ENGLISH LANGUAGE LEARNING DIFFICULTY IN HONG KONG SCHOOLS:

CONCLUSION TO THE THESIS                         

The direction of the thesis was, in Part One, from the most general to the most specific, from theory to empirical deduction and from generally available data to original data (Project I).

In Part Two, we analysed the findings in the latter project and focused on three specific areas of concern identified therein until we again turned to the production of original data

(Project II). The data produced in Project I were of the questionnaire type and could be processed by the simpler kinds of numerical analysis. The data in Project II were made by observation and produced a number of differing types of specifically hypothesised actions not easily subjectable to numerical analysis. The final direction of the thesis was again towards theory and speculation.

The thesis began by examining the concept of difficulty both generally and in language learning in particular. It was seen to be a useful concept in some important respects and an elusive and confusing one in others.  An important distinction was made between learning disability and difficulty (although there is some overlap) and some general speculation was made concerning what is called 'Chinese cognition'. This led to some speculation concerning Cantonese-speaker discourse strategies.

Our attention then turned from general speculation on difficulty and difficulty for Cantonese speakers to the general question of difficulty with English. The most general approach here was to compare the errors of first and second language learners and to attempt to answer the question of the relative and absolute difficulty of English.  From these quite general speculations, we then presented an analysis of English in Hong Kong from a sociolinguistic viewpoint.

This section served two purposes: to introduce the specific language learning environment to the thesis and to answer a specific question: is there such a thing as Hong Kong English?  In particular, to exclude the argument that Hong Kong students were not experiencing difficulty in producing English but merely producing a separate variety of the same, we looked at the status of the notion of 'Hong Kong English' and concluded that it had not yet established itself distinctly enough, in all social spheres, to be termed a New English, or something similar. Moreover, the existence of 'Hong Kong English' would not necessarily preclude difficulty in learning that separate variety even if it were identified and taught as a separate variety.

From the actual learning environment examined in the thesis, we turned to the models of psychology, education and language learning we would use to examine it. The ideas of fluency and barriers were discussed and reference was made to Spolsky's model of language learning conditions. In anticipation of the procedure we would employ in the first research project and in the formulation of solutions to difficulty much later, we established a frame of reference of educational psychology based in Transactional Analysis. At this point in the thesis it was also considered apposite to mention the problem of cultural assumption in language learning/teaching theory and practice.

Our attention then turned to the first research project. This was aimed at answering two questions: "How severely do teachers and students grade errors and is there a conflict of opinion?" and "What are teacher ands student perceptions of English language learning difficulty?"  The first research question arose from our initial interest in errors and error analysis as symptoms of difficulty. It was hypothesized that students and teachers might display a conflict of attitude towards error gravity, in particular that they may display both distinct 'ideal' and 'real' attitudes. The formulation of ideal and real responses was founded in Transactional Analysis' distinction between the Parent and the Child (ego states). This appeared to us to be a more relevant and fruitful approach than the usual one-dimensional approach to attitude data gathering. In the event, students and teachers appeared to accept the idea of conflicting opinions and often displayed the expected severity of grading in 'ideal' mode and a corresponding less severe grading in 'real' ego response. This finding might have important implications for future explo­rations of the subject in Hong Kong and amongst populations where English is associated with success, power and formality. As the main thrust of our research was aimed at securing a picture of perceived difficulty in English language learning, we did not pursue the hints  this part of our research turned  up  in  any detail.

The second research question revealed a remarkable similarity in viewpoint in two quite different schools, namely that sociological/psychological factors in English language learning difficulty are not peripheral considerations but figure prominently in both student and teacher perceptions. It also was deduced that psychological and sociological factors must be understood together in order to understand language learning difficulty in any depth. For example, the commonest single factor in our analysis (Lack of Opportunities to Practice) originates from student attitude (a 'psychological' factor) as well as, albeit only partly in some respects, a sociological reality. Our hypothesis that difficulty is the product of by a complex of interacting factors was confirmed. Overall, however, linguistic factors did predominate in student and teacher perception of language learning difficulty. Of these linguistic factors, interference (assigned to two factors: Mother Tongue and Interference) was the strongest. It was also interesting to note that students seemed more concerned with basic language learning problems than their teachers. Thus, even at the linguistic level, students and teachers did not have the same concerns.

Part Two of the thesis began with three sections serving as analysis and elucidation of the first research project's findings. These three sections also prepared the ground for a thorough understanding of the raw classroom environment which would be analyzed in the second research project.

From the data obtained in the first research project we selected three areas of concern similar to the areas we had suggested in our theoretical 'holistic triangle' of understanding language learning difficulty. We decided to look closely at interference (the prime linguistic difficulty identified in Project I); the sociological situation of Hong Kong students (which would cover most of the sociological/logistical factors identified in Project I such as the Environment, Examinations, Parents, the System and so on); and learning styles and approaches (which would cover the psychological factors identified in Project I albeit in an abstract, less direct and highly specialised way by means of a good deal of recent research into the subject made in Hong Kong).

The section devoted to interference of Cantonese in English sought to establish three levels of inquiry: mere error listing and vague categories; patterns of interference due to contrasting and conflicting basic structures and, finally, speculated reasons for the perpetuation of interference errors. Error listing is already well represented by a number of compilations. The patterns of interference approach has also produced a great deal of work but it risks falling into the endless contrastive listing of the error compilers. Less work has been done however into the fundamental reasons for the apparent non-eradicability of certain errors even amongst good L2 speakers of English. Although we suggested some reasons for this more complicated problem, further research is indicated in this area.

An assessment of the sociological situation of Hong Kong students revealed major factors in educational difficulty which are reflected in English language learning, for example: cramped conditions, a shortage of tertiary places and growing credentialism. The learning of English, which should prosper in a free and creative atmosphere, is hampered at every turn. The perception of the system as unchanging and inherently difficult tends to perpetuate the negative characteristics of the system.

In the last section examining the salient factors of difficulty brought to light in the first research project, we looked at the approach to study and the learning style of Hong Kong students. It is often convenient to explain away differences in learning style by reference to 'culture' and in the Chinese context to Confucianism in its many interpretations. We had already summarised a great deal of thinking on the subject of Chinese cultural attitudes in terms of 'cultural script'. The bearing such 'insights' into Hong Kong learning behaviour have on an understanding of language learning difficulty is not clear and may lead to much circular argumentation. A way out of over-speculation and generalisation based on assumption was provided by an examination of studies made into student approach to study using the Biggs SPQ and related instruments. These studies represented themselves as culturally neutral and highly scientific. The picture arising from Biggs and his supporters was one of a deep study orientation in common use amongst Hong Kong students. We questioned this conclusion as it does not appear to be supported by other approaches and stud­ies.

Our attention then turned to the second research project. Having now in mind a solid and fairly profound picture of the nature of English language learning difficulty in Hong Kong, we were curious to see what efforts were made by teachers, if any, to combat the difficulties teachers and students had identified and which we had ourselves researched into.  Our research model was an amalgam of three basic approaches and was not sharply limited to exclude a naive and unprejudiced appraisal. This was in keeping with the general principles of ethnography. We did however arrive at a definition of what we took to be 'interventions' and one of the principal tasks of the observation activity was to identify such interventions. Interventions took many forms and appeared in a number of contexts. On the whole, however, we found that the teachers we observed did not always take up clear opportunities to intervene and thus seriously affect the nexus of difficulty.

Following the period of classroom observation, we gave considerable time to devising our own approach to intervention in English language learning. This approach was termed Transactional Analysis Language Learning (TALL) and is a style or auxiliary method rather then yet another method or approach. We believe it can be adapted to any teaching style or method. In formulating TALL we assessed the various styles and approaches currently in use. We also presented our ideas of how TALL would operate in practice.

Morris (1992) warns educational innovators in Hong Kong, especially Western educational innovators, of the dangers of producing a 'facade of change', often characterised by poor implementation of a centrally directed educational innovation:

"The failure of this strategy of importing innovations to affect teacher behaviours indicates a need for innovations to be selected or developed by reference to an analysis of the context within which teachers and pupils operate. This would require the selection of more modest proposals which would allow a gradual movement toward a desired long term goal. Innovations should therefore be selected by reference to the probability of successful implementation as well as by reference to their desirability." (Morris 1992:31).

One of the aims of this study has been to devise such interventions which appear possible in the context within which teachers in Hong Kong must operate.

As we have seen, sociological, psychological and didactic difficulties are central in any consideration of curriculum renewal in English language learning in Hong Kong. They may not be represented as peripheral as they have often been considered in previous presentations of the problem.   

We believe that any approach to understanding the problem of language learning difficulty in Hong Kong must above all aim at relieving psychological difficulty because this seems to present the greatest degree of intervention accessibility. The focus on psychological intervention, as in TALL presented above, will probably have a massive effect on relieving other areas of difficulty.

This study has also tentatively established that psychological interventions by teachers are comparatively rare and need to be given deliberate consideration in didactic courses and in the practical  regimen of everyday teaching. Interventions may arise spontaneously and naturally. More often, their deliberate intro­duction is necessary.

Interventions in the Hong Kong education system are especially difficult for the reasons we have studied in the sections devoted to the sociological situation of Hong Kong students. The forces of credentialism are growing with the growing anxiety over the future of Hong Kong.

Nevertheless, the necessity of intervention imposes itself as teacher after teacher discovers continuing  difficulty  and  as lecturer  after  lecturer, employer after employer  complains  of 'falling English standards'.

The main direction of future research is to carry out the recommended interventions mentioned in section 10 of this study. Contributing towards the correct formulation of such interventions is a deepening of the kind of study undertaken in Project I to include more schools, more teachers and a broader set of questions. Project II (classroom observation) could be broadened and made more systematic. The effect of TALL classroom interventions could be studied in a longitudinal study. The relatively limited scope of the research projects was the main limitation of the study as a whole.

In conclusion, we believe that the study established that psychology and interdisciplinary approaches are important in the modern teaching of English as a foreign or second language, particularly when English is taught at an increasingly high level to more and more people in a greater number of cultures.

It may be that the emphasis in TEFL could profitably change - at least in the Hong Kong context - from applied linguistics with some attention to psychology and sociology to applied psychology  and sociology with a good knowledge of didactics and linguistics.