Chapter 1: Introduction. Improving the teaching of English at tertiary level is a common problem in both English speaking and non-English speaking countries. The problem is closely related with the pedagogical and cultural issues such as "What is the pedagogical approach of teaching English in that country?" and "What is the response from students with various cultural backgrounds?" A successful interaction of teaching and learning depends on appropriate teaching strategies used in the classroom. In the social and cultural context of Hong Kong today, establishing a set of effective teaching strategies to enhancing teaching and learning is becoming an increasingly urgent and arduous task for university teaching staff. This chapter of introduction will define three fundamental elements related to the research questions as a starting point of investigation. First, the context and background of the study will be explained through a brief overview of research in the relevant areas in Hong Kong. Second, the interpretation of current situation of social changes in Hong Kong will lead to a key research question regarding the teaching of English in Hong Kong's universities. The key question for this study will be identified with a further elaboration of relative sub-questions which this thesis needs to answer. Finally, the potential significance of the research and implication to the practice of teaching in reality will also be discussed as a justification for this study. Chapter 2: Research Development Hong Kong's universities have an increasingly diverse student body. One result of this trend is that universities now have to accommodate students with linguistic problems and also accommodate cultural conflicts between newly arrived Mainland students and existing local students. The current research focuses on teaching strategies that promote interaction between newly arrived Mainland students and local students who are studying advanced English subjects in Hong Kong's universities. This research contributes to a broader understanding of the current context of the tertiary education sector in Hong Kong where educators are integrating Western and Eastern approaches to teaching and learning. This chapter prepares the way for the empirical component of the research with a literature review that covers three key areas: the reform in higher education after the handover in 1997; changing language policy and its impact on English language education; and English language teaching in Hong Kong's universities. Chapter 3: Research Design and Methodology. The research design and research methodology are the key issues to be discussed in this chapter. First, the chapter examines existing teaching strategies used in Hong Kong's universities. A framework of the study is established. The investigation has relied on both quantitative and qualitative approaches to elicit statistical descriptive and in-depth interpretive data. The research is an ethnographical study. To form a methodological triangulation for establishing reliability and validity, there are two types of data collection from both quantitative and qualitative investigationChapter 4: Findings from FieldworkThis chapter reports on the survey which investigated the teachers' preferences for strategies and identified the teaching strategies that were effective in promoting productive classroom interaction. The results and findings from the survey of teachers were described and analysed. This would be further checked by in-depth interviews with students. The interview focuses on students' perceptions of the current teaching strategies used by teachers in the two research sites, their opinions on existing classroom interaction and their suggestions for improvement. The findings demonstrated that problems of interaction existed between Hong Kong (HK) local and Mainland (ML) students i