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¹The transcriptions for Cantonese syllables presented in this paper are based on the Cantonese Romanization Scheme proposed by the Linguistic Society of Hong Kong (Chinese Character Database: With Word-formations, 2003). The number besides each syllable marking denotes the lexical tone. / Five experiments were conducted to investigate how phonological information is processed in Cantonese spoken word production using the picture-word interference (PWI) paradigm. Participants were asked to name aloud individually presented pictures and ignore an accompanying auditory word distractor. In the first three experiments of the present study, the target picture names were Cantonese mono-syllables with a consonant-vowel-consonant (CVC) structure. Participants' picture naming latencies were found faster when the target (e.g., /sing1/l¹, "Star") and the distractor (e.g., /ging 2/, /sik6/, or /soeng3/) shared two identical segments (irrespective of the segments' syllable-internal position), than when they were unrelated, whereas no reliable effects were obtained when they shared only the vowel (e.g., /dim3/), the coda (e.g., /hu ng2/), or together with the tone (e.g., /bit1/ or /fung1/). Furthermore, the facilitation effect observed in the consonant+consonant+tone-related condition (e.g., /soe ng1/) was found reliably larger than that in the consonant+consonant-related condition (e.g., /soeng3/). In Experiment 4, the syllable structure of the targets was manipulated such that half of the picture names were mono-syllables with a consonant-vowel (CV) structure (e.g., / so1/, "comb") and the other half a CVC structure (/sing1/). A significant syllable (without tone) related facilitation was found irrespective of the target type, whereas no reliable effect was observed when the target and the distractor (e.g., /se6/ and /sam2/, for CV and CVC targets, respectively) shared only the onset consonant. Furthermore, Experiment 5 investigated whether phonetic factors modulate the facilitation effect observed in a PWI task. To this end, the sonority level and duration of the target's rhyme component were manipulated in Experiments 5A and 5B, respectively. A significant rhyme-related priming effect was found in both Experiments 5A and 5B, and such effect was neither affected by the sonority level nor duration of the target's rhyme component. These results are in line with the notions that (1) a single segment does not have a significant impact on Chinese spoken word planning, (2) sub-syllabic constitutes such as rhyme is an important processing unit, (3) the lexical tone has a unique role to play during phonological encoding, and (4) segmental and tonal retrieval are operated in an interactive manner. Based on all the available results from Cantonese PWI research, an interactive model of Cantonese spoken word production is proposed. / Wong, Wing Kuen. / Adviser: Hsuan-Chih Chen. / Source: Dissertation Abstracts International, Volume: 72-04, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 108-117). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Te Ao o te Whaikōrero, the �world of Māori oratory�, explores the complexity of ̂Māori oratory, both past and present. What makes whaikōrero more than merely a theatrical speech is the origin and function of the various components, the rites associated with the selection and qualification of its exponents, and its delivery. This thesis delves into the underlying philosophies inherent in whaikōrero which impact on, and are influenced by, a diverse range of systems within the Māori world, its culture, etiquette, and belief system. We must also recognise the effect of colonisation and urbanisation on Māori practices. Whaikōrero is tragically undermined by some of its �performers� and observers alike, and possibly, through ignorance, arrogance and complacency, a sense of disregard has developed about its true value. The effect of this is whaikōrero of inferior quality. With this in mind, this thesis expounds the �underlying philosophies� of whaikōrero through both oral and literary sources, as well as objective and subjective discussion. The chapters illustrate the inter-tribal, intra-tribal, and individual variations which make each delivery of whaikōrero unique. The thesis begins with the origin of whaikōrero, after which modes of learning and the acquisition of whaikōrero are discussed. This provides the basis to discuss the locations where whaikōrero takes place and who is permitted to deliver whaikōrero. Having designated the people to deliver whaikōrero and their �space� for delivery there is an exploration of the speaker, and the attributes which qualify a particular individual, or the type of delivery that is acceptable. The issue of �quality�, or lack of it, is of paramount importance in terms of the mana of the individual performer, and the people (s)he represents. The range of information discussed up to this point is historical and tracks the evolution of whaikōrero to the present; the conclusion, therefore, also addresses some of the issues raised which are potentially challenging in regard to current adherence to custom and etiquette. This opens the window into the future of whaikōrero, and what adaptations may lie ahead. Perhaps with broader, and more in-depth discussion, and in particular, the explanation of the diversity of whaikōrero, this thesis will provide a) a means by which the spirit of older whaikōrero can be reinvested in the modern context by current and potential orators, and b) raise the awareness of speakers whereby they themselves can seek excellence in their own whaikōrero. Perhaps with an invigorated approach to both the delivery, observance, and a more informed appreciation of whaikōrero, there will be a resurgence of excellence in whaikōrero.

Aquest estudi pretén examinar les estratègies i la producció oral d’aprenents d’anglès com a llengua estrangera en tres tasques comunicatives a l’aula. Els objectius van ser investigar: a) diferències entre les tasques en la producció oral d’aprenents de competència alta i baixa b) diferències entre les tasques en l’ús de les estratègies d’aprenents de competència alta i baixa c) diferències en la producció oral i l’ús de les estratègies entre els grups d’alta i baixa competència d) si les estratègies que els aprenents creuen que fan servir reflecteixen les estratègies que realment fan servir i e) fins a quin punt el qüestionari d’estratègies pot preveure la producció oral. En aquest estudi, hi van participar 48 estudiants universitaris catalans i espanyols amb un nivell de competència oral baix (N=24) i alt (N=24), a més a més de quatre nadius que van actuar com a punts de referència per a la producció oral. Els participants es van gravar en vídeo en parelles, fent les tres tasques: explicant una història en dibuixos (Picture Story), descrivint una obra d’art (Art Description) i omplint buits en la informació proporcionada (Information Gap). Les tasques es van fer en un espai de dues setmanes entre cadascuna. Immediatament després de cada tasca els aprenents van assenyalar les estratègies que havien percebut (PSU) en un qüestionari de 44 ítems (SQ). Una anàlisi factorial va agrupar PSU en cinc categories: les estratègies Interaccionals, Compensatòries, de Manteniment de flux de la conversa, Planificació i Avaluació, que es van utilitzar per a l’anàlisi de diferències en l’ús de les estratègies. Així mateix, una submostra dels grups d’alta (N=4) i baixa (N=4) competència van participar en sessions retrospectives per reflexionar sobre com van actuar durant les tasques. Entre les tres tasques, segons les proves Friedman-Wilcoxon, es van trobar diferències significatives en totes les mesures de producció oral, amb l'excepció de la velocitat de la parla, i l'autoreparació en el grup alt. La complexitat estructural va ser més alta en el Picture Story, la complexitat lexical va ser més alta en l'Art Description i la precisió i fluïdesa van ser més altes en l'Information Gap. Pel que fa a PSU, el 34% de les estratègies van ser diferents en el grup alt i el 9% en el grup baix. En el grup alt la majoria de les diferències van ser en les estratègies Interaccionals i Compensatòries, que es van utilitzar més en l'Information Gap. Entre els grups de competència baixa i alta, segons les proves Mann-Whitney, hi havia diferències significatives en la producció oral. La precisió, la complexitat lèxica, la complexitat estructural i la velocitat de la parla van ser constantment més altes en el grup alt a cada tasca. No obstant, hi havia poques diferències entre les altres mesures de fluïdesa (pauses llargues, repetició, reformulació i autocorreció). En el cas de PSU, hi havia poques (18% max.) diferències entre els grups de diferents competències en cadascuna de les tasques. En general, el grup baix feia servir unes quantes estratègies Compensatòries més. Per validar el qüestionari, el PSU va ser contrastat amb l’ús real de les estratègies (ASU) identificades en les actuacions en les tasques i en els comentaris durant les sessions retrospectives. Primer, el grup alt va ser constant a l’hora de concretar el nivell d’ús d’un 63% de les estratègies comparada amb un 48% en el grup baix. Segon, el grup alt va ser capaç de indicar les diferències en l’ús de les estratègies entre les tres tasques amb més precisió. No obstant, es van trobar més diferències en ASU entre les tasques que les indicades pels dos grups en PSU. Finalment, l’anàlisi de regressió múltiple de les cinc categories d’estratègies i les nou mesures de producció va mostrar que la SQ podria preveure moderadament la precisió (23%), la complexitat lexical (36%) i la velocitat de la parla (31%). Concretament, com més estratègies Compensatòries indicaven els aprenents, més baixa era la precisió, la complexitat lexical i la velocitat de la parla. Els resultats s’expliquen segons els mecanismes de processament de la parla i els trets cognitius i interaccionals de les tasques, i s‘arriba a les conclusions següents: a) l’ús de les estratègies i la producció oral es pot preveure a partir de les característiques de les tasques, b) la tasca influeix en l’ús de les estratègies més que la competència, c) és possible que no es vegin diferències en l’ús de les estratègies entre grups de diferentes competències perquè fan servir les mateixes estratègies però de maneres diferents, d) els qüestionaris sobre estratègies són indicadors moderats de l’ús real de les estratègies i e) la relació entre les estratègies i la producció oral és no-lineal. / Este estudio pretende examinar las estrategias y la producción oral de los estudiantes de inglés como lengua extranjera en tres tareas comunicativas en el aula. Los objetivos fueron investigar: a) diferencias entre las tareas en la producción oral tanto en estudiantes de competencia alta como baja b) diferencias entre el uso de las estrategias tanto en estudiantes de competencia alta como baja c) diferencias en la producción oral y el uso de las estrategias entre los grupos de competencia alta i baja d) si hay correspondencia entre las estrategias que creen que utilizan y las que realmente utilizan y e) hasta qué punto un cuestionario sobre las estrategias refleja la producción oral. En este estudio participaron una muestra de 48 estudiantes universitarios catalanes y españoles con competencia oral baja (N=24) y alta (N=24), además de 4 nativos que actuaron como puntos de referencia para la producción oral. Los participantes se grabaron en video por parejas, realizando tres tareas: explicando una historia en dibujos (Picture Story), describiendo una obra de arte (Art Description) y rellenando lagunas en la información proporcionada (Information Gap). Las tareas se realizaron dejando un periodo de dos semanas entre cada una. Inmediatamente después de cada tarea los estudiantes señalaron las estrategias que creyeron utilizar (PSU) en un cuestionario de 44 artículos (SQ). Un análisis factorial agrupó las estrategias en cinco categorías: Interaccionales, Compensatorias, Mantenimiento del flujo de la Conversación, Planificación y Evaluación, que se utilizó para analizar las diferencias en el uso de las estrategias. Así mismo, una submuestra de los grupos de competencia alta (N=4) y baja (N=4) participaron en sesiones retrospectivas para reflexionar sobre su actuación durante las tareas. Entre las tres tareas, de acuerdo con las pruebas Friedman-Wilcoxon, encontramos diferencias significativas en todas las medidas de producción oral, con la excepción de la velocidad de habla y la autocorrección en el grupo alto. La complejidad estructural fue más alta en el Picture Story, la complejidad léxica fue más alta en el Art Description y la precisión y la fluidez fueron más altas en el Information Gap. Por lo que se refiere a PSU, se encontraron diferencias en un 34% de las estrategias en el grup alto y un 9% en el grupo bajo. En el grupo alto, la mayoría de las diferencias se dieron en las estrategias Interaccionales y Compensatorias, más utilizadas en el Information Gap. Entre los grupos de competencia baja y alta, de acuerdo con las pruebas Mann-Whitney, hubo diferencias significativas en la producción oral. La precisión, la complejidad léxica, la complejidad estructural y la velocidad de habla fueron coherentemente más altas en el grupo alto en todas las tareas. No obstante, hubo pocas diferencias entre las otras medidas de fluidez (pausas largas, repetición, reformulación y autocorrección). En el caso de PSU, hubo pocas diferencias (18% max.) entre los grupos de diferente competencia en cada una de las tareas. En general, el grupo bajo utilizó unas cuantas estrategias Compensatorias más. Para validar el cuestionario se contrastó el PSU con el uso real de las estrategias (ASU), identificadas en las tareas y a partir de los comentarios durante las sesiones retrospectivas. Primero, el grupo alto concretó de forma precisa un 63% de las estrategias frente a un 48% en el caso del grupo bajo. Segundo, el grupo alto fue capaz de indicar con más precisión las diferencias de uso de las estrategias en cada una de las tres tareas. No obstante, encontramos más diferencias entre las tareas en ASU que las identificadas en el PSU por los dos grupos. Finalmente, el análisis de regresión múltiple de las cinco categorías de estrategias y las nueve medidas de producción indicó que la SQ podría predecir un 23 % de la precisión, 36% de la complejidad léxica y 31% de la velocidad de habla. A más estrategias Compensatorias, menor precisión y complejidad léxica y menor velocidad de habla. Los resultados se explican de acuerdo con los mecanismos de procesamiento de habla y los rasgos cognitivos e interaccionales de las tareas, y se llega a las conclusiones siguientes: a) el uso de las estrategias y la producción oral se puede predecir a partir de las características de las tareas, b) la tarea influye en el uso de las estrategias más que la competencia, c) es posible que no se reflejen las diferencias en el uso de las estrategias entre grupos de diferente competencia, debido a que, aunque utilizan las mismas estrategias, las utilizan de forma diferente, d) los cuestionarios sobre estrategias son indicadores moderados del uso real de las estrategias y e) la relación entre las estrategias y la producción oral es no-lineal. / This study sought to examine EFL learners’ strategies and spoken production on different types of oral communication tasks in the classroom. The objectives were to investigate: a) across-task differences in spoken production for high and low proficiency learners, b) across-task differences in strategy use for high and low proficiency learners, c) differences in both spoken production and strategy use between high and low proficiency groups, d) whether strategies learners perceived using reflected the strategies they actually used and e) to what extent a strategy questionnaire could predict spoken production. In this study 48 Catalan and Spanish undergraduates participated with low (N=24) and high (N=24) oral proficiency, as well as four native speakers who acted as benchmarks for spoken production. Participants were recorded on video in pairs performing three oral tasks: a Picture Story, an Art Description and an Information Gap. Tasks were carried out two weeks apart. Immediately after each task learners reported their perceived strategy use (PSU) on a 44–item strategy questionnaire (SQ). Factor analysis grouped PSU into five categories: Interactional, Compensation, Conversation flow maintenance, Planning and Evaluating strategies, which were used to analyze differences in strategy use. In addition, a sub-sample from the high (N=4) and low (N=4) proficiency groups participated in stimulated recall sessions to reflect on their task performance. Across the three tasks, according to Friedman-Wilcoxon tests, significant differences in all spoken production measures were found for both proficiency groups, except for speech rate, and self repair for the high group. Structural complexity was highest on the Picture Story, lexical complexity was highest on the Art Description and accuracy and fluency were highest on the Information Gap. As for PSU, 34% strategies differed for the high group compared to 9% for the low group. For the high group most differences were in Interactional and Compensation strategy use, which was higher on the Information Gap. Between low and high proficiency groups, according to Mann-Whitney tests, there were significant differences in spoken production. Accuracy, lexical complexity, structural complexity and speech rate were consistently higher for the high group on every task. However, there were few differences in other fluency measures (long pauses, repetition, reformulation and self- repair). As for PSU, there were few (18% max.) significant differences between proficiency groups on any one task. In general, the low group used a few more Compensation strategies. To validate the questionnaire PSU was contrasted with actual strategy use (ASU), identified in task performances and stimulated recall comments. Firstly, results showed that the high group were consistent in reporting 63% strategies compared to 48% for the low group. Secondly, the high group was able to gauge differences in strategy use across the tasks more accurately. However, more differences in ASU were found across tasks than identified by both groups as PSU. Finally, multiple regression analysis with the five strategy categories and nine production measures revealed that the SQ was a weak predictor of accuracy (23%), lexical complexity (36%) and speech rate (31%). In particular, the more Compensation strategies learners perceived using, the lower their accuracy, lexical complexity and speech rate. Results are discussed in terms of speech processing mechanisms and cognitive and interactional task features with the following conclusions: a) strategy use and spoken production can be predicted from task characteristics, b) task influences strategy use more than proficiency, c) differences in strategy use may not be observed between proficiency groups, because they may use the same strategies but in different ways, d) strategy questionnaires are moderate indicators of actual strategy use and e) the relationship between strategies and spoken production is non-linear.

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published_or_final_version / abstract / toc / Linguistics / Doctoral / Doctor of Philosophy

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Japanese honorifics (JH) are challenging for learners of Japanese language to acquire due to their complex grammatical formulas. Textbooks tend to assume that the explanation of grammatical rules and drill exercises focusing on the rules are sufficient for learners to be competent in JH. However, functional issues related to honorifics such as how to use honorifics in socioculturally appropriate ways or how to deal with non-linguistic aspects of honorifics are likely to be ignored. The present study questioned the assumptions entailed in the traditional formoriented approach to teaching language, and examined an oral interview activity carried out by 24 students in a Japanese language course at a Canadian university. In this activity, the students interviewed Japanese professors using JH, and several types of data (i.e., the researcher observations and interviews with the participants and student written reflections on the interviews) were analyzed in order to find out students' practice (i.e., what students did) of and theory (i.e., how students perceived) about JH and oral interviews. The findings of the study present a very complex picture of students' practice and theory; they were engaged not only in the formation of the rules of JH but also in the functional areas such as non-verbal behaviour and conversation management. The data also revealed that students were very much concerned with functional areas during the interviews. From these findings, the study emphasizes the importance offunctions embedded in JH, and suggests that the Japanese teacher help learners acquire the functional competence dealing with JH as well as the linguistic competence.