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Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 27 липня 2024

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1

Kwan, Pun-lok David, and 關本樂. "Lexical blending among young Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49617825.

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Анотація:
Lexical compounding refers to the process of word formation through union of lexicalized morphemes. Given that young Chinese readers learn print vocabulary as unanalyzed whole, I am uncertain whether children can effortlessly decompose bound morphemes from disyllabic words for lexical compounding to occur. With this concern, I propose a lexical blending process in parallel with lexical compounding, where words are constructed from previously learnt words that have not yet been decomposed as morphemes. This thesis investigated the mechanisms behind the lexical blending process, as well as its role in word reading among young Chinese readers, in five studies Studies One and Two examined the factors that favor lexical blending to occur. In Study One, I located a high proportion of disyllabic words and bound morphemes within a corpus of Chinese textbooks in Hong Kong. Around 40-50% of disyllabic words in Grade One to Grade Three are composed of one or more bound morphemes, which set a favorable environment for lexical blending to occur. In Study Two, I found that younger readers tended to commit more selection errors, defined as “naming the target character as a character that forms a highly frequent two-character compound word with it” (Shu, Meng, Chen, Luan and Cao, 2005), than older readers during character reading, suggesting that their representations of bound morphemes were not precise. An experiment on morpheme name judgment demonstrated that bound morphemes and low frequency morphemes embedded in high frequency words were most prone to selection errors. I further examined the lexical blending process and its contribution to reading development in Studies Three and Four. Adopting a cross-sequential design in Study Three, I found that lexical blending concurrently and longitudinally predicted Chinese word reading, after lexical compounding and other reading-related variables were partialled out. In Study Four, I located lexical class and structural relation knowledge as significant component skills of lexical blending. The process of lexical blending proceeded first with structural arrangement of words, followed by morphological decomposition and union of morphemes to eventually form a blended word. I also tested Chinese dyslexic readers’ performance on lexical blending in Study Five. Dyslexic readers exhibited difficulties in lexical blending and all the related component skills, when compared with chronological-age (CA) matched controls. Process-wise, the dyslexic readers were weaker than CA controls in both structural arrangement and morphological decomposition, while having particular difficulties in the latter process. I conclude that lexical blending is an important word formation process for young Chinese readers. To aid mastery of lexical blending, readers should be aware of the syntax in phrases and sentences, as it provides cues on structural arrangement of blended words. In addition, I suggest explicit instruction on lexical blending skills in the curriculum, with a particular focus on morphological decomposition, in order to meet the learning needs of dyslexic readers.
published_or_final_version
Psychology
Doctoral
Doctor of Philosophy
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2

Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.

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3

Yu, Siu-lei, and 余小梨. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944735.

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4

Chan, Kong Chuk-ling Stella, and 陳江祝齡. "Paired reading: a comparison of the effectiveness of student teachers and peers in the tutoring of poorChinese readers in a primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627760.

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5

Zhou, Minglang. "Script effects and reading strategies : ideographic language readers vs. alphabetic language readers in ESL." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3950.

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Анотація:
The purpose of this study was to examine script effects of the Chinese Language on Chinese ESL/EFL students· reading strategies, in comparison to those employed by ESL students from alphabetic orthographic backgrounds.
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6

Huang, Sha. "Reading strategies of adult readers of Chinese as a foreign language: comparing successful and less successful readers." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6141.

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Анотація:
Reading Chinese is one of the most challenging tasks for learners of Chinese as a foreign language (CFL learners). Studies showed that effective use of strategies (e.g. inferring meaning from context) helps to enhance reading comprehension. However, so far, most studies about reading Chinese as a foreign language have focused on lower-level processing (e.g. word learning strategies, the effects of orthography on word acquisition, etc.). Studies about reading process and strategies of adult CFL learners engaging in independent Chinese text reading are extremely limited, and few studies compare reading strategies and perceptions of successful and less successful CFL readers. This study filled these gaps by investigating adult CFL learners’ reading strategies and comparing strategy use and perceptions of successful CFL readers and less successful ones. Using the Compensatory Model of Second Language Reading (Bernhardt, 2005; 2011) as the theoretical framework, this study answered three research questions with sub questions: 1. What are the reading strategies used by adult CFL learners? (a) What are overall reading strategies used by adult CFL readers? (b) What are effective strategy combinations used by adult CFL readers? 2. How do successful adult CFL readers apply and perceive reading strategies when reading in Chinese? 3. How do less successful adult CFL readers apply and perceive reading strategies when reading in Chinese? Qualitative research methods were used to collect and analyze the data. Twelve college level third-year Chinese learners were asked to read a Chinese text, finish a think-aloud task (verbally express their thought process), recall the content of the text, answer several text-related questions, and engage in semi-structured interviews. This study identified 14 bottom-up strategies and 12 top-down strategies. The effective reading strategy combinations used by CFL readers included 1) inferring word meaning by accessing context cues, character meaning, and mental lexical networks; 2) monitoring comprehension by using context information, rereading, summarizing, noticing text structure, paraphrasing, or translating difficult parts; 3) segmenting Chinese words by checking the dictionary, conducting grammar analysis, and referring to mental lexicons. Through comparing the cases of successful and less successful CFL readers, this study revealed that successful readers were good at using context information, monitoring comprehension, and distinguishing important text segments from less important ones. They showed confidence in applying reading strategies and consciously acquired and practiced using strategies while reading. Less successful readers, on the other hand, had more difficulties in decoding characters and words as well as understanding complicated sentence structures. They did not trust their ability to infer about words and phrases, and relied more on the dictionary and translation. In addition, compared with less successful readers, successful readers used more top-down strategies, and they had better metacognitive competences in applying a wide range of strategies effectively. The findings of this study provide useful pedagogical implications to improve Chinese reading instruction and a better understanding about reading Chinese as well as L2 reading.
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7

Hayes, Edmund B. "An investigation of the amount of phonological encoding vs. visual processing strategies employed by advanced American readers of Chinese Mandarin and native Chinese readers." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261056855.

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8

Lee, Wing-yee Anna. "Orthographic awareness of Chinese primary school-aged poor readers." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210018.

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Анотація:
Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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9

Kang, Cuiping. "Phonological awareness and naming speed in good and poor Chinese readers." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B30703803.

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10

Cun, Xi. "A phonetic study on implosives in China /." View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202009%20CUN.

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11

Lee, How-chung, and 李孝聰. "Creativity in Chinese language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38296603.

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12

Zhang, Tianlu. "Reading Chinese as a foreign language: a qualitative examination of American CFL readers." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6899.

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Анотація:
Since the 1990s, the number of U.S. students enrolled in university-level Chinese language classes has grown exponentially. Learning Chinese has become increasingly important to those students’ academic studies, professional success, and personal development. However, despite these students’ eagerness to master Chinese, they face an inevitable challenge to their progress: developing reading fluency and comprehension skills in Chinese. A common experience among those students is that learning to read in Chinese is labor-intensive and frustrating, and it takes much longer than the time they would have to spend on learning to read in alphabetic languages such as Spanish, French, and German. In response to this issue, a small but growing body of research has started to investigate the ways American learners view and comprehend Chinese texts. To contribute to this line of research, the present study examined the process of reading Chinese as a second language (L2 Chinese reading). In particular, this study looked closely into the following key questions: (1) What strategies did L2 Chinese readers use when reading a Chinese expository text? (2) What difficulties did they encounter and how did they solve these problems? (3) What factors influenced their reading process? (4) When, how and why did they shift to thinking in their native language, English? To describe these readers’ approaches to text comprehension and also to understand their own perceptions, this study adopted a few qualitative research methods, including think-aloud reports, recall protocols, post-reading interviews, semi-structured interviews and background surveys. Participants of this study were five American students enrolled in intermediate- and advanced-level Chinese language classes at a Midwest U.S. university. Data collected from these participants were analyzed qualitatively through both an intuitive, holistic approach and a structured, systematic approach. A qualitative data analysis software—NVivo 12—was used to facilitate the coding and analysis process. Results of the study show that L2 (Chinese) reading is primarily a language-based, cognitive-constrained, and individualized process that involves multiple interactive factors. Those factors include but are not limited to linguistic, psychological, textual, environmental, and background factors. In addition, regarding the use of the native language in L2 reading, results of the study show that readers’ L2 language proficiency influences the frequency and effectiveness of their use of their native language. The ways of using the native language also differed across readers with different L2 language proficiencies and reading styles. These results have implications for theories of L2 reading in general and theories of L2 Chinese reading in particular. Pedagogical implications and directions for future research are also discussed at the end of the dissertation.
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13

Zhang, Kun. "A sociolinguistic study of Mainland Chinese students in Macao : language choice, language attitudes, and identity." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456332.

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14

Williams, Clay Hunter. "Semantic vs. Phonetic Decoding Strategies in Non-Native Readers of Chinese." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195163.

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Анотація:
This dissertation examines the effects of semantic and phonetic radicals on Chinese character decoding by high-intermediate level Chinese as a Foreign Language (CFL) learners. The results of the main study (discussed in Chapter #5) suggest that the CFL learners tested have a well-developed semantic pathway to recognition; however, their phonological pathway is not yet a reliable means of character identification. Semantic radicals that correctly pertain to character meaning facilitated reaction time in semantic categorization tasks (Experiment #1), while radicals that had no immediately interpretable relation to character meaning had a strong inhibitory effect. The relativeaccuracy of phonetic radicals (for predicting the whole-character's pronunciation) did not measurably improve homonym recognition (Experiment #2). Subjects were then tested to determine their default processing modes in Chinese character reading. In a lexical decision task (Experiment #3) wherein semantic radicals or phonological components were blurred to delay recognition, surprisingly, the subjects were significantly slower in identifying pseudo-characters when the phonological component was blurred, indicating that, despite having unreliable phonological pathways to character recognition, the subjects were still utilizing that strategy first. These results were mirrored in a sentence reading task (Experiment #4) wherein a single character had either a blurred semantic radical or phonological component. This tendency to use the less developed pathway is explained as a default means of attempting character recognition as a result of subjects gleaning orthographic information from the densely packed phonological component and as a result of L1 (English) interference predisposing subjects to phonological decoding strategies.Such a study on CFL learner reading processes is an important step towards ameliorating CFL teaching methodologies. For this reason, the author contrasts the data on CFL learners with data taken from similar experiments with native Chinese speakers (in Chapter #6) in order to demonstrate concrete differences in character reading processes which should affect teaching practices between the two groups. The authorconcludes the dissertation by making targeted recommendations for CFL pedagogical practices based upon the results of the study on the effect of character-internal features on reading patterns by non-native readers of Chinese (Chapter #8).
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15

Wu, Ying. "Using Regional Dialects through Computer-Mediated Communication in China." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1241449616.

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Анотація:
Thesis (M.A.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts Degree in English with a concentration in English as a Second Language." "A thesis entitled"--at head of title. Bibliography: 94-102.
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16

Yang, Shuyi. "Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6343.

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Анотація:
Reading in a second language (L2) is a complex process that poses formidable obstacles for readers, especially those in the initial stages of learning. The challenge is particularly daunting for lower-level Chinese L2 readers with an alphabetic first language (L1) background. Chinese is a logographic, deep orthography with unique linguistic features that necessitate specific reading processes and skills. The development of Chinese L2 reading competence is heavily dependent upon instruction. Effective instruction requires accurate diagnoses of the learners’ reading problems and appropriate selection of instructional materials. Compared with standardized proficiency tests that provide little diagnostic information, and formal diagnostic assessments that are inconvenient to use in daily instruction for diagnostic purposes, informal diagnostic assessment tools enable language teachers to better accommodate the instructional needs of learners to identify reading weaknesses and select suitable materials. However, thus far, instruction-informative, diagnostically rich, and flexible informal diagnostic reading assessment for Chinese L2 reading is lacking. This study aims to fill a gap in the Chinese L2 reading assessment field by exploring the applicability of three tasks as informal reading diagnostic assessment tools to measure comprehension performance, detect reading problems, and determine instructional material difficulty levels for lower-level Chinese L2 readers. These three assessment instruments are: oral word reading, word segmentation, and oral passage reading. This study is a necessary step towards constructing diagnostic Chinese reading assessment instruments that can be used by classroom teachers. It also contributes to the Chinese L2 reading field theoretically because it examines whether an L1 English reading theory can be applied to explain L2 Chinese reading. The participants in this study were 70 lower-level English-speaking learners of Chinese from several universities in the United States and China. The results showed that all three of the informal diagnostic instruments effectively predict reading comprehension, with oral passage reading emerging as the strongest indicator. One shared construct, oral reading fluency, underlies the three diagnostic instruments. Oral reading fluency strongly predicts comprehension, suggesting that there is commonality in reading across languages, and theories designed for L1 alphabetic language reading can be well applied to Chinese L2 reading. Chinese orthographic characteristics also exert influence on reading, as manifested in the stronger role of fluency in predicting comprehension and the word segmenting processes in reading. The informal diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit the learners’ reading level, while most learners felt one of the texts was too difficult to read. L2 readers have diverse profiles and they develop their componential skills in different ways, whereas the crucial role of word-level processing in reading remains stable across reader patterns. Generally speaking, the three diagnostic instruments were moderately difficult for the participants in this study, and the two oral reading tasks were more challenging than the word segmentation. The quantity and quality of learners’ errors when completing these three diagnostic instruments reveal rich information about their reading processes and problems. The findings offered strong support for the three instruments as effective tools for diagnostic purposes in Chinese lower-level L2 reading instruction and indicated the importance of developing reading fluency and training word-level processing skills.
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17

Dong, Yufei, and 董宇飛. "Phoneticizing China : the politics of the pinyin reform movement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/212641.

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Анотація:
This thesis provides a historical review of the theoretical and practical influence of Protestant missionaries on the late Qing Chinese language reformers. The origins of the language reform movement have always been concealed in historical records. The missionaries’ contribution to this movement has almost entirely been forgotten. With a focus on the key figures in the language reform movement, including W.A. P. Martin, John Macgowan, Joseph Edkins, Lu Zhuangzhang, and Wang Bingyao, this thesis attempts to demonstrate the similarities between the missionaries’ views on the Chinese language and those of their Chinese assistants. The Chinese reformers’ imitations of the missionaries’ language experiments are also outlined. In the historical context of late Qing China, the Chinese reformers made language reform a way of enhancing the national strength of China. Thus, they made modifications to the original Romanized system and invented their own written forms of phonetic characters. With reference to the collaborations between China and the West, the thesis emphasizes Western influence as one of the crucial aspects of the origin of the language reform movement in China. This movement is still ongoing today with the widespread use of the pinyin input method in computers and smartphones. The thesis is divided into two chapters, analysing both the theoretical and the practical dimensions of language reform. It demonstrates how the missionaries’ critique of the perceived defects of the Chinese language and their practice of changing the linguistic situation in China strongly affected the views and practice of the Chinese reformers. It also offers a critical analysis of the Chinese reformers’ rationale, including their eagerness to advance the modernity of China. The first chapter discusses their views on the defects of the Chinese language in terms of its ideographic features, chaotic grammatical structure, and the discrepancy between speech and writing; it examines how their statements, proposals, and debates on these issues amounted to a discursive formation that defined the classical Chinese language as an inadequate instrument for China’s modernization project. I argue that the Chinese reformers accepted the missionaries’ phonocentric critique of the Chinese language and recognized the need to reform it in order to revitalize Chinese civilization. Through an examination of the genealogy of the missionaries’ influence on the practice of the early Chinese language reformers, particularly Lu Zhuangzhang and Wang Bingyao, I argue in the second chapter that the early stage of language reform in China sought its embodiment in the missionaries’ language practice: it was carried out through a combination of defence, argument, and negotiation between the Chinese reformers and the missionaries, eventually resulting in a compromise between reforming the language and preserving the cultural essence of China. With the knowledge and institutions that had been produced, the reformers’ final objective was to increase the literacy rate of the Chinese population, as this would thus strengthen the power of China as a modern nation-state. Finally, by revisiting the historical contribution of the late Qing language reformers, I argue that language reform in China is an unfinished project.
published_or_final_version
English
Master
Master of Philosophy
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18

Everson, Michael Erwin. "The effect of word-unit spacing upon the reading strategies of native and non-native readers of Chinese : an eye-tracking study /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243525239.

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19

McAloon, Patrick Owen Robert. "Chinese at work evaluating advanced language use in China-related careers /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218548897.

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20

Wu, Kam-yin, and 胡錦賢. "Chinese/Cantonese writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626342.

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21

Cen, Zhiyu, and 岑知宇. "Chinese heritage language teaching for return migrants inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177345.

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Анотація:
Over the last decade, a significant number of overseas Chinese including Hong Kong emigrants have returned to Hong Kong. Many returnees, especially those who learnt Chinese as a heritage language, often encounter various language difficulties upon their return mainly due to their incompletely acquired version of the Chinese language. However, there is little research on the Chinese language learning and teaching for this special community, which is inherently different from native Chinese learners or second-language learners. This work explores various pioneering ways to develop returnees’ greater fluency in the Chinese language and especially to improve their practical literacy skills. We intend to evaluate and further develop their awareness of the orthographic principles operating in Chinese characters. We believe that this is a key step to help Chinese returnees quickly integrate themselves to the local society.
published_or_final_version
Education
Master
Master of Education
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22

Lau, Kai-yan Dustin. "Development of sub-character processing and the use of orthographical and phonological memories in learning new Chinese characters in primary school-aged normal readers." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B3620836X.

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Анотація:
Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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23

Xu, Li, and 徐莉. "IBMYP Chinese language A literature teaching process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.

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Анотація:
在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。 Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows: 1. Students are interested in reading literary works and enjoy evaluating literature. 2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas. 3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers. Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.
published_or_final_version
Education
Master
Master of Education
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24

姚文禮 and Man-lai Edwin Yiu. "Tonal disruption in Chinese (Cantonese) aphasics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31209543.

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25

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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Анотація:
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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26

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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Анотація:
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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27

Gao, Xuesong, and 高雪松. "From the Chinese Mainland to Hong Kong: understanding shifts in Mainland Chinese students' English learningstrategy use." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38896382.

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28

Lam, Siu-ming Sharman, and 林少明. "A study of euphemism in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948790.

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29

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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30

Deng, Dan Dan. "Cyber speak : a language as Chinese youth under new media technology." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525510.

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31

McAloon, Patrick O. "Chinese at Work: Evaluating Advanced Language Use in China-related Careers." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218548897.

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32

Wallace, Keith Sergent Jr. "A study of the oral reading strategies of advanced and highly advanced second language readers of Chinese." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248973858.

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33

Sergent, Wallace Keith. "A study of the oral reading strategies of advanced and highly advanced second language readers of Chinese /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767726772878.

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34

Mak, Kam Wah. "Protestant bible translation and Mandarin as the national language of China." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609647.

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35

Qu, Tong Fu. "Language choice, language attitudes and identity of the Korean-Chinese ethnic minority in Qiqihar, Heilongjiang." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586633.

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36

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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37

Ng, Christina May Ann. "TESOL as a pre-evangelism tool in China." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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38

鍾銑玲 and Sin-ling Jenny Chung. "Examining the quality of argumentation in the English and Chinese writing of adult native speakers of Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243046.

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39

Li, Kin-ling Michelle, and 李健靈. "Chinese pidgin English and the origins of pidin grammar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45815902.

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40

Chow, Tuen-yi, and 周端兒. "Verbal feedback as offered by secondary school Chinese language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961551.

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41

Ngan, Yuen-pik, and 顏婉璧. "Putonghua as a medium of instruction in teaching Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040227.

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42

Lee, Hoi-lam Caroline, and 李凱琳. "The collaborative process of Chinese language teachers and speech therapists in supporting language-impaired students in ordinaryprimary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203323.

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43

Poon, Wing-pong, and 潘永邦. "Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958953.

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44

So, Fung Ming. "Functional analysis of quotations in Chinese newspapers." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/108.

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45

Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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Анотація:
在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.
published_or_final_version
Education
Master
Master of Education
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46

Ilnyckyj, Roma Areta. "Learning as laowai : race, social positioning, and Chinese language acquisition in China." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28458.

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Due to China’s increasing economic and political power, interest in learning Chinese as an Additional Language (CAL) is growing rapidly around the world. Large numbers of learners with no historical or cultural ties to China are undertaking the study of Mandarin, often for professional or economic gain. Research in the field of CAL has traditionally been driven by cognitive considerations, and has only recently begun to examine social and cultural factors that influence the learning of Chinese. In particular, the relationships between language acquisition and social identity categories such as race, gender, and class have only begun to be investigated. This interview-based multiple case study explored the relationship between racial identity and language acquisition in China. Interviews were conducted with five adult, White learners of Mandarin who had previously studied or worked in China. The study found that participants were sensitive to their privileged position in the Chinese context, and worked to construct the identity of the conscientious sojourner in order to address this privilege. Simultaneously, their racialized identity as White sojourners caused their learning of Chinese to function as discordant knowledge, or knowledge that they were not, for social and cultural reasons, expected to possess. This discordance of their knowledge often allowed participants greater power or access to particular target communities. This study provides insight into the experiences of a particular set of White learners of Chinese, offering a starting point for further research into the relationship between racial identity and Chinese language acquisition.
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47

Lee, Tsz-him, and 李子謙. "A study of "Hong Kong styled Chinese"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46089664.

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48

Lau, Wai-hung, and 劉偉鴻. "The establishment of an electronic portfolio for Chinese language favours the development of students' language ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039973.

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49

Cheung, Wing. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China a textual approach = Xianggang he Zhongguo nei di xiao xue Zhongguo yu wen ke jiao cai bi jiao yan jiu : yi ke wen wei zhong xin /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4292652X.

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50

To, Wing-chi Wynn, and 杜詠誌. "A study of the Chinese language strategy in the environmental protection department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31965064.

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