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The ability to produce a well-written text in English using multiple material resources, such as integrated writing (IW), is widely recognised as a crucial literacy skill for tertiary students. While previous researchers have extensively examined the factors contributing to second language (L2) English integrated writing, the impact of students’ first-language (L1) Chinese writing strategic knowledge and skills on L2 writing performance has received limited empirical attention. Therefore, this study aimed to investigate the simultaneous relationship between L1 and L2 writing strategy use, L1 writing skills, and L2 IW performance among 239 Chinese university students. Results from structural equation modelling revealed that L1 IW strategy use could predict L2 IW strategy use. Furthermore, the use of L1 IW strategies indirectly predicted L2 IW performance through the use of L2 IW strategies. This study contributes to the existing literature by extending research on cross-language effects in the IW context. Additionally, based on the findings, pedagogical implications for teaching IW across two languages are proposed. [ABSTRACT FROM AUTHOR]

This target paper builds on previous literature in Budai Rukai to develop a nuanced framework for examining the syllable structure and the impact of Chinese language education on speakers' judgments. It demonstrates new dimensions of overarching corroboration of intonational phonology and is a worthwhile endeavor. In this commentary, I address the issues of elicitation tasks and language contact by illustrating that the syllable structure of Budai Rukai is still undergoing age-related changes and remains to be discussed. [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article uses the vocabulary measurement indicators of lexical diversity, lexical sophistication, lexical density, and lexical accuracy for second-language writing levels to systematically measure the lexical richness of essays written by Chinese as a second language (CSL) learners. It employs the methodology of building a corpus based on the collected compositions for data analysis. It shows that the Uber index of lexical diversity and the lexical density of CSL learners does not always show a positive correlation with increased test scores. Lexical sophistication usually positively correlates with test scores, but the growth trend tends to be flat from the 81–90 score range. Lexical accuracy below 80 points is positively correlated with writing scores; however, the data above 91 points is slightly lower than that of 81–90 points. This article further hypothesizes that the above measurement indicators fail to accurately measure CSL students' Chinese lexical ability because those indicators do not include the sememe factors of Chinese words and thus rely too much on word form. This article further puts forward the specific manifestations (polysemes, homographs, and multi-category words) of sememe richness and proposes specific solutions to add sememe richness to the four original formulas through the use of the four above-mentioned measurement indicators in CSL. [ABSTRACT FROM AUTHOR]

Internet users often express their evaluation of food in online posts. This study sets out to comprehensively annotate evaluative words in food posts in Chinese, which deserves more attention due to its increasing dominance on the Internet. The corpus includes 180 posts from Dcard, currently the largest anonymous social media platform in Taiwan. All the words annotated to be evaluative are categorized according to their grammatical class, evaluative function, and subjective polarity. We not only provide the frequency distributions of the evaluative words but also conduct four case studies of high-frequency evaluative words, identifying their lexico-syntactic patterns. While previous studies on evaluative language have tended to focus on particular words/phrases, with the data mainly from English, the present study provides a more comprehensive quantitative perspective and extends to Chinese data. Moreover, because conveying evaluations in online forums can be a mediatized performance intended for attention and visibility, our qualitative analysis demonstrates how Dcard users establish readers’ involvement through evaluation. [ABSTRACT FROM AUTHOR]

Chinese has the basic word order of Subject-Verb-Object (SVO), yet it is also known as a topic-prominent language, where an object can be topicalized from within a relative clause as well as from a main clause. In parsing Topic-Subject-Verb (TSV) structures, will a Chinese comprehender have difficulties in recognizing the second noun phrase (NP2) as the subject and in integrating the initial topic noun with the verb? Experience/surprisal-based theories and memory-based theories make testable predications at the NP2 and critically, at the verb. Focusing on these two regions in three self-paced reading experiments, we compared reading time patterns between TSVs and canonical SVOs in simple or complex sentences. Converging evidence showed processing costs at or prior to the NP2 in TSVs compared to SVOs, but no retrieval or integration costs at the verb regardless of dependency lengths. Our results are not predicted by memory-based theories, but are consistent with the predictions of experience/surprisal-based theories, suggesting that Chinese TSV processing is guided by structural frequencies and a universal subject-reading bias, with completion of dependency between topic and the verb (or empty category) likely to be fundamentally semantic. [ABSTRACT FROM AUTHOR]

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

Unlike Korean or Vietnamese adoptees who came to the U.S. during the postwar era, Chinese adoptees are mostly abandoned female infants under China's one-child policy from 1980 through 2015. Little work has documented Chinese adoptees' identity (trans)formation across time and space. This study examines how three Chinese adoptees from the U.S. who chose to go to Taiwan to teach English make sense of their Chinese heritages and their lives in and out of Asia. Drawing on the frameworks of positioning and chronotopic identities, this cross-sectional, multiple case study documents the participants' identity (trans)formations through their narratives on their moves across the U.S., China, and Taiwan during different points of their lives. Our adoptee participants' home and work experiences over time represent diverse pathways for their negotiations of various aspects of their identities – linguistic, cultural, Chinese, American, Asian American, and adoptee – in their life trajectories transnationally. Their diverse experiences complicate current understandings of adoptee identities within and across the adoptive home, the "homeland" of their birth places, and beyond. [ABSTRACT FROM AUTHOR]

In this case study, seventy Tibetan residents selected from two Tibetan villages in Danba county, Southwest China, were invited to participate in an investigation of their everyday use of Tibetan, standard Chinese, and English, as well as their expectations of future multilingual practices. It was found that there are intergenerational differences in the participants' use of these languages. This paper, in the context of neoliberal ideology and rural development, suggests that attention should be given to support local Tibetan residents' language learning and improve their multilingual competence, thus enabling the conversion of their linguistic/human capital to economic capital. The study contributes to understandings of how local multilingual resources can be exploited for the betterment of living standards and opportunities, and it calls for governments to address the issues regarding poverty reduction, rural development, and language preservation by improving the quality of multilingual education in ethnic minority areas. [ABSTRACT FROM AUTHOR]

Previous research on foreign language classroom anxiety (FLCA) has reported inconsistent findings. One significant reason is that these studies mainly adopted a data-driven approach and lacked a strong theoretical basis. This study thus examined the factors underlying FLCA with worry-emotionality theorization of anxiety (Liebert, Robert M. & Larry W. Morris. 1967. Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports 20. 975–978). A preliminary survey was conducted to validate the original FLCAS with 603 English majors from two Chinese universities, and 20 of them were invited for individual interviews to better understand the factors contributing to their FLCA. Based on these, a questionnaire was constructed through adapting the Foreign Language Classroom Anxiety Scale (FLCAS) and used in a main survey among 557 Chinese university English majors. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to analyse the survey data, while thematic analysis was used to analyse the interview data. In addition to three factors reported in the FLCA factor validation literature, communication apprehension, self-confidence in speaking English and fear of negative evaluation, this study identified peer pressure as a new factor. The findings reveal the multidimensional nature of FLCA and support the worry-emotionality theorization of anxiety. Implications for the conceptualization of FLCA are discussed. [ABSTRACT FROM AUTHOR]

The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online acceptability judgment task. The subject pool of this research included 60 English majors studying at a university in China; 30 were selected as a higher-proficiency group and 30 as a lower-proficiency group according to their Vocabulary Levels Test (Schmitt et al., 2001) scores and their self-reported proficiency in English. The experimental materials were programmed to E-prime 2.0 and included six types of collocations: (1) 15 high-frequency congruent collocations, (2) 15 low-frequency congruent collocations, (3) 15 high-frequency incongruent collocations, (4) 15 low-frequency incongruent collocations, (5) 15 Chinese-only items, and (6) 75 unrelated items for baseline data. The collected response times (RTs) and accuracy rates data were statistically analyzed by the use of an ANOVA test and pairwise comparisons through SPSS 16.0 software. The results revealed that: (1) the adjective-noun collocational processing of Chinese English learners is influenced by collocational frequency, congruency and L2 proficiency; (2) the processing time is affected by the interaction of congruency and frequency; and (3) the interactive effect of L2 proficiency in conjunction with congruency and frequency also influences the processing quality. [ABSTRACT FROM AUTHOR]

This paper documents the common grammaticalization path of the LIKE/LOVE constructions into expressing habitual aspect in Mainland East and Southeast Asian languages. The stages and degrees of grammaticalization for the LIKE/LOVE constructions vary cross-linguistically and different stages of evolution co-exist in one and the same language. Based on the synchronic data from a sample of six national languages in that region, it is found that the grammaticalization process in Chinese, Thai, and Lao is advanced while the process in Vietnamese, Khmer, and Burmese is incipient. At the initial stage of their grammaticalization, there are three context-induced intermediate steps of development before the constructions in question are compatible with inanimate subject referents and the habitual meaning becomes the only possible interpretation. At the later stage, languages vary in their combinability with stative verbs and in their possibility of occurring in future temporal context. The common human experience that if one likes/loves doing something, one tends to do it frequently renders it highly unlikely that this grammaticalization pattern is an areal feature confined to Mainland East and Southeast Asia. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to investigate the integration of environmental education into language education. Drawing inspiration from Systemic Functional Linguistics (SFL), our focus lies on examining the kinds of participants in material processes in texts carefully chosen from a collection of widely utilized primary school Chinese language textbooks. We pay particular attention to the power and activity hierarchy of participants, to understand how these texts represent nature and the interconnections between fundamental elements in nature. Our findings reveal that these textbooks, through age-appropriate content, are deliberately crafted to instill environmental knowledge in young learners, nurture their ecological awareness and inspire actions aimed at safeguarding the delicate ecosystems that sustain all life forms. [ABSTRACT FROM AUTHOR]

In this paper, we revisit the popular assumption that politeness in languages such as Japanese and Korean with a complex honorific system is crucially different from politeness in languages with no comparably rich honorific repertoires, such as Chinese. We propose a bottom–up, contrastive and corpus-based model through which we challenge this binary view. This model combines interaction ritual and speech acts. As a case study, we compare a set of expressions representing lexico-grammatical honorifics in Japanese and Chinese, i.e., in a so-called "honorific-rich" and a "non-honorific-rich" language. Our results show that the group of honorifics studied work in an essentially comparable fashion, hence disproving the above-outlined binary view. [ABSTRACT FROM AUTHOR]

Dialect classification is a long-standing issue in Chinese dialectology. Although various theories of Chinese dialect regions have been proposed, most have been limited by similar methodological issues, especially due to their reliance on the subjective analysis of dialect maps both individually and in the aggregate, as well as their focus on phonology over syntax and vocabulary. Consequently, we know relatively little about the geolinguistic underpinnings of Chinese dialect variation. Following a review of previous research in this area, this article presents a theory of Chinese dialect regions based on the first large-scale quantitative analysis of the data from the Linguistic Atlas of Chinese Dialects, which was collected between 2000 and 2008, providing the most up-to-date picture of the full Chinese dialect landscape. We identify and map a hierarchy of 10 major Chinese dialect regions, challenging traditional accounts. In addition, we propose a new theory of Chinese dialect formation to account for our findings. [ABSTRACT FROM AUTHOR]

In this paper, we present an approach for applied linguists to undertake research on speech acts in an interactionally anchored way. We first critically revisit studies on speech acts, with a special focus on L2 pragmatics, arguing that there is a clear need to further interconnect speech acts and interaction by relying on a finite, replicable and interactional typology of speech acts. We then suggest a methodological procedure through which such a typology can be employed in applied linguistic inquiries. Finally, we describe a case study featuring irritations faced by Chinese learners of English when it comes to extracting oneself from an interaction while the other keeps on talking. Such irritations are analysed through the lens of the approach proposed in this study. [ABSTRACT FROM AUTHOR]

This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students' bilingual repertoires to assist the learning of Chinese in Australian schools. The participant teachers' theses were collected, and the evidentiary chapters reporting on their classroom teaching were analysed. Informed by the initial results, a follow-up stimulated recall interview was conducted. This research found that the teachers' translanguaging practices were identified in the form of theirs and their students' lingual and non-lingual capitals, and these practices showed a strong pedagogical purpose, particularly in motivating and engaging learners. The teachers' translanguaging practices contributed to CAL pedagogy across three dimensions: teachers' classroom instruction, teaching and learning resources, and learning activity design. These practices have demonstrated an impact on the students' engagement, the enrichment of teaching content and improvement in dynamic teaching processes. This research is expected to provide insights into the future development of translanguaging curriculum and pedagogy in CAL education. [ABSTRACT FROM AUTHOR]

Previous research has recognised the value of translanguaging in Chinese language teaching but has focused primarily on using English as the medium of instruction. However, teachers and students may not share a common language with which to communicate in a multilingual class, which is a significant challenge in Chinese learning and teaching. This study incorporates translanguaging into the pedagogical design by implementing a translanguaging-based task, perceiving Chinese learners as creative agents orchestrating numerous semiotic resources in meaning-making. The participants were a cohort of beginner-level Chinese learners with diverse ethnolinguistic backgrounds taking an online Chinese course at a Chinese university. Data sources included the participants' video-recorded oral presentations and their reflective journals. Drawing on social semiotic theory, analysis of the video recordings shows that the learners moved creatively between modalities (written and spoken, visual and auditory, gesture and drawing) that worked together as an assemblage to make meaning beyond their linguistic capacity while ensuring audience comprehension. The reflective journals, however, reveal ambivalent attitudes: using multilingual resources eased concerns about the audience's reception of the participants' meaning-making, but also generated guilt among the participants. Based on these findings, this study argues for the transformative power of translanguaging-based pedagogy and highlights the communicative affordance of semiotic resources including cultural artefacts and knowledge. The pedagogical implications of designing translanguaging-based tasks in the teaching of Chinese and other Asian languages are discussed. [ABSTRACT FROM AUTHOR]

Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners' participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom. [ABSTRACT FROM AUTHOR]

This article discusses the concept of translanguaging in the context of Chinese language teaching. Translanguaging is a theory that challenges monolingualism and promotes the use of multiple languages and semiotic resources in education. The article highlights the lack of research on translanguaging in Asian languages, including Chinese, and aims to fill this gap by providing new scholarship on translanguaging in Mandarin Chinese. The article includes seven empirical studies that explore how translanguaging can be used to challenge monolingual ideologies, improve student engagement and learning experiences, and enhance Chinese character teaching and assessment design. The authors hope that this Special Issue will contribute to the recognition and adoption of translanguaging in Chinese language teaching and inspire further research on alternative ways of teaching and learning that move away from Eurocentric perspectives. [Extracted from the article]

In this paper, we examine discourses about border and scale in the context of Hong Kong's relationship with mainland China. We argue that, as the physical and political borders between Hong Kong and the mainland are eroding, other forms of bordering practices – such as linguistic borders – become more salient and contested. We draw on selected thematic analyses of a corpus of 70 articles from Hong Kong English media, as well as socio-historical analyses that have widely circulated since Hong Kong's handover from Britain to China, in order to examine how the construction of "Cantonese" and "Mandarin" is managed against anxieties about Hong Kong's potential loss of distinction and fears of becoming "just another Chinese city". In this process, both borders and scales become key terrains of negotiation and function themselves as ideological resources in debates about Hong Kong's identity and future, as certain distinctions take on reduced or pronounced meaning from particular scalar perspectives. Amid an ongoing reframing of what it means to be "Chinese", examining language ideologies in Hong Kong contributes to our understanding of how national and linguistic categories achieve or reframe their social meanings. [ABSTRACT FROM AUTHOR]

Negotiation of meaning (NoM) has played a facilitative role in second language acquisition. However, the existing studies have primarily focused on adult English language learners. This study investigated the impact of task type and task complexity on NoM strategies among young learners of Chinese as a second language, an underexplored group. The participants were 110 students in Hong Kong aged 10–12, mainly from Pakistan, India, Philippines, and Nepal. They were asked to perform four tasks with different task types and levels of task complexity in Cantonese (the primary Chinese dialect spoken in Hong Kong). In terms of task type, the study found that required information exchange tasks (i.e., information gap tasks) produced significantly more clarification requests, confirmation checks, self-repetitions, and other repetitions in terms of total numbers and numbers per 100 Chinese characters than the optional exchange tasks (i.e., decision-making tasks). Complex tasks, on the other hand, elicited significantly more confirmation checks than simple tasks. These findings provide useful insights for designing tasks that can promote greater use of NoM strategies in classroom practice. [ABSTRACT FROM AUTHOR]

This study examines the cognitive-emotional dialectics of Chinese learners of English in terms of both speech and co-speech gestures in their second language development within the lens of Vygotsky’s sociocultural theory. This qualitative study focuses on Chinese learners of English in different learning contexts and analyzes data from interviews and emotional narrative tasks in the English learning experience. Overall findings showed that learners’ emotion and cognition interacted in different learning contexts, and speech and co-speech gestures worked to influence the cognition-emotion dialectics in participant’s perezhivanie. This study implies the inextricable unity of emotion and cognition in second language development, and emphasizes the role of speech and co-speech gestures in shaping second language learners’ perezhivaniya. [ABSTRACT FROM AUTHOR]

Chinese, a topic-prominent language, abounds with gapped and gapless topic constructions. Several explanations of how topics are derived have been proposed, which fall into three categories: the base-generation approach, the mixed approach and the movement approach. In this study, we conducted two experiments to examine the island sensitivity of topic constructions in Chinese, bringing novel evidence to adjudicate the different approaches to topicalization in this language. The results indicate that island effects can be detected in both gapped and gapless topic constructions, which supports the movement approach to topic constructions in Chinese, making influential hypotheses such as the topic licensing condition and the topic interpretation condition dubious. Our findings also provide new evidence for the influential proposal that Merge is applied freely (Chomsky, Noam. 2001. Derivation by phase. In Michael Kenstowicz & Ken Hale (eds.), A life in language, 1–52. Cambridge, MA: MIT Press, Chomsky, Noam. 2004. Beyond explanatory adequacy. In Adriana Belletti (ed.), Structures and beyond: The cartography of syntactic structures, 104–131. New York: Oxford University Press, Chomsky, Noam. 2008. On phases. In Robert Freidin, Carlos Otero & Maria Luisa Zubizarreta (eds.), Foundational issues in linguistic theory: Essays in honor of Jean-Roger Vergnaud, 133–166. Cambridge, MA: MIT Press, Chomsky, Noam. 2013. Problems of projection. Lingua 130. 33–49). [ABSTRACT FROM AUTHOR]

Resemblance between languages could be due to relatedness in terms of etymology. Varieties of the same language or dialects resemble one another in many ways because they are related. The languages within a language family, descendants of a common ancestral language, also resemble one another in some ways. To contemplate resemblance between two languages, one could consider their mutual intelligibility or other kinds of formal similarities. For example, while the Chinese languages are not mutually intelligible, they exhibit very similar grammatical patterns. They are all tonal and share a largely common writing system. This paper, however, proposes another way of appreciating language resemblance. It has been observed in the Singapore context that when two different languages, English and Mandarin, are adopted by a community of speakers as dominant languages, over time, the two languages become nativized and resemble each other in terms of meaning, ways of speaking and the cultural values they embody. The Singaporean bilingual speakers in question are offspring of people from Southern Chinese culture who, as recent as a few generations ago, spoke neither English nor Mandarin as a dominant language. This paper presents evidence to show how Singapore English and Singapore Mandarin, which are mutually unintelligible, may resemble each other in terms of meaning, ways of speaking and cultural values. [ABSTRACT FROM AUTHOR]

The V de resultative construction has been an intriguing issue in Chinese linguistics. Theories have been put forth regarding what the morpheme de (here called deresult to avoid confusion) does in this construction. In this article, the preexisting theories are empirically questioned. It is shown that the presence of deresult is not obligatory when the result predicate takes some special forms. A procedural account is proposed of how the typical V deresult construction and its variants deliver the same logical form although they involve different functional morphemes. As a bonus, this account provides an improved model explaining the phenomenon that the V deresult construction can have multiple readings. [ABSTRACT FROM AUTHOR]

This paper explores the difficulties of translating Chinese expressions frequently used in communicating governmental policies to the public. In particular, we focus on the expression wenming 文明, a term with manifold meanings and uses, which often ends up being translated into English simply as 'civilised'. This translational convention is problematic because wenming in Chinese tends to be used in many collocations where the English civilised sounds distinctly alien. In order to systematically investigate this translational problem, we propose a bottom-up tri-partite approach to the study of Chinese policy expressions in general and wenming in particular. This novel mixed-method approach not only allows us to go beyond essentialist generalisations about expressions frequented in Chinese political discourse, but more importantly it allows us to unearth and label practical difficulties faced by translators. [ABSTRACT FROM AUTHOR]

This study aims at investigating how loanwords from Japanese and Korean are used in informal written Cantonese media discourse, including print and social media. Data from these media were collected from designated websites for 15 min every other day over a two-week period. The results show that loanwords from Korean, being written in a phonographic script hangul (한글), are rendered into written Cantonese typically through phonetic adaptation using Chinese morpho-syllables, while their Chinese-specific morphographic meanings are ignored. By contrast, lexical items from Japanese written in kanji tend to be borrowed directly through graphic borrowing, paying no regard to their Japanese pronunciation. Japanese being written with mixed scripts, kanji and two kana syllabaries, graphic borrowing from hiragana or katakana is rare, with the Japanese grammatical particle の being a notable exception. We conclude that lexical items written in a phonographic script tend to be rendered into written Cantonese phonetically, while those written in character-based hànzì are borrowed directly through graphic borrowing but assigned Cantonese pronunciation. In informal interaction between Cantonese-dominant Hongkongers, colloquial written Cantonese relies on the affordance of script mixing for its vitality, in print as much as in internet-mediated social media discourse. 摘要: 前人研究香港境內之語言接觸，多數側重於英語對廣府話和港式中文書面語之影響，相反方向者亦有涉獵；而探索廣府話與日、韓等其他外語之接觸者，鮮矣。本研究旨在透過考察口語體粵文於坊間媒體話語中，使用日語及韓語借詞之慨況，以填補這片空白。搜集資料為期兩週，期間我們隔日花一刻鐘，於某些特定的社交媒體尋找語料。本文先簡單回顧英語借詞輸入港式中文背後之語言學理論，以及香港媒體話語中混雜日韓字詞之來由，然後講述分析及結果。本研究結果顯示，因為現代韓語一般以諺文書寫，這種表音文字與漢字之結構有相當差距，借入廣府話時皆透過音譯方式，所用漢字但求合音，字意不拘；而日語借詞則多以形借方式直接取用原有之日語漢字表達，儘管粵日發音差異不少。現代書寫日語之文字系統由漢字及兩套假名表所組成，直接形借平假名及片假名之例子不多，而虛詞「の」是一個罕見特例。本研究得出以下結論：原有以表音文字所書之詞語，多數以音譯方式進入廣府話，而原有以漢字所書者，借入後則直接以該等漢字呈現，並以廣府音讀出。然而，部分詞匯並非直接借入，有些日韓借詞首先以音借或形借形式向國語或臺灣 閩語、客語輸入，然後再以形借方式輾轉再輸出到港式中文中。香港人於非正規場合之主流交際語為廣府話，口語體粵文於紙媒及網絡上之社交媒體話語每每見之，而賴以維持其活力者，乃係夾雜多種文字之示能性。 [ABSTRACT FROM AUTHOR]

This study undertakes an investigation into the linguistic landscape of tourism in the tourist areas of Chungking Mansions and its surrounding environs in Hong Kong and intends to reveal similarities and differences in the linguistic signs in the two areas by employing a statistical analysis of a comprehensive database of public signs. The results show that official signs in the two areas prioritize the use of Chinese and English, and Chinese has a marginally higher representation in the surrounding areas. In contrast, private signs in Chungking Mansions exhibit a distinctive linguistic diversity, with over 20 languages represented, and English occupying dominant position, followed by Arabic, Hindi, and other languages. In the surrounding areas, private signs are displayed in eight languages, with Chinese being the predominant code, followed by English, Japanese, Korean, and other languages. It is found that the linguistic landscape of tourism in Hong Kong is diversified, contextualized by historical, political, cultural, and economic factors, and characterized by indexical ordering and ideological implications, and English plays a crucial role in distinguishing Hong Kong from other Chinese cities. In addition, the study offers insights into the complexity and importance of linguistic diversity in the context of tourism and urban development. [ABSTRACT FROM AUTHOR]

The present study investigated the direct and indirect contributions of morphological awareness to vocabulary knowledge among a group of Chinese English as a foreign language (EFL) students in a university in China. Using multiple regression analysis and structural equation modeling analysis, the study found that morphological awareness made significant contributions to vocabulary knowledge after lexical inferencing was controlled for. To be more specific, the prediction of morphological awareness on vocabulary depth was stronger than its prediction on vocabulary breadth. The direct effects of morphological awareness were stronger than its indirect effects on vocabulary. More importantly, the study revealed that the relationships between morphological awareness (morpheme recognition and morpheme discrimination) and vocabulary knowledge were mediated by discourse clues rather than grammar clues. [ABSTRACT FROM AUTHOR]

Returnee scholars are regarded as key agents to advance internationalisation in many non-Anglophone countries where internationalisation through the medium of English has raised concerns about the preservation of national language, culture, and identity. This study investigated how eight Chinese returnee scholars used their linguistic repertoires in their professional practice and daily lives and how their language practices interacted with multiple identities. Gathering data from a questionnaire, semi-structured interview, and regular class observations, this study reveals that in research, all participants predominantly used English and many expressed concerns about their Chinese academic writing skills. In teaching and daily lives, most participants embraced bilingualism and were open to translingual practices. The participants' language practices appeared to be linked to their self-conception as competent English users and English-mediated ideal professional identities. However, their bilingual practices did not correspond to a bicultural identity, indicating a disconnect between language use and cultural belonging. Drawing on the findings, suggestions are offered for institution- and state-level authorities to better facilitate the integration of returnee scholars into their home academic communities and to promote academic multilingualism. [ABSTRACT FROM AUTHOR]

Using Chinese language teaching in an engineering department as an example, this paper explores how language teaching can meet the challenges of globalisation and the advancement of technology by fulfilling its educational function as described in Byram's model of intercultural communicative competence. By adapting theories and practices from counselling psychology, the proposed curriculum focuses on emotions to help learners uncover emotional barriers that arise when confronted with differences. It will support learners in raising awareness and developing their capacity to negotiate differences, leading to more effective cooperation with others. The paper discusses the use of experiential exercises in the classroom. They include those developed in Chinese language pedagogy, namely the performed culture approach and those developed in humanistic psychotherapy, such as body psychotherapy. The aim is to help learners notice their own feelings, attitudes, and behaviour as well as the otherness of the other in the classroom. This approach is powerful because it is in the here and now. It utilises movements and different senses as well as cognition. It helps uncover barriers to intercultural communication hidden under the surface by making the unconscious conscious. Reflection is a key part of this process. Learners are expected to reflect on their own thinking and feelings and to make sense of the dynamics in the classroom. Learners are expected to develop reflexivity, subjectivity and intersubjective awareness while acquiring linguistic competency and social cultural rules of use. [ABSTRACT FROM AUTHOR]

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The present review deals with the book "Prosody Training in the Field of Prosody for Chinese Learners of German as a Foreign Language" by Xiang Li. The book discusses the importance of prosody for communication and comprehensibility, as well as the acquisition of prosody by Chinese learners of German. Four recommended approaches for prosody training in German as a Foreign Language (DaF) instruction are presented. Furthermore, the differences between Chinese and German prosody are analyzed, and possible interference errors in Chinese learners of German are identified. Thus, the book offers a solution for dealing with the issues in prosody instruction. [Extracted from the article]

This paper reports on a study of Chinese parents' involvement in their children's heritage language (HL) development during the COVID-19 lockdowns in the UK. Involving seven transnational families, we examined the roles parents played during the online learning sessions and the factors shaping their involvement. Employing a netnographic approach, this study incorporates online classroom observations, semi-structured and focus group interviews with parents, and analysis of their Instagram posts. The study underscores the critical role of parental involvement (PI) in enhancing children's HL education, offering insights into distinct parental roles, including as emotional supporters, co-educators, teaching assistants, and technical supporters. The study introduces a three-dimensional PI model within the framework of family language policy (FLP), enhancing our understanding of FLP by concretely manifesting what, how and why parents get involved in their children's HL development. This study contributes to the discourse on PI and FLP, shedding light on the evolving roles of parents and the complexity of their involvement during the unique circumstances of the pandemic. [ABSTRACT FROM AUTHOR]

This article discusses the right node raising construction in Chinese (henceforth the RNR). It aims to provide a novel analysis that can deal with two new observations made in the Chinese RNR construction, including the tone sandhi phenomenon, which provides clues to the syntax of RNR from syntax-prosody mapping, and a syntactic constraint that only arguments, but not adjuncts, may qualify as an RNR target. Based on these new observations, I show that none of the previous analyses of the RNR (mainly in English) are fully adequate in accounting for the RNR in Chinese. An alternative analysis is pursued here. Given the syntactic and syntax-prosodic properties, I propose to analyze the gaps within the coordinated structure in Chinese Right-Node Raising (RNR) by exploring the notion of an empty noun, along with the concept of the True Empty Category. In the RNR construction, the coordinated structure undergoes leftward movement over the RNR target, which is driven by considerations of information structure. As a result, this induces an illusion of rightward movement on the surface. [ABSTRACT FROM AUTHOR]

Confucius Institutes (CIs) and Confucius Classrooms (CCs) have always been controversial, with concerns raised by politicians, academics, journalists and members of the public about their impact on the universities, schools and countries which host them. Such concerns have grown to the extent that closures of CIs and CCs have become common. This article analyses data on the closure of CIs and CCs to determine what they mean for this language and culture promotion project. It maps out the scope and scale of closures, explains the reasons behind them, outlines China's reaction to them and finally speculates about the future of CIs and CCs. It finds that closures have been confined to North America, Australia and Europe due to deteriorating relations with China. However, closures have not occurred in South America, Africa or the Middle East, and new CIs continue to open in these regions. This is due to opinions towards China being largely positive and a need for resources for Chinese language and culture education. Overall, the number of closures is also small, with many times more CIs and CCs still in existence than those which have closed. It would take a long time for all CIs and CCs to be shut down based on current closure rates. China has also demonstrated a willingness to modify how CIs and CCs are managed to ensure their continued existence. The article concludes that the spate of closures which have taken place in recent years does not signal the end of CIs and CCs. Closures will likely keep occurring in North America, Australia and Europe, but CIs and CCs will continue in South America, Africa and the Middle East as long as China is willing and able to support them. [ABSTRACT FROM AUTHOR]

The measurement of vocabulary size is crucial in applied linguistics research. Although increasing attention has been given to the study of Chinese vocabulary assessment, few reliable and valid tools are available to evaluate Chinese learners' receptive vocabulary size, particularly for teenagers and adults. We aim to fill this gap by developing LexCH, a quick, reliable and free receptive vocabulary size assessment tool that researchers and language teachers can readily adopt. In developing LexCH, we chose items covering a range of difficulty levels and with strong discriminative power as test items for the final version of LexCH based on item response theory. In total, 480 students from a junior high school and a high school in China participated in this study. Our initial validation results suggest that LexCH is a reliable and valid receptive vocabulary size test for L1 Chinese speakers; it also shows great potential for use among L2 Chinese learners. Implications for assessing receptive vocabulary size in Chinese learning are provided. [ABSTRACT FROM AUTHOR]

A growing number of family language policy studies have started to pay more attention to the emotions that transnational multilingual families (TMFs) identify regarding their multilingual identity, even if much of the research remains primarily focused on TMFs residing in Europe and North America. This article reports on a qualitative study that explored the emotions that five TMFs residing in Russia identified with their multilingual identity, and how these emotions affected their family language policy. The study combined ethnographic elements in the form of video recordings and two rounds of semi-structured interviews. The findings indicated that the parents felt pride and satisfaction in their own multilingual identity yet feared that their children were developing a monolingual identity, which led to them experiencing anger and frustration. Coupled with these negative emotions, they were found to adopt monolingual practices with their children in hopes of making them more multilingual. The study adds to our understanding of how emotions, multilingual identity, and family language policy interact in TMFs outside of Europe and North America and is one of the first studies to explore the experiences of such families in Russia. [ABSTRACT FROM AUTHOR]

Given the controversies over Mandarin Chinese in terms of Talmy's bipartite language typology, this paper presents an exhaustive study of Chinese motion verbs collected from two authoritative dictionaries, namely, The Ancient Chinese Dictionary (2nd Edition) and The Contemporary Chinese Dictionary (7th Edition). An analysis of 662 motion verbs in ancient Chinese and 693 motion verbs in modern Chinese indicates that Mandarin Chinese has undergone a typological shift from verb-framed to satellite-framed as far as the lexicalization pattern is concerned. The typological shift seems to have been driven by two forces, the decline of monosyllabic motion verbs and the upsurge of disyllabic motion verbs, which, upon second thoughts, can be boiled down to a single but predominant process of disyllabification in Chinese, whereby two (former) roots that bear a wide range of syntactic relations are lexicalized into a disyllabic word. Thus, we see an intriguing case of how phonology and morphosyntax interact to impact the typological properties of a language. [ABSTRACT FROM AUTHOR]

One way to resolve the actuation problem of metaphorical language change is to provide a statistical profile of metaphorical constructions and generative rules with antecedent conditions. Based on arguments from the view of language as complex systems and the dynamic view of metaphor, this paper argues that metaphorical language change qualifies as a Self-Organized Criticality state and the linguistic expressions of a metaphor can be profiled as a fractal with spatio-temporal correlations. Synchronously, these metaphorical expressions self-organize into a self-similar, scale-invariant fractal that follows a power-law distribution; temporally, long range interdependence constrains the self-organization process by the way of transformation rules that are intrinsic of a language system. This argument is verified in the paper with statistical analyses of twelve randomly selected Chinese verb metaphors in a large-scale diachronic corpus. [ABSTRACT FROM AUTHOR]

This study explores how the identity is constructed of elders who have Dementia of the Alzheimer Type (DAT) by examining the communicative disorder in daily interactions with other interlocutors. Specifically, this paper evaluates a conversation between one Chinese elder with early-stage DAT and the interviewer. It analyzes the identity construction processes in the discourse in depth, using the age-identity taxonomy, self-identity representation theory, and the pragmatic emergentist model. Based on the case study, this paper confirms the five dimensions of age-identity taxonomy provided by Coupland as: (1) disclosure of chronological age, (2) age-related categories/role reference, (3) age-identity concerning health, decrement, and death, (4) adding time-past perspective, and (5) self-association with the past. Meanwhile, two more approaches to the age-identity taxonomy were developed, i.e., address behavior and cross-generational contrast. Self-identity to realize interactional goals is typically constructed at the individual level, although rarely at the relational level. The DAT elder conducts compensation in the interaction by adopting verbal and non-verbal strategies to bridge cognitive disorders such as memory loss, word-finding difficulty, or meeting the desire to enhance the pragmatic effects of their identity. This shows that the self-identity construction also facilitates the DAT elders in generating a discourse strategy when encountering pragmatic impairment. [ABSTRACT FROM AUTHOR]

Chinese is commonly believed to be an analytic language, but evidence from philological works and cross-linguistic comparisons clearly suggests that various morphological operations existed in Old Chinese. The loss of Chinese morphology can be explained by the ideographic nature of Chinese characters: the Chinese language has been evolving in a way that stabilizes the pronunciation of each character. The effects of writing systems on language evolution can be widely observed from world languages, while writing per se has been evolving along the path of phonetization driven mainly by borrowings instead of conscious linguistic analysis. In history, language never picked writing systems based on linguistic features; instead, writing systems affect the evolutionary paths of languages: single signs of a writing system stabilize the basic units of the language. [ABSTRACT FROM AUTHOR]

This article looks at participatory viewers' engagement with foreign language video contents facilitated by the danmu interface on a video-sharing website in China. Using the video of the Chinese athlete Sun Yang's public hearing hosted on Bilibili as a case study, this article investigates Bilbili users' danmu-based translational efforts and their engagement with the translation problem inherent in the hearing through multimodal discourse analysis, with supportive analysis of individual users' danmu footprints from a diachronic perspective. Danmu-based viewer activities are approached from the social semiotic perspective and situated in the distribution stratum of the communicative practice of video sharing, with a view to understand participatory viewers' meaning making processes in their consumption of videos on the danmu interface. The findings show a manifest willingness from participatory viewers to engage with the dual translation problem specific to this case, who submit different kinds of translational inputs onto the video frame in response to the untranslated video and articulate translation-related discourses as prompted by the inherent translation problem in the video. This study contributes to social semiotic discourse analysis of danmu-mediated communication as well as to non-professional translation studies through a focus on novel translation practices emergent in the Chinese context of participatory viewing. [ABSTRACT FROM AUTHOR]

This paper investigates the behaviors of tag questions in Chinese and proposes a unifying analysis involving empty CP/DP pro-forms and predication. It is found that there are universally two types of Tag questions – (i) the invariable type and (ii) the (modal) verbal type, which correspond to the question-types in Chinese syntax. Previous research by Culivocer (1992. English tag questions in Universal Grammar. Lingua 88. 193–226) analyzed English tag questions as a pro-IP structure that is bound by a previous sentence. However, in Chinese, two types of tag questions include both A-not-A form and particle form. Furthermore, both the two kinds of tag questions display syntactic predication between the tag and an empty subject pro. An abbreviated "yes-no question" is attached to empty CP/DP constituents in these constructions. [ABSTRACT FROM AUTHOR]

The Prague School of Linguistics is one of the most important groups in the history of twentieth-century structuralism. Ever since Qixiang Cen wrote on it at the end of the 1950s in his book on the history of linguistics, it has continued to attract the interest of Chinese linguists. This essay explores the half-century in which the Prague School was introduced and studied in China and aims to identify the features of the three stages of these linguists' efforts. [ABSTRACT FROM AUTHOR]

English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues for both students and lecturers. These problems include unfair promotion opportunities, unequal access to EMI classes, inadequate learning outcomes, and poor teaching quality. This special issue builds on past and current EMI work that explores issues related to EMI implementation in Chinese higher education institutions and in classrooms. Through the selection of several empirical papers, the special issue shines light on current knowledge, policies and practices of EMI in China to pave the way for research-informed recommendations. [ABSTRACT FROM AUTHOR]