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Dissertations / Theses on the topic 'Social aspects of Chinese language'

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Published: 4 June 2021

Last updated: 4 March 2023

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1

Chan, Man-fong Mandy, and 陳敏芳. "Hong Kong's social development and language change in thelast 50 years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45012787.

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2

Deng, Xudong. "Chinese and Australian conversational styles: A comparative sociolinguistic study of overlap and listener response." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1242.

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This study compares the use of overlap and listener response by Chinese and Australian speakers in their respective intracultural conversations, that is, in conversations between Chinese interlocutors in Mandarin Chinese and between Australians in Australian English. The main purpose of this study is to locate similarities and differences between these two groups of speakers in their use of the two conversational strategies. Another major theme of the thesis is to examine the role of gender in the use of overlap and listener response in conversations of the two languages. The study is based upon the theoretical premise of interactional sociolinguistics that different cultural groups may have different rules for participation and interpretation of conversation and that conflicts related to these rules are a major source of cross cultural (and cross gender) miscommunication. It is also a response to lack of evidence for this claim from languages other than English, especially from Chinese. The data for the study are from 30 dyadic conversations between friends of similar age and similar social status: 15 Chinese conversations in Mandarin Chinese and 15 Australian ones in Australian English. Both the Australian and the Chinese conversations come from 5 female-female dyads, 5 male-male dyads and 5 male-female dyads. Both the qualitative and the quantitative aspects of the use of overlap and listener response are compared. With respect to the use of overlap, the qualitative part of the study examines the various phenomena that the speakers orient to in overlap onset, the procedures they use to resolve the state of overlap, and the strategies they employ to retrieve their overlapped utterances. The quantitative part of the study then compares the use of overlap by Chinese and Australian speakers and their respective male and female participants in terms of overlap onset, resolution, and/or retrieval . In regard to the use of listener response, the qualitative part of the study looks at how passive recipiency and speakership incipiency are signalled and achieved through the use of different listener response tokens in conversations of the two languages. The quantitative part of the study compares the use of listener response by Chinese and Australian speakers and male and female participants in three aspects: the overall frequency of listener responses used, the types of listener responses favoured, and the placements of listener responses with reference to a possible completion point. The results of the comparison reveal a number of similarities and differences in the use of overlap and listener response by Chinese and Australian speakers. For the use of overlap, the similarities include: 1) Both Chinese and Australian speakers have the same set of issues to orient to in their initiation of overlap, resort to the same basic procedures in resolving the state of overlap, and use the same strategies in retrieving their overlapped utterances; 2) they use a similar number of overlaps; 3) they start their overlaps mostly at a possible completion point; 4) they tend to continue with their talk more than to drop out when an overlap occurs. Two specific differences have also been identified in the use of overlap by Chinese and Australian speakers: 1) Australians initiate a higher percentage of their overlaps at a possible completion point whereas Chinese initiate a greater proportion of their overlaps in the midst of a turn; 2) when overlap occurs, Chinese speakers drop out more to resolve the state of overlap while Australian speakers continue their talk more to get through the overlap. For the use of listener response, the similarities lie largely in the ways of orienting to an extended turn unit by Chinese and Australian recipients in a conversation. Available in conversations of both languages are the two distinctive uses of listener response, that is, to show passive recipiency or to signal speakership incipiency. The differences between the two groups of speakers in the use of listener response include: 1) Australians use more listener responses than Chinese speakers; 2) while Australians prefer to use linguistic lexical expressions such as 'yeh' and 'right' as their reaction to the primary speaker's ongoing talk, Chinese speakers favour the use of paralinguistic vocalic forms such as 'hm' and 'ah'; 3) whereas Australians place a higher percentage of their listener responses at a possible completion point than Chinese speakers, Chinese speakers place a larger proportion of their listener responses in the midst of a turn than their Australian counterparts. While the similarities between Chinese and Australian speakers in their use of overlap and listener response indicate to a great extent the sharing of similar organising principles for conversation by both languages, the differences show some culture-specific aspects of the use of these two conversational strategies by the two groups of speakers. The study found a striking parallel between the differential use of overlap and listener response by Chinese and Australian speakers and their different perceptions of rights and obligations in social life, including in social interaction. The study does not reveal consistent cross-cultural patterns with respect to the use of overlap and listener response by male and female speakers in Chinese and Australian conversations. That is, gender has not played an identical role in the use of the two conversational strategies in conversations of, the two languages. Gender differential interactional patterns are to a great extent culture-specific. This finding, together with that of within-culture and within-gender variation, cautions us against any universal claim about gender-differential use of a given conversational phenomenon, whether the claims are based on deficit, or dominance, or difference assumptions in language and gender theories.

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3

Curdt-Christiansen, Xiao Lan. "Understanding the patterns of language use of Chinese children in a Montreal community school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54221.pdf.

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4

Li, Mi-fong Miranda, and 李美芳. "Attitudes towards written Cantonese and mixed codes in written language in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959647.

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5

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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6

Feng, Fang Fang Zoe. "Language attitudes towards Guanzhong dialect, Putonghua and English between two different generations of Xi'an local residents." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953746.

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7

Lee, Sze-yan, and 李詩甄. "Language attitudes of Hong Kong students towards English, Cantonese and Putonghua." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31608255.

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8

Lee, Ya-Chi. "Promoting creative English teaching using Chinese culture for elementary schooling in Taiwan." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2952.

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To make English an interesting subject for elementary school students, teachers need to know what material attracts students, how to motivate students, and how to release students' creativity. Therefore, This project incorporates the concepts of multiple intelligences, motivation, culture and language, and development of creativity to provide a model for promoting creative English teaching in the elementary schools of Taiwan. In addition, the content of the unit, based on Chinese culture and the comparison of Chinese and American cultures, is an innovative curriculum designed to motivate students to learn English.

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9

Sweeney, Philip John. "Taiwanese Language Medical School Curriculum: A Case Study of Symbolic Resistance Through The Promotion of Alternative Literacy and Language Domain Norms." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/938.

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In contemporary Taiwan, Mandarin language proficiency and literacy in Han characters are not only key skills needed for success in academic institutions and employment markets, but they also carry meaning as symbolic markers of national and supranational Chinese identity. This study examines how Taiwanese-language medical studies curriculum planners are promoting alternative linguistic practices as a means of resisting the influence of Chinese nationalism in Taiwan and striving to replace it with a rival Taiwanese nationalism. I conducted research for this study during the 2010-2011 school year in Kaohsiung, Taiwan. I collected data for this study by engaging in participant observation research at Taiwanese-language curriculum-editing meetings; auditing Taiwanese-language courses at Kaohsiung Medical University; and conducting interviews with both curriculum planners and students at KMU. The role of official languages, literacy, and historical narratives are examined as symbolic components of a Chinese nationalist hegemony, which was constructed through the policies of the Kuomintang's Republic of China administration in post-war Taiwan. This study also examines the relationship between occupation, language skills, and national identification in the context of the contemporary Greater China regional economy. The curriculum planners who are the subjects of this study are employed in the field of medical care, where Taiwanese language skills are valued resources for communicating with patients from a variety of socioeconomic backgrounds. In addition, medical doctors have historically been vocal opponents of the Kuomintang administration's pro-Chinese nationalist policies. Therefore, this case study illustrates how the curriculum planners' occupations and language practices are utilized as resources in their efforts to foster Taiwanese autonomy in the Greater China region. This study also examines current limits to the effectiveness of language preservation and revitalization policies in Taiwan due to the importance of Mandarin-language literacy in the majority of high-status occupations in Greater China and to changing conceptions of the relationship between language practice and national identity. This study contributes to the fields of linguistic anthropology and Asian studies by examining relationships between nationalism, employment, language practice, and literacy in the context of Taiwan's ambiguous status as a national entity. It also analyzes ways in which language practices and literacy forms are created and modified as strategic acts to both identify people with competing nationalisms and allow them access to employment opportunities in the context of shifting administrative and economic power structures in the Greater China region.

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10

Mok, Ka-lai Cynthia, and 莫嘉麗. "The sociolinguistics of written Chinese in local comic booksubculture: stigmatised language varieties inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221488.

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11

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 was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics.

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12

Shen, Jin. "On translation of swearwords from English to Chinese : a case study on subtitling Terminator I-IV." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525845.

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13

Cheung, Wai-ling Sonia, and 張慧玲. "A contrastive discourse analysis of warnings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B30409202.

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14

Koh, Ernest Wee Song. "Singapore stories - language and class in Singapore : an investigation into the socio-economic implications of English literacy as a life chance among the Chinese of Singapore from 1945 to 2000." University of Western Australia. Asian Studies Discipline Group, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0196.

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This thesis is an investigation into the socio-economic effects of English literacy among the Chinese of Singapore between 1945 and 2000. Through the use of oral history, statistical evidence, and existing secondary literature on the conditions of everyday life in Singapore, it explores how English literacy as a life chance has played a key role in shaping the class structures that exist among the Chinese in Singapore today. Adopting a 'perspective from below', this study provides a historical account that surveys the experiences of everyday life in Singapore through the stories of everyday life. It seeks to present an account that more accurately reflects the nation's nuanced past through defining eras in Singapore's post-war history 'Singapore Stories' in the plural, as opposed to the singular. Viewing the impact of English literacy through the prism of Max Weber's concept of life chances allows an examination of the opportunities in the lives of the interviewees cited within by distinguishing between negotiated and corralled life chances. The overarching argument made by this study is that in the later stages of Singapore's postwar history and development, English literacy was a critical factor that allowed individuals to negotiate key opportunities in life, thus increasing the likelihood of socioeconomic mobility. For those without English literacy, the range of possibilities in life became increasingly restricted, corralling individuals into a less affluent economic state. While acknowledging the significance of structural forces, and in particular the shaping influence of industrialisation, economic policy, and social engineering, this study also demonstrates how regarding the Singapore Chinese as possessing a variety of distinguishing social and economic characteristics, all of which serve to segment the community as an ethnic group, adds a new and critical dimension to our academic understanding of the nation's social past and present. By locating areas of resistance and the development of life strategies by an individual or household, this thesis illustrates how language, literacy, and class operated within the reality of undefined and multilayered historical spaces among the Chinese of Singapore.

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15

Song, Ai Jia Linda. "A study of language attitudes of high school students in Zhuhai towards Putonghua, Cantonese and English." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953726.

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16

Peng, Jian E. "Exploring willingness to communicate (WTC) in English in Chinese EFL university classrooms : a mixed method approach." Thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/16780.

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17

Lu, Cheng-Wei. "Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.

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The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.

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18

Rodrigues, Maria Helena. "Variaveis contextuais da aprendizagem da lingua Portuguesa por aprendentes Chineses." Thesis, University of Macau, 1998. http://umaclib3.umac.mo/record=b1636624.

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19

Wong, Wai-ho Savio, and 黃蔚皓. "The cortical and functional organization of Chinese and English in bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30690328.

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20

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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21

Tang, Wai-king Grace. "Bio-psycho-social aspects of the climacteric in Chinese women /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35882116.

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22

Tang, Wai-king Grace, and 鄧惠瓊. "Bio-psycho-social aspects of the climacteric in Chinese women." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B4500769X.

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23

Cheung, Y. Y. Vivian. "Aspects of language shift in a Hong Kong Chiu Chow family." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36880267.

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24

Li, Ran. "Culture, gender and identity in American and Chinese television drama." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690706.

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25

Hui, Choi Wai-hing, and 許蔡惠卿. "The transition to motherhood for Chinese women." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39634012.

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26

Su, Youzhen. "Social representations of nuclear power on Chinese social media : a topic modeling analysis." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/717.

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As nuclear power remains an ongoing controversy in contemporary society, it is crucial to understand how laypeople make sense of nuclear power by considering influences at both the cognitive and the social level. Using the lens of social representation theory, this thesis employed automatic content analysis and core-periphery analysis to reveal the content, structure, formation, and dynamic shifts of laypeople's social representations concerning nuclear power as they were expressed in tweets and comments posted on Chinese social media platform Weibo from 2011 to 2018. This thesis found that laypeople in China regarded nuclear power predominantly as an energy source, and they focused on general knowledge regarding national development of nuclear power and related energy policies, which remained unchanged over the eight years. Additionally, they perceived risks of nuclear power to occur at an individual level while benefits occurring at a social level, and they showed a reluctant acceptance of nuclear power. Alternatively, laypeople also made sense of nuclear power by addressing its controversial nature, such as plant siting and nuclear accident causation, but these ideas varied according to the specific social contexts. To form these representations, laypeople anchored nuclear power within social/historical events, a preexisting knowledge system, and personal experience, objectifying nuclear power through familiar objects and verbal metaphors. Moreover, they created and shared these representations by transforming abstract scientific knowledge about nuclear power into common-sense information and by adopting consensual discourse like heterogeneous arguments, affective expression, and stories about nuclear power. These findings provide implications for understanding laypeople's everyday knowledge of nuclear power and for designing effective communication strategies in line with laypeople's actual understanding for popularizing science and communicating risk in terms of nuclear power.

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27

Wang, Shenggao. "Intermediate-Level Chinese Language Learners' Social Communication in Chinese on Facebook: A Mixed Methods Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4606.

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With Facebook widely embraced by college students, exploring its educational uses has piqued both educators' and researchers' interest (Mills, 2011; Reinhardt & Zander, 2011; Thorne, 2011). Drawing on a functional perspective of language use, this study explored what kind of language functions intermediate-level Chinese language learners performed when they conducted social communication in Chinese on Facebook and whether conducting weekly social communication in Chinese on Facebook impacted their writing ability. A mixed methods design was adopted. A qualitative approach addressed discourse functions of student communication on Facebook. The qualitative data were mainly collected from nine students' Facebook posts during one semester. A quasi-experimental design was employed to examine whether there was any difference in the quantity and quality of the written texts produced by two groups (N=18) of intermediate-level Chinese language learners. Over the semester, students in the experimental (E) group wrote weekly comments and updates in Chinese on the designated Facebook group page, while students in the control (C) group did not post on the Facebook page. Three writing tasks were administered at the beginning, middle, and end of the semester. These tasks were brief essays which asked students to use Chinese to write about personal information, university life, future plans and goals. Qualitative findings revealed that the participants used 22 types of discourse functions during their social communication on Facebook. The highest percentage of discourse function was asking questions. The next two frequently used discourse functions were expressing opinions and describing events or activities unrelated to campus. Other discourse functions listed among the top 10 were sharing similar experiences or perspectives, expressing likes and dislikes, expressing wishes, making explanations and expressing thanks. When asking questions, the participants mainly used Q-word or Wh- questions and polar questions during their communication and interaction. Alternative questions were seldom used. With regard to question functions, findings revealed that more than half of all the questions were asked to request information. Rhetorical questions were the least and rarely used. In addition, more than half of the total questions were not responded to. All these findings demonstrated that Facebook provided the students with an optional platform to practice situational and functional use of the target language. Quantitative results revealed that there was a significant difference in writing quantity (i.e. the number of Chinese characters produced) between the two groups. While there was no significant difference between the two groups in the first writing task, the E group produced significantly more Chinese characters than the C group in the later writing tasks. In terms of the writing quality, results indicated that both groups showed an improvement from the first to the final task, but no significant differences were found between the two groups in all three writing tasks. In view that the small sample size might have some impact on the outcome of the participants' writing quality, the results are somewhat more promising in the area of quantity.

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28

Szeto, Lok-yee. "Between dialect and language : aspects of intelligibility and identity in sinitic and romance /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25335054.

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29

Yang, Juan. "Teacher and pupil beliefs about beginning to learn Chinese language in English secondary schools." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77662/.

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This study investigated the beliefs of beginner learners of Chinese as a foreign language (CFL) and also their teachers‘ beliefs, about the difficulties presented by Chinese learning and teaching, and how learners overcame the difficulties they encountered. The study compared beliefs of teachers and pupils who had different levels of experience in the context of English secondary schools. The relationship between beliefs and an individual‘s background and experience was also explored. The study was situated in a pragmatic paradigm, using a mixed method, including both quantitative and qualitative methods of data collection. 443 pupils and 42 teachers in over a dozen schools responded to a Likert-scale questionnaire. 68 pupils (34 individuals and 13 groups) and 13 teachers in seven schools shared their views in interviews. Many interesting findings were revealed in this study. Surprisingly, pupils thought tones and characters were ―tricky‖ to learn, but not impossible, whereas teachers thought pupils did not pay attention to tones and underestimated the difficulty of learning characters. Teachers tended to support communicative language teaching (CLT) orientations but showed somewhat inconsistent patterns between their beliefs about CLT and their teaching approaches. The learning of writing rules were concerns of teachers and pupils, indicating they believed there was some value in non-communicative learning orientation. Pupils also showed their enthusiasm for learning character, and overwhelmingly believed that, in order to make good progress in Chinese learning, they should put effort into learning characters. Some of these findings relate to particular aspects of Chinese learning such as tones and characters. However, other findings are unrelated to the language demands of Chinese and suggest that the practices of learning Chinese have a particular impact on the views of learners about who can learn Chinese and what it takes to be successful. In addition, with regard to language teaching, first language (L1) and second language (L2) Chinese teachers pointed out that the issue of students behaviour is a universal phenomenon regardless of culture or country. These findings challenge the stereotypical expectations of L1 Chinese teachers and pupils‘ performance in English schools. I suggest that these beliefs may be empowering for language learners in an English context.

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30

Sun, Yanshu. "Media exposure, self and fashion clothing involvement of Chinese young people: analyses of effect models." HKBU Institutional Repository, 2013. https://repository.hkbu.edu.hk/etd_oa/15.

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This study develops a complicated analysis model to explore more understanding for fashion communication in Confucian culture background, especially for the latest Chinese fashion. The current study examines theoretical connections between media exposure, some psychological and social variables and fashion clothing involvement in Chinese society within a predictive framework. To better understand the relations between these psychological factors, social norms and fashion clothing involvement, this study also explores several effect models, such as moderation effect, mediation effect and mediated moderation effect. Two studies were conducted using both quantitative and qualitative methods. In the first study, the author collected data through a random sampling survey. To cross-validate the survey findings, a second study adopting the method of group interviews was conducted. Results indicate that fashion clothing involvement is a function of exposing to the media, achievement lifestyle, perception of success, peer influence, cognitive dissonance reduction, and comparing with others. The results also indicate the complicated relations, such as, lifestyle factor moderates the tie between media exposure and fashion clothing involvement; social comparison processes mediates the relationship between media exposure and fashion clothing involvement; self-discrepancy also influences the relationship as a moderator; notably, social comparison mediates the moderation effect from self-discrepancy. Individuals with high levels of self-discrepancy experience more negative emotion from comparing to thin-ideal image in fashion media than those with low levels. Another finding is that traditional media, particularly magazines, are as strong in explanatory power as new media (e.g. website) in the model of fashion communication. Theoretical implications of this study provide an advance in understanding the mechanisms underlying internalization and the use of social norms, furthermore, develop the knowledge of self related theories.

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31

Leung, Anna Wing-han. "Social anxiety and perception of early parenting among American, Chinese American and social phobic samples : a test of etiological hypotheses." Thesis, Canberra, ACT : The Australian National University, 1991. http://hdl.handle.net/1885/141347.

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32

Wu, Yun. "A uses and gratifications perspective of Chinese college students' motivations in using renren (Chinese social networking site)." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/798.

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Recent years witnessed incredibly increasing popularity of online social networking sites around the globe. The emergence of new social media, including online social networking sites, brings the communication world a brand-new area to explore. The success of Facebook and MySpace in the U.S. has attracted a considerate number of communication scholars to examine this phenomenon from different perspectives. As the most cutting-edge tool to investigate a newly-grown medium, uses and gratifications perspective focuses on why people use social media, and how people use them to satisfy their needs. In this study, the most popular online social networking site in China, Renren, was selected to investigate the uses and gratifications of Chinese college students. Four motivations, that is, socializing, entertainment, self-status seeking, and information seeking, were utilized to measure how much weight Chinese college students give to each motivation. Culture's impact on the usage of online social networking sites was also investigated. The concept of interdependent self-construal and independent self-construal was borrowed to examine how culture could play a role in SNS use among Chinese college students. The study found Chinese college students use SNS to gratify their needs of socializing, entertainment, information seeking, while self-status seeking seems to be a weaker factor of SNS use. Six themes emerged in the study including: 1) vision and outlook expansion, 2) friendship maintenance, 3) a sense of self-worth, 4) information seeking, 5) entertainment, and 6) cultivated as a habit, to pass time. In addition, Chinese college students seem to have independent self-construal rather than interdependent self-construal, but the tendency is weak and self-report statistics show they tend to give moderate answers regarding to the self-construal. The influence of different self-construals towards motives in using Renren is subtle. Further explanations of observed finding were provided in the thesis.

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33

Bao, Xuehua, and 包雪華. "Morphological processing of Chinese words among elementary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090185.

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34

Ng, Kwok-keung Zachary, and 吳國強. "The construction of colonial subjectivity in the Chinese language and literature lessons in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951168.

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35

Mau, Wing-yan Annie, and 繆穎欣. "Cantonese: language or dialect?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31789705.

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36

Hung, Yueh-Nu. "What is writing and what is Chinese writing: A historical, linguistic, and social literacies perspective." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/280352.

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Many misconceptions and misunderstandings about what writing is pervade in the field of literacy research and practice, and often school children from almost every household bear the brunt of misguided literacy research and inappropriate literacy practice. This dissertation examined the nature of written language generally and the nature of Chinese writing specifically from historical, linguistic, and social literacies perspectives. The problems with the evolutionary concept of writing development are discussed in depth. Several possible explanations for this evolutionary account of writing are discussed, and these are followed by some alternative ways to understand the historical change of writing. The Chinese writing system is examined in detail in order to present a prime example of a non-alphabetic writing system that has been in use and serving its language users effectively for thousands of years. The unique strategies of character formation and word formation of Chinese writing make it possible to create new vocabulary without increasing the number of signs. The use of phonetic component in semantic-phonetic compound characters builds the connection between oral and written Chinese. Chinese writing is a modern logograph that works, and it is a proof that the alphabet is not necessarily the final stage towards which all written languages must proceed. The choice of a writing system has to be understood from the linguistic and socio-cultural background of the language community. Every written language is ambiguous as it is redundant, and every written language has both phonographic and logographic elements. There is no pure written language. Different writing systems represent different linguistic levels, but all written languages of different writing principles are semiotic system in which symbols are used to communicate meaning. A distinction between word or character recognition and reading whole real text is made, and it is argued that using the experimental results of the former to suggest the process and teaching of the latter which resembles the reading in real life is misleading and very inappropriate. When researchers focus on the word or character level of reading, there are more dissimilarities than similarities among different written languages. However, when the reading of whole text in real life situation is studied, the process of making sense of print is similar across all different writings. At the end of this study, research on Chinese word recognition and reading process is reviewed, and some suggestions for literacy practice are made.

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Chan, Kar-wing Veronica, and 陳嘉詠. "Social attitudes towards swearing and taboo language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951211.

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Tong, Choi-wai, and 湯才偉. "An analysis of the decoding processes associated with reading Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625933.

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Cheung, Y. Y. Vivian, and 張玉燕. "Aspects of language shift in a Hong Kong Chiu Chow family." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36880267.

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Cao, Wen Yuan. "Explore the role of QQ groups in Chinese tuishou operations." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525513.

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Law, Yuk-wa, and 羅玉華. "On time and festivity: a study of Chinese newyear films." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38301155.

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Wan, Mei-po, and 溫美寶. "Cognitive mechanism of lexical selection in Chinese-English bilingual language production in sentential context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29367980.

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Goodfellow, Anne Marie. "Language, culture, and identity, social and cultural aspects of language change in two Kwak'wala-speaking communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ38891.pdf.

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Kouritzin, Sandra Gail. "Cast-away cultures and taboo tongues : face(t)s of first language loss." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25080.pdf.

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Antzakas, Klimis. "Aspects of morphology and syntax of negation in Greek sign language." Thesis, City University London, 2006. http://openaccess.city.ac.uk/8550/.

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This thesis investigates aspects of the morphophonology, syntax and scope of negation in the Greek Sign Language with emphasis on the means and mechanisms that this sign language employs in order to express negation. The data analysis presented is based on natural data provided by Deaf informants. The initial pilot study provided elicited data, which was subsequently used to confirm the findings of the study. As with other sign languages, analysis shows that Greek Sign Language expresses negation by the use of both manual and non-manual features of negation. Manual negation includes three features: negative particles such as NO or NOT, negation signs which usually have meanings like nobody, nothin& never, and finally signs with negative incorporation (verbs that incorporate negation). Non-manual features comprise of negation head movements and facial expressions. As in many other signed and spoken languages, the most common way to construct a negative clause is by using a negative particle. The use of manual or non-manual features of negation is optional in Greek Sign Language in the sense that negation can be expressed by the use of negative head movements which can occur without any manual negation signs within a clause or by the use of a manual sign of negation without the use of any non-manual feature of negation. Syntactic analysis shows that the negative particles and negation signs occur in post-predicate position. Pre-predicate position is also available for these signs under specific conditions. For signs with negative incorporation the position within a clause varies. The status of manual signs and non-manual features of negation within a clause is also examined. The NEG-criterion, as defined within the framework of generative grammar, is used for the analysis of negation scope. Within this framework a syntactic analysis of the negative particle and the negation head movement is proposed. The NEG-criterion provides an empirically adequate theory of the scope of negation in clauses with manual negators as well as in negative clauses where no manual negation sign appears. In addition, the study provides insights into the varying use of negation in different settings and language change through grammaticalisation. Finally, data analysis of negation has also revealed some important areas for further research like basic word order, syntax of negative concord and various expressions of negation, the prosodic analysis of non-manual features of negation amongst others.

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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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司徒諾宜 and Lok-yee Szeto. "Between dialect and language: aspects of intelligibility and identity in sinitic and romance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31226723.

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Pan, Wai-fat, and 彭偉發. "The impact of Chinese culture on corruption in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31979257.

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Yim, Ching-ching, and 閻靖靖. "Transnational social spaces and transnationalism: a study on the new Chinese migrant community in Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46594401.

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Rahman, Omar. "Language, culture, and the fundamental attribution error." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217390.

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Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed.
Department of Psychological Science

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