Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 197-213).

Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2006. / Includes bibliographical references (p. 38-43).

No description available.

The current study aims to explore how PMI instruction and other psycholinguistic and sociolinguistic factors that might affect the production of Mandarin consonants by Cantonese speakers in Hong Kong. A total of 63 participants were invited to participate in a Mandarin consonant production test in which they had to pronounce words starting with these three pairs of Mandarin consonants /ts/-/tʂ/, /tsh /-/tʂh / and /s/-/ʂ/. 6 participants were invited to a post-experiment interview. Results of the Mandarin production tests showed that secondary school students who had completed PMI instruction had the highest Mandarin production score. However, no significance could be found between the use of PMI instruction and the production of Mandarin consonants by Cantonese speakers in Hong Kong. Results of the interview showed that age, length of exposure to Mandarin, instrumental motivation were the factors that led to a higher accuracy in Mandarin production whilst a lack of motivation, low social acceptance towards Mandarin, high social distance towards mainland China and political factors are the factors that led to a lower accuracy in Mandarin production. To improve Cantonese speakers' Mandarin consonant production accuracy, the government should introduce Mandarin to the curriculum starting from kindergartens and improve the image of Mandarin among Hong Kong people.

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.

published_or_final_version / Computer Science / Doctoral / Doctor of Philosophy

由於普通話的語音系統與粤方言的相去甚遠，粤方言人士學習普通話語音時，來自粤方言的語音干擾對學習產生障礙，發音因而有所偏差。本研究應用多元概化理論的統計方法，分析由4位國家級普通話測試員對37名大學本科生朗讀1218個普通話帶調音節的評分數據，從而描繪香港學生朗讀普通話音節的能力面貌。 / 本研究在音節朗讀能力分析上應用概化理論，能同時估計影響分數變異的多個誤差來源，以及估計各側面的變異量及其佔總變異量的比例。通過本研究可以進一步了解來自題目、評分者的測量誤差對分數概化精確性的影響。而且，本研究採用的數據是對聲母、韻母、聲調的分項評分，把音節分解為三個變量來分析，能彌補整體性評分的不足，從而確定朗讀普通話音節時的偏誤所在。本研究對朗讀能力進行分解，首先是在音節的層面，對音節之下的子能力（聲母、韻母、聲調）進行解構分析。然後，則分別在聲母和韻母的層面探究兩者的子能力。研究發現，聲母、韻母、聲調之間的關聯程度很高，但韻母最能區分被試的朗讀能力，聲母卻最弱。各種韻母之間的協方差明顯比各種聲母之間的為大，表明各類韻母背後所隱含的共同能力相對較強。研究結果也顯示，被試能力和題目之間的交互作用是相對主要的誤差來源。 / 除了解構音節朗讀能力外，本研究還針對音節測試的實際情況進行應用研究。通過題目數量、評分者人數以及測量設計的改變，驗證不同測試條件下的概化係數等各種技術指標。結果顯示，各種改變條件的測試方案皆具相當高的測量信度，證明在實際的測試要求下，音節朗讀測試能測出被試的普通話語音能力。 / 本研究基於大量客觀數據而概括出的學習難點和規律，為普通話教與學提供客觀參照，更具針對性地教好、學好音節發音。同時，也有助本地測試機構，制定更符合粤方言者能力特質的音節題目。評分者效應的誤差則為評分者培訓提供訊息，有助提升評分的準確性，建設穩定的評分者團隊。 / As the phonological system of Putonghua is vastly different from that of Cantonese, the phonological interference from Cantonese poses critical learning obstacles to Cantonese speakers in their learning of Putonghua, which leads to various pronunciation errors. In this study, the statistical method Multivariate Generalizability Theory was used to analyze the rating data collected from 4 National Putonghua examiners' rating on the pronunciation of 1218 Putonghua syllables by 37 undergraduates at a university in Hong Kong. The purpose of this study was to examine the ability profiles and psychometric characteristics of Hong Kong students in the pronunciation of Putonghua syllables. / The application of generalizability theory on the study of the pronunciation competency of Putonghua syllables made it possible to analyze and estimate the multiple sources of errors which affected the variation of scores as well as the variance of each facet and its proportion against total variance. Through this study, it was possible to further understand the influence of measurement errors of test items and raters on the generalization of their accuracy. In the study, Putonghua syllables were divided into three variables (components: initials, finals and tones) and analytical scoring was applied in the analyses that could specify the location of errors in pronunciation, thus partly remedying the deficiency of holistic scoring. Deconstruction analysis of pronunciation competence was carried out in a 2-level hierarchy. First, the deconstruction took place at syllables in which initials, finals and tones were the sub-skills. Second, the initials and finals were also deconstructed. Research findings showed that correlations among initials, finals and tones were relatively high and that finals were the strongest in differentiating pronunciation competence while initials were the weakest. The covariances among various finals were apparently higher than those of initials. This implies that the mutual hidden competence linked to various types of finals was relatively strong. Findings also revealed that the interaction between subject’s competence and test items was the main source of errors. / In addition to the deconstruction analysis of pronunciation competence, applied research basing on the authentic situations of Putonghua tests was also conducted. Verification of technical specifications, including generalizability coefficients, was carried out under different testing conditions through changing test design and the number of test items and raters. The results showed that various testing solutions with the change in testing conditions possess high degree of measurement reliability, suggesting that syllable reading test could be used to examine pronunciation competence under authentic testing conditions. / In this study, learning difficulties and their patterns, which are derived from abundant unprejudiced data, provide objective reference to the teaching and learning of Putonghua syllable pronunciation with clear targets. These findings are also useful to local testing institutions in stipulating syllable reading tests which better suit the competence characteristics of Cantonese speakers. Furthermore, data and study results on rater errors offer reference for rater training which helps to promote the accuracy of rating, thus strengthening the quality of the rating team. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 陳志良. / "2013年7月". / "2013 nian 7 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 119-127). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Chen Zhiliang. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.2 --- 研究的目的、問題、預設與假設、內容、意義 --- p.2 / Chapter 1.2.1 --- 研究目的 --- p.2 / Chapter 1.2.2 --- 研究問題 --- p.3 / Chapter 1.2.2.1 --- 音節的理論探討 --- p.3 / Chapter 1.2.2.2 --- 應用研究探討 --- p.4 / Chapter 1.2.3 --- 研究預設與假設 --- p.5 / Chapter 1.2.4 --- 研究內容 --- p.6 / Chapter 1.2.5 --- 研究意義 --- p.7 / Chapter 第二章 --- 文獻綜述 --- p.9 / Chapter 2.1 --- 普通話在香港的地位 --- p.9 / Chapter 2.2 --- 普通話音節與漢語拼音 --- p.12 / Chapter 2.3 --- 普通話音節分析 --- p.15 / Chapter 2.4 --- 方言地區的普通話音節教學與學習 --- p.17 / Chapter 2.5 --- 普通話音節評分方法 --- p.22 / Chapter 2.6 --- 概化理論在普通話測試上的應用 --- p.27 / Chapter 第三章 --- 研究方法 --- p.33 / Chapter 3.1 --- 數據收集程序 --- p.33 / Chapter 3.1.1 --- 被試 --- p.33 / Chapter 3.1.2 --- 題目 --- p.33 / Chapter 3.1.3 --- 評分者 --- p.35 / Chapter 3.1.4 --- 評分方法 --- p.35 / Chapter 3.2 --- 能力分解研究 --- p.36 / Chapter 3.2.1 --- 子研究一：音節研究 --- p.36 / Chapter 3.2.2 --- 子研究二：聲母研究 --- p.38 / Chapter 3.2.3 --- 子研究三：韻母研究 --- p.39 / Chapter 3.3 --- 應用研究 --- p.39 / Chapter 3.3.1 --- 子研究一：組卷啟示 --- p.40 / Chapter 3.3.2 --- 子研究二：考試設計探索 --- p.40 / Chapter 3.3.2.1 --- G研究 --- p.40 / Chapter 3.3.2.2 --- D₁研究：改變題目數量 --- p.40 / Chapter 3.3.2.3 --- D₂研究：改變評分者人數 --- p.41 / Chapter 3.3.2.4 --- D₃研究：（P：R）× I嵌套設計（不同的評分者評不同的被試） --- p.41 / Chapter 3.3.2.5 --- D₄研究：（I：P）× R嵌套設計（不同的被試朗讀不同的音節） --- p.42 / Chapter 第四章 --- 能力分解研究 --- p.44 / Chapter 4.1 --- 子研究一：音節研究（三個因子模型） --- p.44 / Chapter 4.1.1 --- G研究 --- p.44 / Chapter 4.1.1.1 --- 測量目標p --- p.45 / Chapter 4.1.1.2 --- 測量側面i --- p.45 / Chapter 4.1.1.3 --- 測量側面r --- p.46 / Chapter 4.1.1.4 --- 各效應之間的比較 --- p.46 / Chapter 4.1.1.5 --- 交互效應 --- p.47 / Chapter 4.1.2 --- 默認D研究 --- p.48 / Chapter 4.1.2.1 --- 概化全域 --- p.48 / Chapter 4.1.2.2 --- 默認D研究中的方差與協方差分量的估計 --- p.48 / Chapter 4.1.2.3 --- 默認D研究中各效應在三個變量上的概化係數等指標 --- p.49 / Chapter 4.1.2.4 --- 全域合成分數的研究 --- p.51 / Chapter 4.1.2.5 --- 各變量對整體測試的貢獻比例 --- p.52 / Chapter 4.1.3 --- D₁研究：改變評分者人數 --- p.52 / Chapter 4.1.3.1 --- 模式設計 --- p.52 / Chapter 4.1.3.2 --- 研究發現 --- p.53 / Chapter 4.1.4 --- 小結 --- p.54 / Chapter 4.2 --- 子研究二：聲母研究（七個因子模型） --- p.56 / Chapter 4.2.1 --- G研究 --- p.56 / Chapter 4.2.1.1 --- 測量目標p --- p.56 / Chapter 4.2.1.2 --- 測量側面i --- p.59 / Chapter 4.2.1.3 --- 測量側面r --- p.60 / Chapter 4.2.1.4 --- 各效應之間的比較 --- p.60 / Chapter 4.2.1.5 --- 交互效應 --- p.61 / Chapter 4.2.2 --- 默認D研究 --- p.62 / Chapter 4.2.2.1 --- 概化全域 --- p.62 / Chapter 4.2.2.2 --- 默認D研究中的方差與協方差分量的估計 --- p.62 / Chapter 4.2.2.3 --- 默認D研究中各效應在三個變量上的概化係數等指標 --- p.62 / Chapter 4.2.3 --- D₂研究：改變評分者人數 --- p.65 / Chapter 4.2.3.1 --- 模式設計 --- p.65 / Chapter 4.2.3.2 --- 研究發現 --- p.65 / Chapter 4.2.4 --- 小結 --- p.67 / Chapter 4.3 --- 子研究三：韻母研究（四個因子模型） --- p.69 / Chapter 4.3.1 --- G研究 --- p.69 / Chapter 4.3.1.1 --- 測量目標p --- p.70 / Chapter 4.3.1.2 --- 測量側面i --- p.71 / Chapter 4.3.1.3 --- 測量側面r --- p.71 / Chapter 4.3.1.4 --- 各效應之間的比較 --- p.72 / Chapter 4.3.1.5 --- 交互效應 --- p.72 / Chapter 4.3.2 --- 默認D研究 --- p.73 / Chapter 4.3.2.1 --- 概化全域 --- p.73 / Chapter 4.3.2.2 --- 默認D研究中的方差與協方差分量的估計 --- p.73 / Chapter 4.3.2.3 --- 默認D研究中各效應在三個變量上的概化係數等指標 --- p.74 / Chapter 4.3.3 --- D₃研究：改變評分者人數 --- p.76 / Chapter 4.3.3.1 --- 模式設計 --- p.76 / Chapter 4.3.3.2 --- 研究發現 --- p.76 / Chapter 4.3.4 --- 小結 --- p.78 / Chapter 4.4 --- 綜合討論 --- p.80 / Chapter 第五章 --- 應用研究 --- p.82 / Chapter 5.1 --- 描述統計 --- p.82 / Chapter 5.1.1 --- 平均分和標準差 --- p.82 / Chapter 5.1.2 --- 被試表現分析 --- p.85 / Chapter 5.2 --- 子研究一：組卷啟示 --- p.87 / Chapter 5.2.1 --- 難度控制組卷 --- p.87 / Chapter 5.2.2 --- 組卷策略 --- p.88 / Chapter 5.2.3 --- 借助計算機程序 --- p.90 / Chapter 5.2.4 --- 組卷方式 --- p.90 / Chapter 5.2.4.1 --- 教學導向組卷 --- p.90 / Chapter 5.2.4.2 --- 測試導向組卷 --- p.91 / Chapter 5.2.4.3 --- 教學導向與測試導向結合 --- p.92 / Chapter 5.2.5 --- 小結 --- p.92 / Chapter 5.3 --- 子研究二：考試設計探索 --- p.94 / Chapter 5.3.1 --- G研究 --- p.94 / Chapter 5.3.2 --- 默認D研究 --- p.95 / Chapter 5.3.3 --- D₁研究：改變題目數量 --- p.96 / Chapter 5.3.3.1 --- 取樣模式 --- p.96 / Chapter 5.3.3.2 --- 研究發現 --- p.96 / Chapter 5.3.4 --- D₂研究：改變評分者人數 --- p.97 / Chapter 5.3.4.1 --- 取樣模式 --- p.98 / Chapter 5.3.4.2 --- 研究發現 --- p.98 / Chapter 5.3.5 --- D₃研究：（P：R）× I嵌套設計（不同的評分者評不同的被試） --- p.99 / Chapter 5.3.5.1 --- 研究設計 --- p.99 / Chapter 5.3.5.2 --- 研究發現 --- p.101 / Chapter 5.3.6 --- D₄研究：（I：P）× R嵌套設計（不同的被試朗讀不同的音節） --- p.101 / Chapter 5.3.6.1 --- 研究設計 --- p.101 / Chapter 5.3.6.2 --- 研究發現 --- p.102 / Chapter 5.3.7 --- 其他嵌套設計 --- p.103 / Chapter 5.3.8 --- 小結 --- p.105 / Chapter 第六章 --- 總結及建議 --- p.107 / Chapter 6.1 --- 結語 --- p.107 / Chapter 6.2 --- 主要結論 --- p.108 / Chapter 6.2.1 --- 音節研究 --- p.108 / Chapter 6.2.2 --- 聲母研究 --- p.109 / Chapter 6.2.3 --- 韻母研究 --- p.110 / Chapter 6.2.4 --- 評分者因素 --- p.111 / Chapter 6.2.5 --- 組卷啟示 --- p.111 / Chapter 6.2.6 --- 考試設計探索 --- p.112 / Chapter 6.3 --- 研究的不足 --- p.113 / Chapter 6.3.1 --- 被試的同質性 --- p.113 / Chapter 6.3.2 --- 題目側面的細化 --- p.114 / Chapter 6.3.3 --- 選題拼卷的聲韻覆蓋 --- p.114 / Chapter 6.4 --- 主要建議 --- p.115 / Chapter 6.4.1 --- 分項評分 --- p.115 / Chapter 6.4.2 --- 測試設計 --- p.116 / Chapter 6.4.3 --- 評分者人數與題目數量之間的關係 --- p.116 / Chapter 6.4.4 --- 音節教學和評分者培訓 --- p.117 / Chapter 6.4.5 --- 擴大研究對象 --- p.117 / Chapter 6.4.6 --- 擴大題目側面 --- p.118 / Chapter 6.4.7 --- 借助計算機程序 --- p.118 / 參考文獻 --- p.119 / Chapter 附錄 1 --- 音節與漢字對照表 --- p.128 / Chapter 附錄 2 --- 1218 個音節 --- p.136 / Chapter 附錄 3 --- 按聲母排列的音節難度表 --- p.144 / Chapter 附錄 4 --- 以聲母分類隨機選取的 100 音節試卷 --- p.156 / Chapter 附錄 5 --- 音節研究 mGENOVA程序 --- p.158

published_or_final_version / Linguistics / Master / Master of Arts

A research project submitted in partial fulfilment of the requirements for the degree of Master of Arts, University of the Witwatersrand, Johannesburg. / This research report examines the way the media framed the introduction of Mandarin to the South African school curriculum, and the relationship between frame sponsors and the frames employed by the media. The dramatic growth of Chinese investment and its related social and political influence in Africa has been greeted by a mixed response. The media has often characterised the relationship in a binary way, as either Chinese imperialism or a developmental relationship. To improve China’s image, the Chinese government has embarked upon a policy of soft power, which extends into influencing educational language policy, to encourage more people to learn Mandarin and understand Chinese culture. To explore the media articulation of the China-South Africa relationship media framing theory was employed. The frame analysis was conducted by analysing the content of 50 articles published in the South African press between March and October 2015. The analysis found three mega-frames: imperialism, globalisation and nationalism. The imperialism and globalisation frames are consistent with other academic and media literature that considers the China-Africa relationship as either colonial or a natural outcome of global market dynamics. The role of frame sponsors and their influence on the framing process was also explored. The majority of frame sponsors were official government, trade union and academic sources, suggesting an elite contestation. Notably absent were Chinese frame sponsors and the views of teachers, parents or learners. Government frame sponsors promoted the globalisation mega-frame while trade union sources promoted the imperialism and nationalism frames. The results suggest that the South African media articulates the China-South Africa relationship using the binary of colonial predator or developmental partner, where a more nuanced reading may prove more fruitful in understanding the dynamics of their relationship. / MT2017

published_or_final_version / Education / Master / Master of Education