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Dissertations / Theses on the topic 'Chinese speakers'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

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

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2

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

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3

Yan, Shanshan. "Chinese sentence-final particles and their behaviours in English speakers' L2 Chinese." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275336.

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This study investigates how seven Chinese sentence-final particles (SFP le, ne1, ma, ne2, ba1, ba2 and a; hereafter SFP) and their features are represented in English speakers’ L2 Chinese. In this research, SFPs are analysed as heads instantiating different positions in the CP domain (Paul 2009, 2014, 2015), which are head-final, and in particular, they are considered to carry semantic, syntactic and discourse features. As there is no SFP in English, the features on Chinese SFPs are realised by a variety of syntactic means. Through a proficiency test and six experimental tasks, data from 76 pa

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4

Tong, Shau-ling. "An investigation into the differences in written Chinese between native-speakers of Cantonese in Hong Kong and native-speakers of Mandarin Chinese in China." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625945.

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5

Wang, Ying. "Chinese speakers' perceptions of their English in intercultural communication." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367398/.

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In the field of English as a Lingua Franca (ELF) research, an overarching question is why native English should be exclusively followed by all users around the world regardless of their purposes of communication and identity projection. This provides the starting point of my investigation into Chinese speakers’ perceptions of their English in intercultural communication, which is traditionally considered as ‘learner English’ due to its difference from native English. Influenced by the ELF perspective, I consider Chinese speakers’ English as both fluid and subject to Chinese speakers’ appropria

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6

Huang, Lan Fen. "Discourse markers in spoken English : a corpus study of native speakers and Chinese non-native speakers." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2969/.

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This thesis explores the use of discourse markers (DMs) in the speech of Chinese non-native speakers (NNSs) of English and native speakers (NSs), using corpus methodologies, the 'Linear Unit Grammar' analysis (Sinclair and Mauranen 2006) and text-based analyses. It reports that the DMs for analysis, 'like', 'oh', 'well', 'you know', 'I mean', 'you see', 'I think' and 'now', occur more frequently in the dialogic genres than in the monologic genres extracted from the three corpora, SECCL, MICASE and ICE-GB. The co-occurrence of DMs is taken as evidence to determine the categories for discussion

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7

Tong, Shau-ling, and 唐秀玲. "An investigation into the differences in written Chinese between native-speakers of Cantonese in Hong Kong and native-speakers ofMandarin Chinese in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625945.

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8

Wang, Shu Pei. "Syntactic Attrition in L2 Mandarin Speakers." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2073.pdf.

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9

林梓鳳 and Tsz-fung Lam. "Chinese speakers' metalinguistic and processing representations of words and characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31226188.

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10

Lam, Tsz-fung. "Chinese speakers' metalinguistic and processing representations of words and characters /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501698.

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11

Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.

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12

Zhao, Yang. "Causativity in Chinese and its representations in English, Japanese and Korean speakers' L2 Chinese grammars." Thesis, University of Cambridge, 2005. https://www.repository.cam.ac.uk/handle/1810/265468.

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Chinese does not allow causative alternating unaccusative verbs or object-Experiencer psych verbs. It employs analytical causative (headed by shi 'make'), resultative (headed by de) and compound causative (with an activity predicate V1 and a result predicate V2 forming a V1-V2 compound) constructions to represent causativity. The present study explores syntactic and semantic properties of these verbs and constructions within the generative framework. It is proposed that Chinese unaccusative verbs and psych verbs involve a single VP and that Chinese resultative and compound causative constructi

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13

Hsieh, Shin-Chieh. "(Im)politeness in email communication : how English speakers and Chinese speakers negotiate meanings and develop intercultural (mis)understandings." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/337/.

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This thesis looks at the way in which Chinese and English speakers employ (im)politeness strategies in their emails to develop intercultural understanding. From a theoretical perspective, this thesis contributes to the discussions of intercultural communication in relation to the negotiation of (im)politeness meaning. From a pedagogic perspective, the thesis reveals the potential for using email to experience culture as a process of meaning negotiation and construction and has relevance to teachers of EFL. Ethnographically-informed discourse analysis is employed to investigate discursively the

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14

Guo, Xiaotian. "Verbs in the written English of Chinese learners : a corpus-based comparison between non-native speakers and native speakers." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/871/.

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This thesis consists of ten chapters and its research methodology is a combination of quantitative and qualitative. Chapter One introduces the theme of the thesis, a demonstration of a corpus-based comparative approach in detecting the needs of the learners by looking for the similarities and disparities between the learner English (the COLEC corpus) and the NS English (the LOCNESS corpus). Chapter Two reviews the literature in relevant learner language studies and indicates the tasks of the research. The data and technology are introduced in Chapter Three. Chapter Four shows how two verb lemm

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15

Liu, Songhao. "The acquisition of the Chinese de-construction by native English speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1192.

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16

Harris, Dawn Fairley. "The effects of training on the pronunciation of Mandarin Chinese speakers." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1022165161.

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17

Tam, Fung Yi May. "Genre analysis of the reading passages in two series of textbooks used in Hong Kong and the People's Republic of China." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/384.

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18

Wong, Wei-wah Claudia, and 黃惠華. "The learning of Chinese orthography and its centrality in learning Chinese as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45877907.

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19

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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20

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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21

Chung, Sin-ling Jenny. "Examining the quality of argumentation in the English and Chinese writing of adult native speakers of Chinese /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25211894.

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22

Jin, Limin. "The development of aspect marking in L2 Chinese by English native speakers." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421359.

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23

Wu, Mian, and 吴冕. "Speech perception of English as a foreign language by Mandarin Chinese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206725.

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24

Matthews, Guy. "Second language acquisition of English reflexives by Taiwanese speakers of Mandarin Chinese." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446480.

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25

Kong, Stano Pei Yin. "The acquisition of obligatory English subjects by speakers of discourse-oriented Chinese." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327068.

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26

Duan, Guiyong Barry Mary Sue. "Acculturation and achievement in English among Chinese immigrant adolescents a comparison of two populations which vary in the density of speakers of Chinese /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/DUAN_GUIYONG_19.pdf.

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27

Melhem, Woroud. "Investigating variability in the acquisition of English functional categories by L1 speakers of Latakian Syrian Arabic and L1 speakers of Mandarin Chinese." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18722/.

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A widely studied L2 behaviour in the SLA literature is that of the inconsistency in the production of functional morphology by advanced and endstate L2 learners. The level of inconsistency seems to vary among L2 learners, for instance, SD, a Turkish endstate learner of English (White 2003a) was highly accurate in the production of English inflectional morphology compared with Patty, also an endstate learner of English whose L1 is Chinese (Lardiere 2007). The literature is divided on whether to consider the absence of overt morphology in L2 performance to be a reflection of underlying syntax, t

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28

Lai, Yu-Ning. "THE EFFECT OF AMERICAN CULTURE ON COMPLIMENT RESPONSES OF CHINESE SPEAKERS OF ENGLISH." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1968025141&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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29

Chen, Dongdong. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ29910.pdf.

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30

Chen, Dongdong 1960. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42003.

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This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates.<br>An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causativ

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31

McGory, Julia Tevis. "Acquisition of intonational prominence in English by Seoul Korean and Mandarin Chinese speakers." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299009149.

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32

Chen, Shu Hua. "The oral performance of Chinese speakers on the International English Language Testing System (IELTS)." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636600.

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33

Han, Na, and 韓娜. "Development of a self-report questionnaire to evaluate hearing aid outcomes in Chinese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40988132.

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34

Han, Na. "Development of a self-report questionnaire to evaluate hearing aid outcomes in Chinese speakers." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40988132.

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35

Yang, Yu. "Vocabulary learning strategies used by L1 English speakers learning Chinese as a foreign language." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/vocabulary-learning-strategies-used-by-l1-english-speakers-learning-chinese-as-a-foreign-language(738b27f7-221e-479e-9d9f-62373002fc71).html.

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This study is an investigation into the vocabulary learning strategies (VLS) and the influencing factors behind the strategy use by L1 English adults in learning Chinese as a foreign language (CFL). A qualitative case study approach was adopted drawing on a wide range of data including interviews, learner diaries, think-aloud activities, observations, and learning products, collected from eight participants, three of whom were investigated in depth. A comprehensive list of VLS was identified, and these were systematically categorised into six vocabulary learning sub-tasks. The descriptive data

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36

Hui, Leng. "A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/672.

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Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians w

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37

Shi, Hui. "Pragmatic Transfer in English Emails Produced by Chinese L2 English speakers : A Study of the Underlying Cultural Ethos, and the Effect of Speakers’ English Proficiency andExposure to English." Thesis, Stockholms universitet, Engelska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41107.

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This study focuses on the pragmatic transfers that emerge in the English emails produced byChinese L2 English speakers. Despite doubts about taking Chinese English as a new variety, the study believes there are some common and unique pragmatic features existing in the English text produced by Chinese L2 English speakers. 104 emails written by 13 subjects with different English proficiency and different English exposure were collected. Questionnaires were sent out to the same subjects, trying to find out the factors that affect their pragmatic performance. The study accomplished the following m

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38

Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected t

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39

Huang, Hsing-Fei 1979. "Breadth and depth of English vocabulary knowledge : which really matters in the academic reading performance of Chinese university students?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98934.

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This study explored the relationship between vocabulary size (i.e., breadth of knowledge), depth of vocabulary knowledge, and reading comprehension of Chinese-speaking ESL (English as a second language) university students in Canada. Both aspects of vocabulary knowledge, breadth and depth, continue to play roles in vocabulary research. Few studies, however, have focused on which aspect plays the predominant role in L2 reading. Using three language tests---the GRE (Graduate Record Examinations) for reading comprehension, Nation's (1990) Vocabulary Levels Test, and Read's (1998) Word Associates

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40

Li, Bingying, and 李冰莹. "Initial error analysis of Korean fundamental Chinese learners = Hanguo chu ji Han yu xue xi zhe Han yu sheng mu pian wu yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198863.

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Based on the Theory of Contrastive Analysis and Inter-language Theory, this paper investigates the common initial errors of Korean fundamental Chinese learners in different groups. The data were analyzed by listening to it and were described with IPA. 7 initial errors were found in this paper, such as a) errors of recognizing and pronouncing “b” and “p”; b) errors of “z/c/s” and “zh/ch/sh” c) errors in pronouncing “r” and so on. In order to avoid contributing all the errors to the impact of first language transfer, the students were chosen with 3 different nationalities, including Korean, P

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41

Ng, Siu-wah, and 吳笑華. "Investigating the effect of metacognitive strategies training on CSL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209643.

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42

Jiang, Yun Zhi. "Os erros ns construções passivas dos aprendentes de Português língua estrangeira falantes de língua materna Chinesa." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953504.

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43

Santos, Sara Gonçalves dos. "Desempenho oral de falantes de língua materna Chinesa, aprendentes de Português Europeu língua estrangeira :efeitos do aumento da complexidade cognitiva da tarefa = Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the task." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953535.

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44

Zhang, Meng Yao. "Fossilização no processo de aprendizagem da língua Portuguesa por aprendentes de língua materna Chinesa." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953505.

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45

Liu, Wen. "Aquisição da consoante vibrante [r] pelos alunos Chineses de ple." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953517.

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46

Whitehill, Tara Loraine. "Speech intelligibility in Cantonese speakers with congenital dysarthria." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19884163.

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47

Shen, Ying 1974. "A study of Chinese students' academic listening needs for academic success in Canadian universities /." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99604.

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With English becoming a world language, an increasing number of non-native-English-speaking (NNES) students are pursuing studies in English-medium universities. Of these NNES students, Chinese students constitute a large proportion. Most of these Chinese students are NNES and need English language support to help them meet academic demands in English-speaking settings. However, there are a very limited number of studies conducted on linguistic needs and deficiencies among Chinese students at English-speaking universities in Canada.<br>The main objective of this thesis is to discover Chinese st

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48

Law, Wai Fun Fanny. "Negative transfer in Chinese students' acquisition of English." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/99.

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49

Li, Joey, and 李穎文. "Sex-related differences in brain anatomy and brain functions associated with language processing : a MRI study with Chinese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hdl.handle.net/10722/192781.

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50

Leung, Yan-kit Ingrid. "Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82915.

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This thesis investigates non-native language acquisition of the verbal and nominal functional domains in Second language (L2) English and second/third language (L2/L3) French by Chinese and Vietnamese speakers. Six experimental studies are reported. Two current competing theories in the field of theoretical second language acquisition (L2A), namely, the Failed Features Hypothesis (FFH) and the Full Transfer Full Access (FTFA) model are compared and their applicability to third language acquisition (L3A) evaluated in the light of our data.<br>A version of the Minimalist Program is assume

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