published_or_final_version / English Studies / Master / Master of Arts

Wong, Kin Hung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 190-198). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i. / ABSTRACT (CHINESE) --- p.iii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xix / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Significance of this Study --- p.3 / Chapter 1.4 --- Organization of this Thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Orientation towards Language --- p.6 / Chapter 2.2.1 --- Structuralist Notions --- p.6 / Chapter 2.2.2 --- Poststructuralist Notions --- p.7 / Chapter 2.3 --- Orientation towards Identity --- p.9 / Chapter 2.3.1 --- Structuralist Notions --- p.9 / Chapter 2.3.2 --- Poststructuralist Notions --- p.10 / Chapter 2.4 --- Language and Identity --- p.13 / Chapter 2.4.1 --- Code Switching --- p.14 / Chapter 2.5 --- "Language, Identity and Culture" --- p.15 / Chapter 2.6 --- "Attitude, Motivation and Willingness to Communicate (WTC)" --- p.17 / Chapter 2.6.1 --- Attitude --- p.17 / Chapter 2.6.2 --- Motivation --- p.19 / Chapter 2.6.1 --- Social Psychological Perspective --- p.19 / Chapter 2.6.2 --- Sociocultural Perspective --- p.20 / Chapter 2.6.3 --- Willingness to Communicate (WTC) --- p.22 / Chapter 2.7 --- Language Use and Cultural Identity in Hong Kong --- p.24 / Chapter 2.7.1 --- Political and Sociolinguistic Background of Hong Kong --- p.24 / Chapter 2.7.2 --- Surveys of Cultural Identity in Hong Kong --- p.26 / Chapter 2.7.3 --- Empirical Studies on Cultural Identity and Language Attitudes in Hong Kong --- p.30 / Chapter 2.7.3.1 --- Cultural Identity and Language Attitudes towards the Use of English --- p.30 / Chapter 2.7.3.2 --- Cultural Identity and Language Attitudes towards the Use of Cantonese --- p.32 / Chapter 2.7.3.3 --- Cultural Identity and Language Attitudes towards the Use of Cantonese-English Code mixing --- p.33 / Chapter 2.7.3.4 --- Cultural Identity and Language Attitudes towards the Use of Putonghua --- p.34 / Chapter 2.7.3.5 --- Specific Studies with English Majors in Hong Kong --- p.36 / Chapter 2.8 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.38 / Chapter 3.2 --- Research Design --- p.38 / Chapter 3.3 --- Participants --- p.38 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.38 / Chapter 3.3.2 --- Demographic and Language Background --- p.40 / Chapter 3.4 --- Instrumentation --- p.48 / Chapter 3.4.1 --- Questionnaire Survey --- p.48 / Chapter 3.4.2 --- Semi-structured Interview --- p.49 / Chapter 3.4.3 --- Autobiographical Account --- p.50 / Chapter 3.4.4 --- Triangulation --- p.50 / Chapter 3.5 --- Data Collection and Processing --- p.50 / Chapter 3.5.1 --- Semi-structured Interview --- p.51 / Chapter 3.5.2 --- Questionnaire Survey --- p.51 / Chapter 3.5.3 --- Autobiographical Account --- p.52 / Chapter 3.6 --- Data Analysis --- p.52 / Chapter 3.7 --- Validity and Reliability --- p.52 / Chapter 3.8 --- Ethics --- p.53 / Chapter 3.9 --- Limitation --- p.53 / Chapter 3.10 --- Summary --- p.54 / Chapter CHAPTER 4 --- BENNY'S STORY / Chapter 4.1 --- Introduction --- p.56 / Chapter 4.2 --- Benny's Story --- p.56 / Chapter 4.2.1 --- Language and Cultural Socialization --- p.56 / Chapter 4.2.1.1 --- Influence of Family --- p.56 / Chapter 4.2.1.2 --- Influence of Formal Education --- p.58 / Chapter 4.2.1.3 --- Influence of Local Community --- p.59 / Chapter 4.2.1.4 --- Influence of Travel --- p.60 / Chapter 4.2.2 --- Language Learning and Use --- p.62 / Chapter 4.2.2.1 --- Language Proficiency --- p.62 / Chapter 4.2.2.2 --- Language Attitudes --- p.62 / Chapter 4.2.2.2.1 --- Towards Cantonese --- p.62 / Chapter 4.2.2.2.2 --- Towards English --- p.62 / Chapter 4.2.2.2.3 --- Towards Hong Kong Accented English --- p.63 / Chapter 4.2.2.2.4 --- Towards Putonghua --- p.64 / Chapter 4.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.64 / Chapter 4.2.2.2.6 --- Towards Other Language Varieties --- p.65 / Chapter 4.2.2.3 --- Motivation and Investment in Language Learning --- p.66 / Chapter 4.2.2.3.1 --- English --- p.66 / Chapter 4.2.2.3.2 --- Putonghua --- p.67 / Chapter 4.2.2.3.3 --- Other Languages --- p.68 / Chapter 4.2.2.4 --- Language Use in Different Contexts --- p.68 / Chapter 4.2.2.4.1 --- Speaking to a Native Speaker of English --- p.68 / Chapter 4.2.2.4.2 --- Speaking to a Cantonese Speaker --- p.69 / Chapter 4.2.2.4.3 --- Speaking to a Chinese who could not Speak Cantonese --- p.69 / Chapter 4.2.2.4.4 --- Speaking to Mainland Chinese Exchange Students in Hong Kong --- p.70 / Chapter 4.2.2.4.5 --- Speaking to Chinese in Mainland China.… --- p.70 / Chapter 4.2.2.4.6 --- Speaking to East Asians in Travel --- p.70 / Chapter 4.2.3 --- Identity --- p.71 / Chapter 4.2.3.1 --- Self-Construal --- p.71 / Chapter 4.2.3.1.1 --- Chinese and English Names --- p.72 / Chapter 4.2.3.2 --- Identity Triggers --- p.72 / Chapter 4.2.3.2.1 --- Handover of Hong Kong --- p.73 / Chapter 4.2.3.2.2 --- Chinese People and Chinese News --- p.73 / Chapter 4.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.74 / Chapter 4.2.3.3.1 --- In China --- p.74 / Chapter 4.2.3.3.2 --- In Other Places --- p.75 / Chapter 4.2.3.4 --- Identity and Language Use --- p.76 / Chapter 4.2.3.5 --- Summary --- p.79 / Chapter CHAPTER 5 --- DORIS' STORY / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Doris' Story --- p.80 / Chapter 5.2.1 --- Language and Cultural Socialization --- p.80 / Chapter 5.2.1.1 --- Influence of Family --- p.80 / Chapter 5.2.1.2 --- Influence of Formal Education --- p.81 / Chapter 5.2.1.3 --- Influence of Local Community --- p.82 / Chapter 5.2.1.4 --- Influence of Travel --- p.83 / Chapter 5.2.2 --- Language Learning and Use --- p.84 / Chapter 5.2.2.1 --- Language Proficiency --- p.84 / Chapter 5.2.2.2 --- Language Attitudes --- p.84 / Chapter 5.2.2.2.1 --- Towards Cantonese --- p.84 / Chapter 5.2.2.2.2 --- Towards English --- p.84 / Chapter 5.2.2.2.3 --- Towards Hong Kong Accented English --- p.85 / Chapter 5.2.2.2.4 --- Towards Putonghua --- p.86 / Chapter 5.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.86 / Chapter 5.2.2.3 --- Motivation and Investment in Language Learning --- p.88 / Chapter 5.2.2.3.1 --- English --- p.88 / Chapter 5.2.2.3.2 --- Putonghua --- p.89 / Chapter 5.2.2.4 --- Language Use in Different Contexts --- p.89 / Chapter 5.2.2.4.1 --- Speaking to a native speaker of English --- p.89 / Chapter 5.2.2.4.2 --- Speaking to a Cantonese speaker --- p.90 / Chapter 5.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.91 / Chapter 5.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.91 / Chapter 5.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.91 / Chapter 5.2.2.4.6 --- Speaking to East Asians in Travel --- p.91 / Chapter 5.2.3 --- Identity --- p.92 / Chapter 5.2.3.1 --- Self-Construal --- p.92 / Chapter 5.2.3.1.1 --- Chinese and English Names --- p.94 / Chapter 5.2.3.2 --- Identity Triggers --- p.94 / Chapter 5.2.3.2.1 --- Travel Experience --- p.94 / Chapter 5.2.3.2.2 --- Chinese People and Chinese News --- p.95 / Chapter 5.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.97 / Chapter 5.2.3.3.1 --- In China --- p.97 / Chapter 5.2.3.3.2 --- In Other Places --- p.97 / Chapter 5.2.3.4 --- Identity and Language Use --- p.98 / Chapter 5.2.3.5 --- Summary --- p.99 / Chapter CHAPTER 6 --- MAGGIE'S STORY / Chapter 6.1 --- Introduction --- p.100 / Chapter 6.2 --- Maggie's Story --- p.100 / Chapter 6.2.1 --- Language and Cultural Socialization --- p.100 / Chapter 6.2.1.1 --- Influence of Family --- p.100 / Chapter 6.2.1.2 --- Influence of Formal Education --- p.101 / Chapter 6.2.1.3 --- Influence of Local Community --- p.102 / Chapter 6.2.1.4 --- Influence of Travel --- p.103 / Chapter 6.2.2 --- Language Learning and Use --- p.103 / Chapter 6.2.2.1 --- Language Proficiency --- p.103 / Chapter 6.2.2.2 --- Language Attitudes --- p.104 / Chapter 6.2.2.2.1 --- Towards Cantonese --- p.104 / Chapter 6.2.2.2.2 --- Towards English --- p.104 / Chapter 6.2.2.2.3 --- Towards Hong Kong Accented English --- p.106 / Chapter 6.2.2.2.4 --- Towards Putonghua --- p.106 / Chapter 6.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.106 / Chapter 6.2.2.3 --- Motivation and Investment in Language Learning --- p.107 / Chapter 6.2.2.3.1 --- English --- p.107 / Chapter 6.2.2.3.2 --- Putonghua --- p.108 / Chapter 6.2.2.4 --- Language Use in Different Contexts --- p.108 / Chapter 6.2.2.4.1 --- Speaking to a native speaker of English… --- p.109 / Chapter 6.2.2.4.2 --- Speaking to a Cantonese speaker --- p.109 / Chapter 6.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.109 / Chapter 6.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.109 / Chapter 6.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.110 / Chapter 6.2.2.4.6 --- Speaking to East Asians in Travel --- p.110 / Chapter 6.2.3 --- Identity --- p.110 / Chapter 6.2.3.1 --- Self-Construal --- p.110 / Chapter 6.2.3.1.1 --- Chinese and English Names --- p.111 / Chapter 6.2.3.2 --- Identity Triggers --- p.112 / Chapter 6.2.3.2.1 --- Travel Experiences --- p.112 / Chapter 6.2.3.2.2 --- Handover of Hong Kong --- p.114 / Chapter 6.2.3.2.4 --- Chinese People and Chinese News --- p.114 / Chapter 6.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.115 / Chapter 6.2.3.3.1 --- In China --- p.115 / Chapter 6.2.3.3.2 --- In Other Places --- p.115 / Chapter 6.2.3.4 --- Identity and Language Use --- p.116 / Chapter 6.2.3.5 --- Summary --- p.117 / Chapter CHAPTER 7 --- VICKY'S STORY / Chapter 7.1 --- Introduction --- p.119 / Chapter 7.2 --- Vicky's Story --- p.119 / Chapter 7.2.1 --- Language and Cultural Socialization --- p.119 / Chapter 7.2.1.1 --- Influence of Family --- p.119 / Chapter 7.2.1.2 --- Influence of Formal Education --- p.120 / Chapter 7.2.1.3 --- Influence of Local Community --- p.123 / Chapter 7.2.1.4 --- Influence of Travel --- p.124 / Chapter 7.2.2 --- Language Learning and Use --- p.125 / Chapter 7.2.2.1 --- Language Proficiency --- p.125 / Chapter 7.2.2.2 --- Language Attitudes --- p.126 / Chapter 7.2.2.2.1 --- Towards Cantonese --- p.126 / Chapter 7.2.2.2.2 --- Towards English --- p.126 / Chapter 7.2.2.2.3 --- Towards Hong Kong Accented English --- p.127 / Chapter 7.2.2.2.4 --- Towards Putonghua --- p.128 / Chapter 7.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.129 / Chapter 7.2.2.2.6 --- Towards Other Language Varieties --- p.129 / Chapter 7.2.2.3 --- Motivation and Investment in Language Learning --- p.129 / Chapter 7.2.2.3.1 --- English --- p.129 / Chapter 7.2.2.3.2 --- Putonghua --- p.130 / Chapter 7.2.2.3.3 --- Other Languages --- p.131 / Chapter 7.2.2.4 --- Language Use in Different Contexts --- p.131 / Chapter 7.2.2.4.1 --- Speaking to a native speaker of English… --- p.131 / Chapter 7.2.2.4.2 --- Speaking to a Cantonese speaker --- p.132 / Chapter 7.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.132 / Chapter 7.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.132 / Chapter 7.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.132 / Chapter 7.2.2.4.6 --- Speaking to East Asians in Travel --- p.133 / Chapter 7.2.3 --- Identity --- p.133 / Chapter 7.2.3.1 --- Self-Construal --- p.133 / Chapter 7.2.3.1.1 --- Chinese and English Names --- p.134 / Chapter 7.2.3.2 --- Identity Triggers --- p.135 / Chapter 7.2.3.2.1 --- Travel Experience --- p.135 / Chapter 7.2.3.2.2 --- Overseas Residential Experience --- p.136 / Chapter 7.2.3.2.3 --- Handover of Hong Kong --- p.137 / Chapter 7.2.3.2.4 --- Chinese People and Chinese News --- p.137 / Chapter 7.2.3.3 --- Perceptions of Cultural Identity in Different Context --- p.138 / Chapter 7.2.3.3.1 --- In China --- p.138 / Chapter 7.2.3.3.2 --- In Other Places --- p.138 / Chapter 7.2.3.4 --- Identity and Language Use --- p.139 / Chapter 7.2.3.5 --- Summary --- p.141 / Chapter CHAPTER 8 --- WENDY'S STORY / Chapter 8.1 --- Introduction --- p.142 / Chapter 8.2 --- Wendy's Story --- p.142 / Chapter 8.2.1 --- Language and Cultural Socialization --- p.142 / Chapter 8.2.1.1 --- Influence of Family --- p.142 / Chapter 8.2.1.2 --- Influence of Formal Education --- p.143 / Chapter 8.2.1.3 --- Influence of Local Community --- p.144 / Chapter 8.2.1.4 --- Influence of Travel --- p.145 / Chapter 8.2.2 --- Language Learning and Use --- p.146 / Chapter 8.2.2.1 --- Language Proficiency --- p.146 / Chapter 8.2.2.2 --- Language Attitudes --- p.146 / Chapter 8.2.2.2.1 --- Towards Cantonese --- p.146 / Chapter 8.2.2.2.2 --- Towards English --- p.147 / Chapter 8.2.2.2.3 --- Towards Hong Kong Accented English --- p.148 / Chapter 8.2.2.2.4 --- Towards Putonghua --- p.148 / Chapter 8.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.149 / Chapter 8.2.2.2.6 --- Towards Other Language Varieties --- p.149 / Chapter 8.2.2.3 --- Motivation and Investment in Language Learning --- p.150 / Chapter 8.2.2.3.1 --- English --- p.150 / Chapter 8.2.2.3.2 --- Putonghua --- p.150 / Chapter 8.2.2.3.3 --- Other Languages --- p.150 / Chapter 8.2.2.4 --- Language Use in Different Context --- p.151 / Chapter 8.2.2.4.1 --- Speaking to a native speaker of English --- p.151 / Chapter 8.2.2.4.2 --- Speaking to a Cantonese speaker --- p.151 / Chapter 8.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.151 / Chapter 8.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.152 / Chapter 8.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.152 / Chapter 8.2.2.4.6 --- Speaking to East Asians in Travel --- p.152 / Chapter 8.2.3 --- Identity --- p.152 / Chapter 8.2.3.1 --- Self-Construal --- p.152 / Chapter 8.2.3.1.1 --- Chinese and English Names --- p.153 / Chapter 8.2.3.2 --- Identity Triggers --- p.154 / Chapter 8.2.3.2.1 --- Travel Experience --- p.154 / Chapter 8.2.3.2.2 --- Overseas Residential Experience --- p.155 / Chapter 8.2.3.2.3 --- Chinese People and Chinese News --- p.155 / Chapter 8.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.155 / Chapter 8.2.3.3.1 --- In China --- p.155 / Chapter 8.2.3.3.2 --- In Other Places --- p.156 / Chapter 8.2.3.4 --- Identity and Language Use --- p.156 / Chapter 8.2.3.5 --- Summary --- p.157 / Chapter CHAPTER 9 --- DISCUSSION AND CONCLUSIONS / Chapter 9.1 --- Introduction --- p.158 / Chapter 9.2 --- Guiding Question One --- p.158 / Chapter 9.2.1 --- Attitudes towards Cantonese --- p.158 / Chapter 9.2.2 --- Attitudes towards English --- p.160 / Chapter 9.2.3 --- Attitudes towards Putonghua --- p.164 / Chapter 9.2.4 --- Attitudes towards Code-mixing of Cantonese and English --- p.166 / Chapter 9.3 --- Guiding Question Two --- p.168 / Chapter 9.3. --- Motivation towards Cantonese --- p.168 / Chapter 9.3.2 --- Motivation towards English --- p.169 / Chapter 9.3.3 --- Motivation towards Putonghua --- p.171 / Chapter 9.3.4 --- Motivation towards Code-mixing of Cantonese and English --- p.173 / Chapter 9.4 --- Guiding Question Three --- p.174 / Chapter 9.4.1 --- Use of English --- p.174 / Chapter 9.4.2 --- Use of Putonghua --- p.177 / Chapter 9.4.3 --- Use of Code-mixing of Cantonese and English --- p.179 / Chapter 9.5 --- Guiding Question Four --- p.180 / Chapter 9.5.1 --- Cultural Identity --- p.180 / Chapter 9.5.2 --- Self-construal --- p.182 / Chapter 9.6 --- Summary of Findings --- p.183 / Chapter 9.7 --- Implications --- p.186 / Chapter 9.7.1 --- For EFL Learners --- p.186 / Chapter 9.7.2 --- For English Teachers --- p.187 / Chapter 9.8 --- Limitations of the Present Study --- p.188 / Chapter 9.9 --- Suggestions for Further Study --- p.189 / REFERENCES --- p.190 / APPENDIX A Questionnaire 1 (Personal Information and Language Attitudes) --- p.199 / APPENDIX B Questionnaire 2 (Strength of Cultural Identity) --- p.202 / APPENDIX C Interview Protocols (Interview 1: Language Choice) --- p.203 / APPENDIX D Interview Protocols (Interview 2: Cultural Identity) --- p.205 / APPENDIX E Interview Protocols (Interview 3: Language Background and Cultural Identity) --- p.206 / APPENDIX F Guiding Question for Autobiographical Account of Second Language Learning --- p.207 / APPENDIX G Consent Form --- p.208

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

[Truncated abstract] This study explored the use of English as a global language in multinational settings, particularly in regard to business contexts. The study was undertaken from an applied linguistics perspective with an education focus. An ethnographic approach, combining both qualitative and quantitative data-gathering techniques, was employed. An analysis of the language practices in two multinational companies, one in Malaysia and the other in Hong Kong, served to explore the global role of English. Such observation helped to identify the English and intercultural communication skills that business graduates will require to operate successfully in multinational contexts. Among the skills that were found to be important were the use of English for email communication; greater tolerance for and accommodation of the different accents and varieties of English; the ability to write informal reports in English; development of both oral and written communication skills in English to high levels; and the ability to work collaboratively with people from different national, cultural and linguistic backgrounds . . . More carefully considered teaching and learning approaches, which fully utilise the rich cultural diversity already existing in Australian universities, can assist the development of business graduates who will be more culturally sensitive and able to operate in international/ intercultural contexts. There is scope for further research on similar themes with other multinational companies in the same or different locations; there is also much scope for further work in the area of internationalisation of curriculum, which aims particularly to develop graduates’ intercultural communication skills to enable them to operate confidently in global and multinational settings.