Faculty Publications and Conference Presentations

Previous production studies suggest that first language (L1) speech rhythm can influence second language (L2) speech rhythm, but it remains unclear if the effect is bi-directional, including the influence from L2 to L1. It is also not known how L2 proficiency and amount of L2 use may modulate the interaction between L1 and L2 speech rhythm. Therefore, this study investigated speech rhythm in Cantonese and English productions by twenty native Cantonese-English bilinguals living in Hong Kong. Participants produced segmental near homophones in each language on different days. The rhythm of their Cantonese and English speech was quantified using acoustic measures and the effect of L2 proficiency and use was examined using a detailed language use questionnaire. Results showed that participants with higher English proficiency and use demonstrated rhythmical properties of speech suggesting convergence between L1 and L2 rhythm characteristics. However, when comparing the high and low proficiency groups within each language, the rhythmical properties of Cantonese or English speech were not significantly different. These results support the hypothesis that the convergence pattern reported for L1 and L2 segments extends to the rhythmical properties of L1 and L2, but the effect is not strong enough to determine the direction of influence.

This comparative action research study explores the affordances of WeChat, an instant messaging app, as a means of reflection for Chinese third year undergraduates studying an elective Content and Language Integrated Learning (CLIL) module at a university in Shanghai, China. Although WeChat is multifaceted, students in the experimental group were assessed on their ability to reflect on lesson content – by writing weekly synchronous messages in English to a communal group chat – with their final exam scores later compared to an unknowing control group. Student participation was analysed quantitatively via content analysis, with the majority of students sending at least one message on a weekly basis. Learner interaction patterns were examined by qualitatively determining whether any of the student exchanges included High Level Messages – defined as posts that were sufficiently critical and/or personally reflective – however only three comments could be classed as such. Thus, several factors to increase the amount of High Level Messages including WeChat Reflection buddies, teacher intervention and pedagogical administration are considered. Findings showed that the experimental group unequivocally outperformed the control group in the final exam, and questionnaire data implied that student perceptions of the WeChat group were generally very positive. Finally, limitations and implications of the study are also discussed.

This article brings together an experimental study involving L2 knowledge of negation in English and an analysis of how English language textbooks treat negation, in order to consider whether textbook explanations of negation could better exploit linguistic insights into negation. We focus on the English negative polarity item any, whose distribution is contingent on negation, whether through the explicit negator not or through lexical semantic negators (e.g. hardly). Our experiment compares Chinese-speaking learners with existing data from Arabic-speaking learners, finding lower accuracy on any with lexical semantic negators in both groups. Our textbook analysis reveals an approach to negation that is limited to form, focusing on the explicit negator not without explicit treatment of other types of negation. We propose that emphasizing the meaning of negation, with explicit treatment of the full range of negative forms could facilitate more complete acquisition across a range of grammatical properties where negation plays a role. © The Author(s) 2017.

The present study is a follow-up study on Chan (2018a) which examined a new code-switching form in Hong Kong called trilingual code-switching. Previous studies on the code-switching in Hong Kong focused mainly on bilingual code-switching between Cantonese and English, yet Chan’s (2018a) ethnolinguistic study suggested that there was a new form of trilingual code-switching among Cantonese, English and Putonghua arisen in Hong Kong because of the increasing contact with mainland China as well as the introduction of Putonghua in the school curriculum. By analyzing the quantitative and qualitative data from sixty university students collected through an online survey, the present study revealed Hongkongers’ view on three language uses, including the use of pure code, bilingual code-switching and trilingual code-switching. The result showed that trilingual code-switching exists in Hong Kong with a low acceptance in Hong Kong. Also, the research showed how bilingual code-switching is linked to a Hong Kong identity.