黄明蕙 - 澳门大学

个人简介

Academic Qualifications PhD in Teacher Development, Ontario Institute for Studies in Education, University of Toronto MA in English Language Teaching, University of Warwick BA (Hons) in English and American Literature, University of Warwick Teaching Area English language teaching; English language teacher education (secondary level) Current Courses 1. Subject Based Teaching Methods I – English (EDEB211) 2.Subject Based Teaching Methods II – English (EDEB221) 3. Teaching Reading & Writing (EDEB266) 4. Creative Ideas in the ESL/EFL Classroom (EDEB321) 5.Practical Classroom English (EDEB411) 6.Supervised Teaching and School Experience (EDEB420) 7.Language Testing (EDEB452) 8.Classroom Management (EDUC386) 9.Honours Project (HONR400) 10.Classroom Instruction in English (PYEB451) previous Courses 1.English Linguistics and Literature as Resources for Teachers (EDEN219) 2.Focused English Skills: Speaking (EDEN004) 3.Dissertation (IMCN999)

研究领域

Second language teacher education; qualitative research in language teaching; teacher development

近期论文

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Sze, T. M., Wong, M. W. M., & Vong, S.K. (2017). Macau Administrative Special Region. In M. L. Wehmeyer, & J. R. Patton (Eds.), The Praeger International Handbook of Special Education (pp. 44-52). Santa Barbara, CA: The Praeger. Wong, M., & Sze, T. M. (2016). Classroom management for English language teachers: A course model in pre-service teacher preparation. In E. Doman & J. Bidal (Eds.), Departing from traditions: Innovations in English language teaching and learning (pp. 6-14). Newcastle upon Tyne: Cambridge Scholars. Vong, S. K., & Wong, M. (2015). Is the silent mode on? Re-searching teachers’ voices in Macao through narrative research. In F. M. W. Yu & S. Trahar (Eds.), Using narrative inquiry for educational research in the Asia Pacific (pp.100-119). London: Rouledge. Wong, M. (2015). Some misconceptions about communicative teaching practice in Macao secondary English classrooms. In E. Doman (Ed.), Reframing English Education in Asia (pp. 35-47). Salt Lake City: American Academic Press. Vong, S. K., & Wong, M. (2014). Lost in translation? – A case study of Macao in fabricating a European education space in Asia. European Educational Research Journal, 13, 350-359. Vong, S. K., & Wong, M. (2010). Made in Macao: How history, politics and teachers frame curriculum practice. Curriculum and Instruction Quarterly, 13, 61-109. Vong, S.K., & Wong, M. (2009). Towards a formalised teacher induction system: The Macau experience. Research in Comparative and International Education, 4, 34-41. Wong, M. (2008). Can consciousness-raising and imitation improve pronunciation? The International Journal of Learning, 15, 43-47. Tsang, W.K., & Wong, M. (2004). Constructing a shared 'Hong Kong identity' in comic discourses. Discourse and Society, 15, 767 - 785. Tsang, W.K., & Wong, M. (2002). Conversational English: An interactive, collaborative and reflective approach. In J. C. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 212-224). Cambridge: Cambridge University Press. Lo, R., Tsang, W.K., & Wong, M. (2000). The communicative approach: The reality. TESL Reporter, 33, 14-22. Tsang, W.K., & Wong, M. (2000). Giving grammar the place it deserves in process writing. Prospect, 15 , 34-45. Tsang, W.K., Wong, M., & Yuen, H.K. (2000). Feedback to writing: Focusing on grammar, or content, or both. In D.C.S. Li, Lin, A., & Tsang, W.K. (Eds.), Language and Education in Postcolonial Hong Kong (pp. 317-332). Hong Kong: Linguistic Society of Hong Kong.

学术兼职

(1993 - present) Member of TESOL (1997 - present) Member of IATEFL