identify the pronunciation aspects that are crucial for intelligible pronunciation in actual second language (L2) Hong Kong (HK) and foreign language mainland (ML) China classrooms from in-service teachers’ points of view; (2) Investigate how teachers help their students successfully understand English classroom input through teachers’ self-reflection on which aspects of their own pronunciation they modify and adapt to make classroom discourse intelligible to students; and (3) explore the most frequently taught pronunciation aspects and the most frequently used pronunciation teaching strategies used by teachers to teach pronunciation in English classrooms. Forty-seven questionnaires were collected and analysed from in-service teachers in primary schools. Four teachers were invited to attend follow-up interviews. In order to further investigate the application of adaptation strategies and pronunciation teaching strategies in real classroom settings, eight classroom videos were collected. The data were triangulated allowing for cross checking. The findings will not only help frontline teachers become self-aware of their own pronunciation, rectify students’ recurrent difficulties in using phonological features, and improve mutual intelligibility in English language classrooms but also help explore the ways to integrate phonology courses and pronunciation teaching in second/foreign language teaching and teacher education.
[Copyright © 2016 Canadian Center of Science and Education.]