Dissertations / Theses: 'Chinese language Conversation analysis'

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Zhang, Wei. "Repair in Chinese conversation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20481718.

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張惟 and Wei Zhang. "Repair in Chinese conversation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B30182542.

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Kwan, Sau-ming. "Compliments in conversational sequences : an analysis of compliments and their responses in Cantonese radio programmes /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19237212.

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Miyazoe-Wong, Yuko. "Conversational negotiation in Chinese-Japanese interaction : an analysis of workplace communication." Monash University, School of Asian Languages and Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8528.

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Yang, Yang. "”Wǒ zhǐ ramla-le” : Om kinesisk-svensk kodväxling hos tvåspråkiga barn i Sverige." Thesis, Uppsala universitet, Institutionen för nordiska språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256162.

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This thesis focuses on Chinese–Swedish code-switching of bilingual children in Sweden. The purpose is to, through a case study, study what Chinese–Swedish code-switching looks like in daily conversations between bilingual children and their parents. Three main questions are formulated from the purpose of the thesis, foucusing on the types and frequencies of code-switching, the grammar of code-switching, and the motivation of code-switching. The linguistic material comes from voice recordings of naturally occurring conversations between three children and their parents, which are transcribed afterwards. In order to answer the questions, two different kinds of analyses are carried out: a quantitative analysis, to study the types and frequencies of code-switching, and a qualitative analysis, to study the grammar and motivation of code-switching. The qualitative analysis includes a grammatical analysis and a conversation analysis. The results of the analyses show that the types and frequencies of code-switching vary between different children, due to the interplay of three factors, namely the children’s language competence, the parents’ language patterns and the status of Swedish as the primary language in the society. In intra-sentential code-switching, when both languages have the same word order, constituents in different languages follow the corresponding grammar; and when code-switching occurs at places where there are different word orders in the two languages, the speaker has to choose and follow one of the grammars. The conversation analysis shows that code-switching is used as an extra and exclusive resource for bilingual speakers at turn distribution, marking preference and initiating repair.

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Li, Yawei. "“Other People’s Children”: Implicit Comparison in Modern Chinese Conversation." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525541941003334.

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Selting, Margret. "Descriptive categories for the auditive analysis of intonation in conversation." Universität Potsdam, 1987. http://opus.kobv.de/ubp/volltexte/2010/4198/.

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A system of descriptive categories for the notation and analysis of intonation in natural conversation is presented and discussed in relation to other systems currently suggested for incorporation in discourse analysis, The categories are based on purely auditive criteria. They differ from e.g. tonetic approaches by relying more on transcribers' and analysts' perception of the form and internal cohesiveness of contours, especially with respect to rhythmicality and/or pitch contour (gestalt). Intonation is conceived of as a relational phenomenon; the role of intonation in conversational utterances can only be analyzed by considering its co-occurrence with other properties of utterances like syntactic, semantic and discourse organizational structures and devices. In general, intonation is viewed as one signalling system contributing to the contextualization of utterances in their conversational context. A broad functional differentiation between different types of intonation categories seems plausible: Local categories like accents might fulfill mainly semantic functions, while global categories like different contour types might fulfill primarily functions with respect to the interactive coordination of activities in conversation.

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Wong, Yuk-fai, and 黃旭輝. "Conversation analysis for primary student in counseling interview." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962038.

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Berlinger, Randi S. "Negotiating Identities Through Langauge,Learning, and Conversation." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194420.

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This ethnographic study explored everyday lived experiences of a group of Latina women in school and in the community in an Adult Basic Education (ABE) setting. I examined the functions of discourse in ABE in literacy events (Heath, 1983). In this way, I gained insights into literacy practices through ethnography of communication (Heath, 1983; Hymes, 1972, 1977; Philips, 1993; Saville-Troike, 2003). Narratives provided insights about what was communicated in everyday interactions.In a "teaching to the test" ideological environment, the Latina participants in this study shared knowledge and experiences and created a unique sociocultural (Vygotsky, 1978) context for learning. Over time, a community of practice (Wenger, 1998) developed through mutual engagement, joint effort, and shared repertoire which included in and out of school literacies. Salient was the collaborative effort among a local community center, community college, and school district which strived to meet the needs of Latina/o students and their families. These multiple communities of practice provided a support network integral to sustaining a community of learners.The backdrop of this study, an American-Mexican Southwest border region, was the cultural context in which American education and Latinas' Sonora Mexican world views met. This hybrid space or borderlands Anzaldua (1987) described as a place where two cultures merged to form a third culture. In practice, this hybrid space was explored in discursive practices which provided an alternative space, a third space (Moje, Cicechanowski, Kramer, Ellis, Carrillo, & Collazo, 2004) in which identities were negotiated. Participants negotiated to find balance, a synergy between change and maintenance, which was ongoing as they struggled to maintain a traditional world view while accommodating new ideas.Integral to ongoing identity construction were the relationships with language, learning, and conversation. A story emerged from daily acts and events that reflected negotiated individual and social identities in the practice of literacy, teaching, and learning. This study demonstrates the insights ethnographic investigations can bring to understanding the functions of discourse in the construction of identity and socialization into learning.

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Robertson, Julie. "Accommodative phonostylistic variation in conversational interaction." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=62162.

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Tanaka, Hiroko. "Language, culture and social interaction : a comparison of turn taking in Japanese and Anglo/American English." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338179.

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Akan, Adem. "Language and Power - How Power Influences Language : A conversation analysis on the TV – show "Breaking Bad"." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27899.

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Power displays itself through talk-in-interaction in social situations; it can also present itself through appearances. Appearance is a personal feature that is immediately obvious and available to others to see. A person’s appearance makes a strong statement about ones values, attitude, abilities etc. People display power through different modalities of talk-in-interactions. This study investigates the linguistic tools that people with power tend to use and how a normal everyday person can change their social status by changing and giving out different linguistic signals. Tracing the patterns of what the verbal cues of power is and describes how an everyday character mastered the relationship between language and power.

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Norgard, Christine A. "La estructura lingüística del paréntesis en conversación informal la conexión entre el contexto conversacional y el contexto situacional /." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196439304.

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Bayraktaroglu, Arin. "Analysis of conversation : politeness, sequence and topic, with special reference to troubles-talk in Turkish." Thesis, Open University, 1988. http://oro.open.ac.uk/57037/.

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This thesis is concerned with the investigation of politeness in stretches of talk. and covers conversational components like adjacency pairs, sequences, topic, as well as turn internal features such as dispreference markers, and to some extent, mitigation techniques. Troubles-talk in naturally occurring Turkish conversations provides the necessary data. Politeness has so far been studied methodically in single utterances, but its presence in longer stretches of talk has not received a similar interest, nor, to the best of our knowledge, has any methodical work in this area been carried out. To provide a systematic approach to lengthy pieces of conversation, a new framework is developed in Chapter 1 from the well-known notions of politeness like 'face' (Goffman, 1971, 1972) and 'Face Threatening Acts' (FFAs - Brown and Levinson, 1978, 1987), while a combination of extracts from the literature of Conversational Analysis is used to flesh out the discussion. 'With the inclusion of Face Boosting Acts, which are thought to be the opposite of FTAs, the framework shows that in situations where 'positive face' is threatened or boosted, the change in the face values creates Interactional Imbalance, always to the disadvantage of one speaker, and the subsequent turn is commonly designed to put the balance right. Where imbalance is created unwillingly to the disadvantage of the recipient, or has to be ignored, speech is marked with dispreferred turn markers. Before looking for evidence of these points in responses to troubles-telling - a considerable threat to the teller's face - procedures of collection, selection and presentation of data are discussed in Chapter 2. Chapter 3 starts with the topic initiating characteristics of troubles-telling and goes on to explore the acknowledgement types that it gets, differentiated in terms of their capacity to encourage or discourage further talk. Despite different consequences for topic, all acknowledgements are found to be face boosters, and preferred turns. In comparison, Advice is explored in Chapter 4 as a dispreferred turn with further face damage for the teller. It is also found to extend the sequence on the one hand, but minimize the chances of having a proper closure for the talk, on the other. Troubles-telling responses, incorporating a varying degree of' disagreement, are examined in Chapter 5, where it is decided that disagreement is a face booster as long as it follows the recognizable patterns in the culture. The summary of these points in the Conclusion opens up the way to further theoretical issues like the relation of Interactional Imbalance to sequence types, Conditional Relevance, and topic, apart from pinpointing the predominance of face considerations in conversational practice in general.

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Ho, Siu-wah Annie, and 何小華. "Discourse structure of English telephone conversation: a description of the closing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3194906X.

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Li, Yim-wah Janet. "An investigation into conversational negotiation and repair in the foreign language classroom." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958163.

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Kunitz, Silvia. "Group Planning among L2 Learners of Italian: A Conversation Analytic Perspective." Doctoral thesis, University of Illinois at Urbana-Champaign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-97076.

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In line with the call for a process-oriented and ecologically sound approach to planning in SLA (Ellis, 2005), and with the behavioral approach adopted in other fields (Murphy, 2004, 2005; Suchman, 1987, 2007), the present work applies Conversation Analysis to the study of group planning. The participants are four groups of adult learners of Italian as a foreign language, engaged in the preparation of a classroom presentation in their L2. The analysis focuses on: 1) the collaborative production of linguistic artifacts; and 2) the complex L1/L2 alternation patterns produced by the students. This type of fine-grained, emic analysis allows to respecify group planning as an intersubjective, goal-oriented activity that is done by multilingual actors as observable behavior, consisting of a nexus of laminated actions (Goodwin, 2013) that occur in the moment and over time in and through embodied talk-in-interaction.

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Lee, Chai-yen. "An error analysis of Singapore's secondary school student's Chinese language compositions." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37274338.

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Gao, Gao. "Taboo Language in Sex and the City : An Analysis of Gender Differences in Using Taboo Language in Conversation." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-943.

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Taboo language is a broad definition, and researchers have defined it in various categories. Using taboo language, to a great extent, is widely considered as offensive and inappropriate, as well as a specialty of men rather than women. Men and women are often said to use taboo language differently. This study aims to analyze the use of taboo language in conversations of women’s, men’s and mixed-gender talk in some episodes from the American TV series Sex and the City. The study will examine the differences and similarities of using taboo language in male and female speech in terms of gender differences, and conversational strategies in general.

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Seedhouse, Paul. "Learning talk a study of the interactional organisation of the L2 classroom from a CA institutional discourse perspective /." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.321671.

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Balčiūnienė, Ingrida. "Analysis of conversational structure from the perspective of language acquisition." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090915_081635-07813.

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The dissertation deals with acquisition and development of conversation between a child and parents. The main objective of the study was to define the development of conversation between a child and parents: to analyse how a child acquires the structure of conversation (learns initiating and closing a conversation, continuing topics, turn-taking, repairing conversation breakdowns), learns certain speech acts (the main focus is on the acquisition of directives and questions), and how the communicative behaviour of parents influences the acquisition of the native language grammar. To achieve these goals the following research methods were applied: a longitudinal observation, a method of corpus linguistics, an analytical method, a descriptive method and a comparative method. A research material contains a corpus of conversations between a child (a Lithuanian girl) and her parents. The corpus has been transcribed and annotated for a multipurpose linguistic analysis using a longitudinal observation method (2000–2002) and tools of the program CHILDES. The size of the corpus is 128,517 running words, which comprises 27 hours of records of the child’s (1;8–2;8) conversations with her parents. A linguistic diary kept 1999–2002 was analysed as an additional material. The results of the analysis has reflected most typical features of conversation between a child and parents, as well as the development of the features as a child grows, such as: the acquisition of initiating and closing... [to full text]
Disertacijoje nagrinėjama vaiko ir tėvų pokalbio ypatybės ir raida. Analizuojama, kaip vaikas įsisavina pokalbio struktūrą (išmoksta savarankiškai pradėti, plėtoti ir baigti pokalbį, keisti pokalbio temą, spręsti komunikacinius nesklandumus, keistis kalbėtojo ir klausytojo vaidmenimis), kaip išmoksta atpažinti ir kurti tam tikrus kalbos aktus (daugiausia dėmesio skiriama nurodymų ir klausimų įsisavinimui) ir kaip komunikacinis tėvų elgesys veikia gimtosios kalbos gramatikos išmokimą. Tyrimas atliktas taikant ilgalaikio stebėjimo, tekstynų lingvistikos, analitinį, aprašomąjį ir lyginamąjį metodus. Empirinę tyrimo medžiagą sudaro ilgalaikio stebėjimo metodu (2000–2002 m.) sukauptas, CHILDES programa transkribuotas ir įvairiapusei kalbinei analizei paruoštas 128 517 žodžių (27 val.) apimties tiriamojo vaiko (1;8–2;8) ir tėvų pokalbių įrašų tekstynas. Papildomai analizuotas 1999–2002 m. rašytas 11 tūkst. žodžių apimties tiriamojo vaiko kalbos dienoraštis. Tyrimo rezultatai atskleidžia būdingiausias vaiko ir tėvų pokalbio ypatybes ir jų kaitą vaikui augant: pokalbio pradžios ir pabaigos taisyklių įsisavinimą, gebėjimų plėtoti pokalbio temą, keistis kalbėtojo ir klausytojo vaidmenimis formavimąsi, taip pat – tėvų komunikacinio elgesio poveikį vaiko gimtosios kalbos gramatinės sistemos įsisavinimui. Remiantis šiais rezultatais, galima numatyti tolesnių vaiko komunikacinės kompetencijos tyrimų gaires, panaudoti šiuos rezultatus kaip pagrindą ir / ar lyginamąją medžiagą tolesniems... [toliau žr. visą tekstą]

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Tong, Choi-wai. "An analysis of the decoding processes associated with reading Chinese." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625933.

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Sharp, Nan. "Conversation analysis of language used by telephone counsellors of 'Lifeline' before, during and after training /." Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edms5311.pdf.

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Murata, Kumiko. "A cross-cultural approach to the analysis of conversation and its implications for language pedagogy." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006568/.

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This study is an exploration of spoken communication in a crosscultural context, with Japanese learners of English specifically in mind. It has two main purposes. The first is to examine the theoretical background to the field in order to formulate a descriptive model f or the study, which will then be applied to empirical data. At the same time it is hoped that the process of the enquiry itself will have direct implications f or pedagogy. That Is, it Is planned that the research will provide a model f or a consciousness-raising methodology. This is the second purpose. The study consists of three parts. The first part, Chapters 1-5, investigates the theoretical background to the present study, covering such areas as theories of communication (Chapter 2) and culture (Chapter 3). Chapter 4 explores a descriptive model for the present study. Chapter 5 consolidates the first part and presents a general framework for learner needs in communication. The second part, Chapters 6-8, is mainly descriptive. It aims to apply the theory of communication to an empirical study. Chapter 6 concentrates on the description of the research design, Including the design of the questionnaires and the recorded data. Chapter 7 discusses the results of the questionnaires. Chapter 8 concentrates on the analysis of the recorded data, focussing specifically on certain features of conversational style such as pause/silence, overlapping, interruption and repetition. Each feature will also be discussed from the perspective of the sociocultural values attached to its use. The last part, Chapter 9, deals with pedagogy. It aims to combine theory with practice and to provide a model for a consciousness-raising methodology through the preceding discussion of the theories and the data.

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Aoki, Hiromi. "Hearership as interactive practice a multi-modal analysis of the response token Nn and head nods in Japanese casual conversation /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1568188241&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Takeda, Tomoko. "Interaction between interlocutor relationship and grammar in Japanese conversations /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196393791&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-137). Also available for download via the World Wide Web; free to University of Oregon users.

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Hui, Suen-on. "An analysis of the Chinese language test papers on reading (key stage one) developed by schools implementating TOC." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960169.

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Ji, Donghong. "Conceptual relevance : representation and analysis." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711639.

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Cheung, Wai-ling Sonia. "A contrastive discourse analysis of warnings /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424369.

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Lau, Tan-king. "A preliminary analysis of the use of vocabulary in Chinese writings by Hong Kong primary 3 students Qian xi Xianggang xiao san xue sheng Zhong wen xie zuo de ci hui yun yong /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42926051.

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Lin, Huey Hannah. "Contextualizing linguistic politeness in Chinese a socio-pragmatic approach with examples from persuasive sales talk in Taiwan Mandarin /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1109961198.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xii, 192 p.; also includes graphics Includes bibliographical references (p. 177-192). Available online via OhioLINK's ETD Center

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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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Ho, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.

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Nall, Timothy M. "An analysis of Chinese four-character idioms containing numbers structural patterns and cultural significance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/839.

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Cheng, Leung Wai-lin Winnie. "Intercultural communication between native and non-native speakers of English /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873287.

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Hauser, Eric K. "'Corrective recasts' and other-correction of language form in interaction among native and non-native speakers of English the application of conversation analysis to second language acquisition /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765031511&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233363059&clientId=23440.

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Cheng, Winnie, and 鄭梁慧蓮. "Intercultural communication between native and non-native speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29711629.

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Zheng, Zhonghua. "Chinese characters and word recognition: An analysis and a model." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5573.

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Designations have been used very inconsistently in deciphering the nature of the Chinese writing system, ranging from pictographic, ideographic, logographic, to morphemic, phonosemantic, ideophonographic, and even to logosyllabic, word syllabic, morphosyllabic, etc. Implicit in the inconsistence is a set of hypotheses that Chinese is not a phonetic script, Chinese characters are represented in the right hemisphere and thus are processed in a picture-like fashion, and that recognizing Chinese characters does not involve phonological mediation, and so on. This thesis provides a thorough discussion of the linguistic structure underlying the organization of Chinese characters, and offers a perspective on the linguistic organization and the psycholinguistic processes involved in the recognition of Chinese characters. Misconceptions and fallacies concerning Chinese characters in both linguistic and cognitive areas are challenged and clarified. The thesis begins with a linguistic analysis of Chinese characters, focussing on the formal properties around which processing interpretations revolve. It then discusses issues of visual, hemispheric and cognitive processing of Chinese characters (e.g., how a Chinese character is visually detected? are Chinese characters represented in the right hemisphere? how are they processed in the two hemispheres? under what circumstances are Chinese characters visually accessed? and through what means if a Chinese character is to be phonologically coded? etc.). Lastly, an interactive model of Chinese character recognition is proposed. It is hoped that the groundwork may serve as the basis for proper experimental psycholinguistic research in future.

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YANG, EUN CHONG. "NEGOTIATION BETWEEN EVALUATORS AND ASIAN TEST-TAKERS IN A LANGUAGE PROFICIENCY INTERVIEW." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155613076.

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Norgard, Christine A. "La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1196439304.

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Yu, Kwan-mei. "Christianity and English language teaching a study of an English conversation class for Mainland Chinese scholars at an English-speaking church in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38732932.

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Plejert, Charlotta. "To fix what’s not broken : repair strategies in non-native and native english conversation." Doctoral thesis, Linköpings universitet, Institutionen för språk och kultur, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20811.

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The thesis investigates conversations involving native speakers and non-nativespeakers of English. The non-native speakers partaking in the study have a welldeveloped knowledge of the foreign language. The study is particularly concernedwith the function and interactional relevance of repair strategies that interlocutorsemploy when they talk to each other. The results of the analyses highlight issuessuch as participants’ self-representations as competent speakers, the notion “nonnativeness”,and language learning, relating to current developments within conversationanalytic research on second/foreign language conversations. Comparisonsbetween non-native and native speakers are made, highlighting similarities as wellas di¡erences in participants’ use of repair strategies. The study adopts a conversation analytic framework but is also in¤uenced bystudies of second/foreign language acquisition. Conversation analytic research has,until recently, dealt with conversations involving non-native speakers who have alimited or intermediate command of the second/foreign language. Repair behavioursof advanced foreign language users are thus a little investigated area. Whereasnon-native speakers with limited experience in using the second/foreign languageoften employ repair in order to solve problems that are related to their linguisticknowledge, such as ¢nding or knowing words and constructing utterances that areunderstandable in the context in which they occur, this thesis shows how an increasedknowledge of the foreign language involves a shift in focus as repair is carriedout, i.e. repair is used to address problems of a linguistic as well as of a socialnature. Since an increased knowledge of a foreign language is accompanied by an increasein the range of jobs that repair strategies do, “doing repair” is an importantpart of the development of non-native speakers’ interactional and linguistic competence.

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Liu, Wen-Yun. "A content analysis of English-to-Chinese translated picture storybooks from Taiwan." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289896.

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This doctoral study aimed to research the origins and languages from which the picture storybooks were translated and published in Taiwan in year 2001, to identify the major themes and genres of those translated picture storybooks, and also to examine the language and cultural suitability of a small number of translated picture storybooks. A two-step research design of content analysis was applied as research methodology, and two sets of research questions were asked. The subject that was investigated in the study was English-to-Chinese picture storybooks from Taiwan. Step one was to survey the picture storybooks in Chinese translation in aspects of country of origin, language, publishers, themes, and genre. A total of 276 children's picture storybooks in Chinese translation were included for examination. Step two was to analyze the translations of 13 books through a content analysis. The in-depth content analysis tried to answer the question: What are patterns in the changes made in the Chinese translation of picture storybooks at the lexical, semantic, aesthetic and cultural levels? The findings of the broad survey showed that the picture storybooks that publishers in Taiwan selected for translation and publication in year 2001 were mostly imported from English speaking countries (the United States and Great Britain), Japan and German speaking countries (Austria, Belgium, Germany, and Switzerland). English, German and Japanese were the three predominant languages from which the Chinese versions of the stories were translated. A wide range of themes were found in the stories, and fantasy and realistic fiction were the two major genre identified. It was found in the study that the majority of the books selected to be translated and published in Taiwan in 2001 were universal books, rather than culturally specific books. This study concluded that no mistranslation was found in the 13 books in the in-depth content analysis. The conclusion was drawn based on the analysis of changes made by translators in the aspects of book title, word replacement, sentence and paragraph organization, translation of expressions and cultural concepts and text and illustration relationship.

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Nall, Shu Pin. "The functions and the ordering of conditional 'if-clauses' in English : a genre analysis." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395587.

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The Functions and the Ordering of Conditional `If Clauses' in English---A Genre AnalysisPrevious research studies are in agreement that the canonical order for English if conditionals is sentence-initial rather than final. However, earlier findings regarding the distribution of the ordering between initial and final if-conditionals represent only those patterns specific to the limited number of genres examined. This corpus linguistic study is based on a research approach which includes a larger sampling pool and a selection of representative genres as well as detailed statistical and content analyses. It examines the variations in the distributional patterns between initial and final if-clauses within each individual genre and across different genres. The findings of this study suggest that if-conditionals have significantly different distributional pattern across genres. In contrast to the consensus view in current literature that initial if-clause rather than final is the dominant clause order, in 3 of the genres examined in this study (Letters to the Editor, Recipes and Sports News) final if-clauses occur more frequently than initial. In addition, in 3 other genres (News Reportage, Science Fiction and Romance Fiction) these two clause types are equally distributed. This study thus identifies genre as a significant factor influencing sentential if-conditional placement.The study also argues that in addition to the expression of topic and focus discourse relations, the ordering of the conditional and consequence clauses is often used to convey specific pragmatic effects and to perform functions related to genre-specific needs, including social politeness and showing power deixis, hedging or strengthening a proposition.
Department of English

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Knutas, Ellinor, and Nina Larsson. "Tolkförmedlad logopedisk språkbedömning av flerspråkiga barn : En kvalitativ studie utifrån metoden Conversation Analysis och semistrukturerade intervjuer." Thesis, Linköpings universitet, Avdelningen för Logopedi, Audiologi och Otorhinolaryngologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-150467.

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It would be favorable, during the clinical assessment of language in multilingual children, if the speech-language-pathologist (SLP)spoke all the languages of the child. This is, however, not always possible, hence the need for interpreter-mediation. Furthermore, it would be desirable if the interpreters used in clinical assessments of language are specifically trained. There are only a few studies concerning interpreter-mediated clinical assessment of language and cognition using Conversation Analysis as a method, and no studies of interpreter-mediated clinical assessment of language in multilingual children. The purpose of this study was therefore to investigate the interaction between the SLP, interpreter and child, in interpreter-mediated clinical assessments of language in multilingual children, with a specific focus on the SLP and the interpreter. Participants of the study were two licensed S LPs, three interpreters and two multilingual children and their caregivers. The study was based on three video recordings of clinical encounters and four semi-structured interviews. The video recordings were translated, transcribed and analyzed using the theory and method of Conversation Analysis, and the interviews were transcribed and analyzed. Analysis of the video recordings resulted in the discovery of three phenomena; the importance of preunderstanding of the working process of SLP, the importance of responsibility during interpreter-mediated clinical assessment of language, and finally communication and language approach. Analysis of the semi-structured interviews resulted in the discovery of four phenomena, which, in addition to the ones already discovered during the video recordings, also included the importance of dialects. Strategies and challenges that the SLP and interpreter faced could be revealed from the phenomena discovered in the video recordings and the semi-structured interviews. It was suggested in the conclusion that challenges were caused by expectations on the interpreter, a lack of preunderstanding of the working process of the SLP, uncertainty regarding the responsibilities of the interpreter versus the SLP, and finally, the demands of a high level of language competence. Strategies that were used within the discovered phenomena were partially consciously applied by the SLP and interpreter. However, there is a great need for further knowledge and awareness of the processes involved in this clinical context, in order to obtain reliable and satisfactory interpreter-mediated clinical assessments of language. Lastly, it was discussed that the patient safety might be compromised if no consideration is taken regarding the investigated challenges and strategies.

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Yu, Kwan-mei, and 余君美. "Christianity and English language teaching: astudy of an English conversation class for Mainland Chinese scholarsat an English-speaking church in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38732932.

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47

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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Lee, Chai-yen, and 李彩燕. "An error analysis of Singapore's secondary school student's Chinese language compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37274338.

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Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Lum, Bik. "A rule-based analysis system for Chinese sentences /." [Hong Kong : University of Hong Kong], 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1240231X.

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Dissertations / Theses on the topic 'Chinese language Conversation analysis'

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