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Published: 25 July 2024

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1

Yeung, Ka-wai. "Pragmatics and translation with reference to English-Chinese and Chinese-English examples /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38280097.

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2

Yuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.

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3

Yao, Michelle. "How English speakers learn Chinese characters." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31601790.

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4

Wong, Shiu-yu Winnie. "Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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5

Lin, Hsing-Yin Cynthia. "Phonological interference between English and Chinese when learning Mandarin." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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6

Chang, Alicia. "Language, culture and number differences in Mandarin Chinese and English numeric language input /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580830101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

Shi, Yili. "Referring expressions in Chinese and English discourse." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117097.

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Noun phrases (NPs) with the same reference may take a number of different forms. For example, in English a particular conference can be referred to as a conference, the conference, that conference, this conference, that, this, or it. This dissertation attempts to account for the use of such referring expressions in Chinese, based on Gundel, Hedberg and Zacharski's (1993) Givenness Hierarchy, and compares the discourse use of Chinese referring expressions with those of English.The Givenness Hierarchy is given below:THE GIVENNESS HIERARCHY:inuniquelytypefocus > activated > familiar > identifiable >referential> identifiable that{it}this{that N}{the N}{indefinite this N}{a N}this NThe Givenness Hierarchy correlates the form of referring expressions with their cognitive statuses, with each status being necessary and sufficient for the appropriate use of a different form or set of forms.The dissertation tests the Givenness Hierarchy to see if it adequately explains the use of referring expressions in Chinese. The data for this study are drawn from spoken and written texts from several different text types (cf. Biber 1986, 1988). The spoken data represent three different speech situations, i.e., face-to-face casual conversations, news broadcasts, and public speeches. The written texts represent different types, including short stories, novels, academic prose, magazine and journal articles, published letters and personal letters. The spoken and written data cover a range of formality and degree of planning.The results of the study show that the Givenness Hierarchy cannot account for the choice of form when two forms meet the sufficient cognitive requirements for appropriate use. More specifically, the Givenness Hierarchy fails to account for choices in Chinese between yi `one' NP and a bare NP when type identifiable is a necessary and sufficient condition for the appropriate use of both, or between nei `that' NP and a bare NP when uniquely identifiable is a necessary and sufficient condition for the appropriate use of both.It is proposed that within the individual categories of the Givenness Hierarchy, further distinction of the degree of discourse salience must be made in order to account for the distribution of Chinese NP forms in discourse. For example, the study shows that nei `that' encodes a uniquely identifiable referent and is used to increase referential salience, while a bare NP encodes a referent of neutral referential salience. Following Givon's (1984) line of research, the use of the numeral yi `one' is to code pragmatically important referents in discourse vs. the use of a bare NP to indicate referentially unimportant referents.To interpret the distribution of referring expressions in Chinese discourse, a number of properties of different expressions have been identified and characterized. The distal demonstrative determiner nei `that' has an associative anaphoric use, encoding an entity whose referent is uniquely identifiable based on what Hawkins (1978, 1991) calls P-sets, association sets. This function of nei as an associative anaphor demonstrates that its deictic function has become weak. In this regard, nei is beginning to function like the English definite article the.The distal demonstrative determiner nei has a recognitional use in talk-ininteraction, to use Schegloff's (1996) terms, negotiating shared knowledge and personal experiences.The demonstrative determiners zhe/na 'this/that' are studied in terms of word order variation. When in postverbal position, they function as definite markers, precluding indefinite interpretation of the postverbal NP. In preverbal position, they tend to increase referential salience of the subject/topic NP.The demonstrative pronouns are compared with the neuter pronoun to `it' and zero when referring to inanimates. The neuter to and zero tend to continue a topic, while demonstrative pronouns are likely to signal topic shift. This distinctive feature is shared by both English and Chinese.In sum, this dissertation contributes to our understanding of the use of referring expressions in both Chinese and English, which should be of interest both to linguists and to language teachers.
Department of English

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8

Chan, Hung-chong. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences between the two patterns in translation." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1868533X.

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9

Lau, Martin. "Lexical borrowing in Hong Kong : a study of the Englishization of Chinese and the nativization of English /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161604.

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10

Fong, Wai-lin Yvonne. "Written English errors of eighth graders in an Anglo-Chinese school in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949022.

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11

Zhan, Ying. "Washback and possible selves Chinese non-English-major undergraduates' English learning experiences /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43943779.

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12

Ma, Weiyi. "How does meaning specificity affect adults' and children's verb learning and extension?" Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 171 p, 2009. http://proquest.umi.com/pqdweb?did=1833621241&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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13

Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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14

Yao, Michelle, and 姚君霓. "How English speakers learn Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31601790.

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15

Tang, Yu-kwong. "Chinese education and the prestige of English." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22199329.

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16

Mayhugh, Paul W. "A Chinese-English intermediate Greek grammar." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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17

Kuo, Chen-Li. "Interpreting intonation in English-Chinese spoken language translation." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492917.

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This thesis presents a system for translating spoken English into Mandarin, paying particular attention to the relationship between the phonologically marked emphatic/ contrastive focus in English and the lexical/syntactic focus constructions in Mandarin. This is based on the assumption that information carried by intonation in English may be expressed using lexical/syntactic devices in tone languages.

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18

Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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19

Yim, Wing-ha. "Onomastics translation with reference to Chinese-English and English-Chinese examples in Hong Kong street names /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40687545.

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20

Kim, Shin-hye. "The acquisition of tense and aspect by Korean and Chinese learners of English /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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21

Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.

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22

So, Lai-yin. "A study of the nominal and relative clauses in Hong Kong English." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472790.

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23

Lu, Chengye. "Peer to peer English/Chinese cross-language information retrieval." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26444/1/Chengye_Lu_Thesis.pdf.

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Peer to peer systems have been widely used in the internet. However, most of the peer to peer information systems are still missing some of the important features, for example cross-language IR (Information Retrieval) and collection selection / fusion features. Cross-language IR is the state-of-art research area in IR research community. It has not been used in any real world IR systems yet. Cross-language IR has the ability to issue a query in one language and receive documents in other languages. In typical peer to peer environment, users are from multiple countries. Their collections are definitely in multiple languages. Cross-language IR can help users to find documents more easily. E.g. many Chinese researchers will search research papers in both Chinese and English. With Cross-language IR, they can do one query in Chinese and get documents in two languages. The Out Of Vocabulary (OOV) problem is one of the key research areas in crosslanguage information retrieval. In recent years, web mining was shown to be one of the effective approaches to solving this problem. However, how to extract Multiword Lexical Units (MLUs) from the web content and how to select the correct translations from the extracted candidate MLUs are still two difficult problems in web mining based automated translation approaches. Discovering resource descriptions and merging results obtained from remote search engines are two key issues in distributed information retrieval studies. In uncooperative environments, query-based sampling and normalized-score based merging strategies are well-known approaches to solve such problems. However, such approaches only consider the content of the remote database but do not consider the retrieval performance of the remote search engine. This thesis presents research on building a peer to peer IR system with crosslanguage IR and advance collection profiling technique for fusion features. Particularly, this thesis first presents a new Chinese term measurement and new Chinese MLU extraction process that works well on small corpora. An approach to selection of MLUs in a more accurate manner is also presented. After that, this thesis proposes a collection profiling strategy which can discover not only collection content but also retrieval performance of the remote search engine. Based on collection profiling, a web-based query classification method and two collection fusion approaches are developed and presented in this thesis. Our experiments show that the proposed strategies are effective in merging results in uncooperative peer to peer environments. Here, an uncooperative environment is defined as each peer in the system is autonomous. Peer like to share documents but they do not share collection statistics. This environment is a typical peer to peer IR environment. Finally, all those approaches are grouped together to build up a secure peer to peer multilingual IR system that cooperates through X.509 and email system.

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24

Lu, Chengye. "Peer to peer English/Chinese cross-language information retrieval." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26444/.

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Peer to peer systems have been widely used in the internet. However, most of the peer to peer information systems are still missing some of the important features, for example cross-language IR (Information Retrieval) and collection selection / fusion features. Cross-language IR is the state-of-art research area in IR research community. It has not been used in any real world IR systems yet. Cross-language IR has the ability to issue a query in one language and receive documents in other languages. In typical peer to peer environment, users are from multiple countries. Their collections are definitely in multiple languages. Cross-language IR can help users to find documents more easily. E.g. many Chinese researchers will search research papers in both Chinese and English. With Cross-language IR, they can do one query in Chinese and get documents in two languages. The Out Of Vocabulary (OOV) problem is one of the key research areas in crosslanguage information retrieval. In recent years, web mining was shown to be one of the effective approaches to solving this problem. However, how to extract Multiword Lexical Units (MLUs) from the web content and how to select the correct translations from the extracted candidate MLUs are still two difficult problems in web mining based automated translation approaches. Discovering resource descriptions and merging results obtained from remote search engines are two key issues in distributed information retrieval studies. In uncooperative environments, query-based sampling and normalized-score based merging strategies are well-known approaches to solve such problems. However, such approaches only consider the content of the remote database but do not consider the retrieval performance of the remote search engine. This thesis presents research on building a peer to peer IR system with crosslanguage IR and advance collection profiling technique for fusion features. Particularly, this thesis first presents a new Chinese term measurement and new Chinese MLU extraction process that works well on small corpora. An approach to selection of MLUs in a more accurate manner is also presented. After that, this thesis proposes a collection profiling strategy which can discover not only collection content but also retrieval performance of the remote search engine. Based on collection profiling, a web-based query classification method and two collection fusion approaches are developed and presented in this thesis. Our experiments show that the proposed strategies are effective in merging results in uncooperative peer to peer environments. Here, an uncooperative environment is defined as each peer in the system is autonomous. Peer like to share documents but they do not share collection statistics. This environment is a typical peer to peer IR environment. Finally, all those approaches are grouped together to build up a secure peer to peer multilingual IR system that cooperates through X.509 and email system.

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25

Yeung, Ka-wai, and 楊家慧. "Pragmatics and translation: with reference toEnglish-Chinese and Chinese-English examples." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38280097.

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26

Liao, Min-Hung. "Chinese to English machine translation using SNePS as an interlingua." Buffalo, N.Y. : Dept. of Computer Science, State University of New York at Buffalo, 1997. http://www.cse.buffalo.edu/tech%2Dreports/97%2D16.ps.Z.

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27

老志鈞 and Chi-kuan Lou. "Europeanization of modern Chinese language in Macao." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214393.

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28

Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

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29

Hu, Xuhui. "A comparative study of Chinese and English resultatives." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708826.

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30

Zeng, Zhen. "The language learning experiences and beliefs of Chinese teachers of English as a foreign language." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?MR19409.

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31

Tang, Yu-kwong, and 鄧宇光. "Chinese education and the prestige of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31952847.

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32

Heng, Hartse Joel. "Acceptability and authority in chinese and non-chinese english teachers' judgment of language use in english writing by chinese university students." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54047.

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This study solicits Chinese and non-Chinese English teachers’ judgments of linguistic (un)acceptability in writing by presenting teachers with essays by Chinese university students and asking them to comment on unacceptable features. Studies of error and variation in first and second language writing studies have often focused on errors in writers’ texts (see Bitchener & Ferris, 2012), but recent sociolinguistic perspectives used in this study take a broader view, considering variations from standard written English in light of the globalization of English. These perspectives, including world Englishes (Canagarajah, 2006; Matsuda & Matsuda, 2010), English as a Lingua Franca (Horner, 2011; Jenkins, 2014), and translingual (Canagarajah, 2013; Horner, Lu, Royster, & Trimbur, 2011) approaches to L2 writing, are applicable to academic English writing in international contexts. This study thus adopts a non-error-based approach to teachers’ reactions to nonstandard language use in Chinese students’ English writing, using the construct of “acceptability” (Greenbaum, 1977). The study includes two parts: first, it solicits a group (n=46) of Chinese (n=30) and non-Chinese (n=16) English language teachers’ judgments of (un)acceptability by presenting teachers with seven essays by Chinese university students and asking them to comment on unacceptable features. Second, in follow-up interviews (n=20), the study examines teachers’ explanations for accepting or rejecting features of students’ writing and the ways in which they claim the authority to make these judgments. Using these methods, the study is able to determine which lexical and grammatical features of the texts the Chinese and non-Chinese participants judge to be unacceptable, how participants react when they encounter putative features of Chinese English and English as a Lingua Franca, and how they describe their authority to make judgments of linguistic unacceptability. The study finds wide variation in the features of the texts that participants judge as unacceptable, and identifies some possible differing priorities in the Chinese and non-Chinese teachers’ judgments. It also describes how participants from both groups claim authority in judgments, variously positioning themselves as mediators, educators, and language users. The study adds to a body of scholarship which suggests that the identification of “errors” in writing is highly variable and contextual.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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33

Wong, Man-ching Vanessa. "The effect of phonological awareness on learning English as a second language : a study with Korean and Chinese subjects /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38710833.

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34

Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

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35

Yeung, Kit-yu Kitty. "Factors contributing to English oral reading fluency in Chinese children learning English as a second language." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717016.

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36

Wu, Kam-yin. "A linguistic study of interrogation in Cantonese : comparisions [sic] with English /." [Hong Kong : University of Hong Kong], 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12474307.

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37

Gil, Jeffrey Allan, and n/a. "English in China: The Impact of the Global Language on China's Language Situation." Griffith University. School of International Business and Asian Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060105.113942.

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The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.

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38

Gil, Jeffrey Allan. "English in China: The Impact of the Global Language on China's Language Situation." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365962.

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The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of International Business and Asian Studies
Griffith Business School
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39

Yim, Wing-ha, and 嚴泳霞. "Onomastics translation: with reference to Chinese-English and English-Chinese examples in Hong Kong street names." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40687545.

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40

Chen, Selma Shu-mei. "A contrastive study of paragraph development in Chinese and English expository prose." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416150.

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Kaplan (1966) has claimed that certain organizational problems in non-native speakers' writing are due to the influence of L1 rhetorical patterns. Based on an examination of 600 papers written in English by students from different cultural backgrounds, Kaplan concluded that the Oriental students developed their ideas in an indirect, inwardly spiralling pattern. Such circular development contrasted with the linear structure of paragraphs written by English speakers.While Kaplan's conceptualizations have received considerable attention, there is a central problem with his analysis: his claims were based solely on compositions written in English.In this thesis, I examine 30 paragraphs of Chinese expository prose and 30 paragraphs of English expository prose randomly chosen from contemporary writings to see if they conform to Kaplan's model. In the first chapter, I present certain problems in the teaching of composition concerning paragraph development. A literature review is presented in Chapter Two. Chapter Three is a brief description of the modes and organization of expository Prose that Chinese students learn. Chapter Four shows the modes and organization of English expository prose. In Chapter Five, a representative sample of 30 paragraphs of Chinese expository prose examined are discussed. Chapter Six is discussion of representative English paragraphs. A brief discussion of the results of the examination is presented in Chapter Seven. Finally, a brief summary concludes the thesis.

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41

Wang, Yuli. "Two English inflectional morphemes borrowed into informal Mandarin Chinese on the Internet." [Muncie, Ind. : Ball State University], 2008. http://cardinalscholar.bsu.edu/373.

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42

Chan, Hung-chong, and 陳虹莊. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences betweenthe two patterns in translation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195120X.

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43

Yuan, Boping. "Directionality of difficulty in second language acquisition of Chinese and English." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/17576.

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This thesis is concerned with the investigation of directionality of difficulty in second language acquisition (SLA) by Chinese-speaking learners learning English as a foreign language (EFL) and by English-speaking learners learning Chinese as a foreign language (CFL) . Chinese allows both subject PRO in finite clauses and object pro. However, subject PRO in finite clauses and object pro give rise to ungrammaticality in English. Unlike Chinese, in which topics can be base-generated, English does not allow a base-generated topic. Chinese and English are also different in that while English reflexives can only take a local subject in finite clauses as their antecedent (thus a short-distance reflexive), the Chinese reflexive ziji can take the matrix subject as well as the embedded subject as its antecedent (thus a long-distance reflexive) . With respect to these differences between the two languages, our focus is on whether it is more difficult for CFL learners to acquire subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of Chinese than for EFL learners to unlearn subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of English. The results of our study suggest that there is no single direction of difficulty in the SLA of Chinese and English. In terms of object pro, the direction of difficulty is from Chinese to English. However, in acquiring and unlearning the subject PRO, neither CFL learners nor EFL learners seem to have much difficulty. As for base-generated topics, it is found that the acquisition of this feature by CFL learners is more difficult than the unlearning of this feature by EFL learners. The results concerning the acquisition of the Chinese long-distance reflexive ziji by CFL learners suggest that a lack of long-distance binding for ziji is fossilized in these learners' interlanguage (IL) grammars of Chinese. Based on the findings in this study, we argue that the directionality of difficulty in SLA can only be studied with respect to individual language features and that the mere existence of relevant positive evidence in the input is not a guarantee that there will be a change in the learner's IL grammar. There are many factors involved in deciding the direction of difficulty in SLA. These factors include the availability of informative evidence to the learner, the possibility that the learner makes use of the evidence available for the restructuring of his IL grammar of the target language, the learners' ability to process the relevant data in the input, and the interaction between the structure in the learners' L1 and the inherent developmental stage of the target language.

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Su, Dan. "Target-Dominant Chinese-English Machine Translation." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd609.pdf.

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Chen, Jianzhou. "A quantificational theory of aspect for Chinese and English." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280031.

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To systematically express the concepts of aspectual primitives such as "boundedness", "dynamicity", "punctuality", this dissertation presents a theory of aspect in the approach of quantificational predicate logic. The theory (called "Quantificational Representation of Aspect", or QRA) is originated from temporal predicate logic, with the aid of the Reichenbach temporal theory (1947). First of all, an analogy is drawn between the boundaries (viz. the telicity property) of a situation and quantification over temporal variables. Among the temporal variables, t and i together specify two boundaries of a situation, while r (reference time) and s (speech time) provide further temporal information necessary for aspectual interpretations. The theory thus presents a predicate fitted out with four temporal arguments--- s, r, t, i, in addition to its syntactic argument(s). Meanwhile, the (logical) relations among these arguments render the precise interpretation of each aspectual category. For example, John kissed Mary, a perfective sentence with an activity verb, is expressed under QRA as "∃s∃r∃t∀iKISS(s, r, t, i, john, mary), r = t + i ∧ r ≤ s". QRA offers a stronger expressive power than the traditional aspectual theories based on definitions or typology (e.g. Comrie 1976 and Bybee et al. 1994). Additionally, this theory has the advantage of explicating certain temporal characteristics of aspects, for instance, quantification over intervals (i.e. successive moments) that temporal predicate logic (relating two moments in time) is unable to achieve.

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Wang, Pan. "Chinese students' English name practices and their identities." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66903.

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This qualitative study explores the relationship between Chinese students' practice of adopting and/or using an English name and their identities. I am concerned with why Chinese students agreed or refused to adopt an English name at the inception, how their attitudes towards their English name(s) have changed over time, what criteria they used when choosing their English names, and what the relationship is between their English name(s) and their identities. I understand participants' practice of adopting an English name as the result of the habits of adopting ming and zi in the Chinese naming culture. Participants' English name practice is also in accordance with the collectivist culture that is dominant in China. Participants use an English name in the effort to avoid being a problem for the group in which they are involved because they view the content of self as social categories. Examining the social and political contexts, the social influence from Hong Kong and Taiwan and the carrying out the Reform-and-Open-up policy in mainland China are also important factors that have contributed to the popularity of adopting and/or using English names among Chinese people. From the second language learning perspective, participants' English name(s) sometimes may be their investment in imagined communities. Participants' criteria for choosing an English name are similar to some common criteria for choosing a Chinese name. Participants' narratives reveal that there is a direct and close relationship between participants' English names and their identities. They associated their English name with their actualities and realities, such as their life goals and their ideal personality qualities.
Cette étude qualitative explore la relation entre la coutume des étudiants chinois d'adopter ou d'employer un nom anglais et leurs identités culturelles. L'objet de l'étude concerne surtout pourquoi les étudiants acceptent ou refusent l'adoption d'un nom anglais, quels sont les critères qui influencent leurs choix, comment leurs attitudes à l'égard de leurs noms anglais ont changées à travers le temps et comment qualifier la relation entre leurs noms chinois et leurs identités propres. Je comprends la pratique des participants d'adopter un nom anglais comme étant la réflexion de la coutume de faire l'usage de ming et zi dans la culture de la nomenclature chinoise. Cette tradition est aussi en accord avec la culture collectiviste qui est dominante en Chine. Les participants font l'usage d'un nom anglais afin d'éviter d'être un problème pour le groupe dans lequel ils sont, parce qu'ils ont une perception d'eux-mêmes comme étant étroitement lié à des catégories sociales. En examinant de plus près le contexte sociopolitique chinois, on s'aperçoit que le Hong Kong, le Taiwan et les réformes chinoises concernant l'Ouverture sur l'Occident ont beaucoup contribué à la popularité d'adopter ou d'utiliser un nom anglais dans la Chine continentale. Du point de vue des étudiants de langues étrangères, leurs noms anglais sont parfois un investissement dans des communautés imaginées. Les critères pour choisir un nom anglais sont semblables à leurs critères pour choisir un nom chinois. Les témoignages des participants révèlent qu'il y a un lien étroit et direct entre leurs noms anglais et leurs identités. Ils associent leurs noms anglais à leurs réalités personnelles et à leurs rêves, tel que leurs objectifs de vie et leurs traits de personnalités idéaux.

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Zhan, Ying, and 詹颖. "Washback and possible selves: Chinese non-English-major undergraduates' English learning experiences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43943779.

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Chu, Ho-tat Matthew. "Grammar and world-view : a comparative investigation of the syntax of English and Chinese /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685353.

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Lau, Martin, and 劉文德. "Lexical borrowing in Hong Kong: a study of the Englishization of Chinese and the nativization of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B30269040.

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Ooi, Chia Wen, and 黃家雯. "Assessing Malaysian Chinese-English bilingual preschoolers using language sample measures." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4730909X.

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Specific language impairment (SLI) in bilingual Malaysian children is grossly underidentified for two reasons. First, there is an absence of locally-developed norm-referenced language assessment tools. The challenge in developing a local assessment tool comes from the inadequate knowledge of children’s English as it develops in the bilingual environment. Second, the characteristics of Malaysian English, a non-Standard form of English, are often confused with the features of SLI in monolingual children learning Standard English. To date, the literature has no information on SLI in bilingual children learning a non-Standard English because research mainly focuses on bilingual Standard English and monolingual non-Standard English. Spontaneous language sample is the recommended language assessment tool for bilingual Malaysian children because it provides quantitative and qualitative information for language development and assessment in communities with complex language environment. Phase 1 of the current study investigated the developmental sensitivity of four language sample measures (LSMs), including mean length of utterances (MLU), lexical diversity (D), the Index of Productive Syntax (IPSyn), and frequency of code-switching (FCS), by examining the relationship between these LSMs and age in 52 bilingual Chinese-English Malaysian children with normal language development (NLD), aged between 3;06 and 6;09. Analyses showed a highly significant linear relationship with age in D (r=.536) and IPSyn (r=.451), moderately significant linear relationship with MLU (r=.364), but not in FCS. The findings suggested that MLU, D, and IPSyn were developmentally sensitive to non-Standard English in the bilingual Malaysian children studied. Phase 2 compared the same measures obtained from nine children with SLI and their age-matched controls from the NLD group in Phase 1. The SLI group had significantly lower MLU and the IPSyn scores than the NLD group. Discriminant function analysis indicated that the IPSyn alone classified children into SLI and NLD groups at 77.8% classification accuracy. The four misclassified children, two in the SLI and two in the NLD group, were aged below 4;06 years. MLU and the IPSyn showed potential as SLI markers for bilingual Malaysian children. Two types of error patterns were observed from the SLI group. The first pattern included verb and the copula -be omissions which were also observed in younger children from the NLD group. The second pattern was omission of prepositions which was not observed in younger NLD group, reflected linguistic transfer from the first language. Future research in this area is suggested to a) extend the age range of the study to include older children to further verify the diagnostic potential of LSMs, b) consider longitudinal research design so that language development over time can be described and c) include non-linguistic measures given reports of these measures as potential markers of SLI. As an initial study on bilingual children learning non-Standard English, the current study provided empirical data for charting language development and also suggested potential markers for SLI. The study can serve as the basic framework not only for further research on other bilingual non-Standard English-speaking groups but also for children with language impairment secondary to developmental disorders in the same language group.
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy

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