The purpose of this business plan is to perform a feasibility analysis of establishing a language school, Academy for Chinese Language (ACL) in a developing country, Saint Lucia. The ACL expects to captivate the interest of students, professionals and regular clients by offering a broad range of Chinese courses. The ACL intends to capture a strong market share .The need for learning mandarin is unquestionable. Knowing Chinese and another language such as English may give one a competitive edge for an important position in a firm. It may open windows of opportunities for an exciting career, be able to communicate better with peers and do business on a global scale. The incentives for learning Chinese is not always money driven. Moreover, it enhances academic progress in other subject areas, cognitive learning skills, aids in cross cultural understanding and global awareness and provides a deeper understanding of different communities and societies.

published_or_final_version / Computer Science / Doctoral / Doctor of Philosophy

This thesis uses a Mandarin-English dual immersion program at a Southern California public elementary school as a case study to examine how culture is taught and learned in the dual immersion setting. Based on classroom observations and interviews with students, staff, and parents, this thesis argues that concepts of “China” and “Chinese culture” are conveyed, constructed, and negotiated by students as well as teachers, both implicitly and explicitly.

The purpose of this study was to analyze the phonetic production of fricatives across differing word positions and task types. Further knowledge about the fricative production of second language learners of English would potentially improve the ability to teach correct pronunciation and improve the productivity of second language programs. All participants in this study were native speakers of Mandarin Chinese with English as their second language. A total of 12 subjects participated, all of whom had English proficiency ratings ranging from novice to advanced. The speakers were between 21-51 years of age, with each speaker having between 2 to 6 years of experience learning English in their country of origin. Using acoustic and spectral moment analyses, the acoustic nature of four types of fricative productions (/f/, /θ/, /s/, and /ʃ/) were analyzed as a function of linguistic task type and word position. Although a number of measures were found to differ significantly as a function of word position and task type, the majority of statistical analyses were not found to be significant. This lack of significance may be due to the specific methodology used, the speakers’ atypical voicing patterns, and/or decreased length of sound productions. Findings of this study may indicate that second language learners’ production of fricatives vary minimally across differing word positions and task types.

Esta dissertação investiga nomes nus e classificadores numerais do chinês mandarim, assim como a distinção lexical entre nomes contáveis e massivos do chinês. O objetivo deste trabalho é estudar e avaliar as possíveis denotações dos nominais do chinês mandarim. O texto é divido em três partes. Na primeira, investigam-se nomes nus do chinês mandarim, que manifestam número geral. Defende-se que o número geral não ocorre em sintagmas nominais em que existe numeral. No Chinês mandarim, nomes nus podem ser interpretados como indefinidos, definidos e genéricos de acordo com suas posições sintáticas e contextos em que ocorrem. A hipótese defendida na segunda parte da dissertação é a de que, no chinês mandarim, há distinção lexical entre nomes contáveis e massivos. Um fator importante na distinção contável-massivo do chinês mandarim é a presença de classificadores e suas relações com os nomes. Defende-se que a combinação entre os nomes e os classificadores é seletiva e, com base nisso, os nomes comuns do chinês podem ser divididos em nomes contáveis, nomes massivos, nomes coletivos, nomes abstratos e nomes próprios. Além de classificador, mais uma evidência para a contabilidade dos nomes do chinês é o morfema men. A terceira parte da dissertação avalia a presença de classificador nos sintagmas nominais com numerais. Defende-se que diferentes grupos de classificadores possuem diferentes funções: classificadores individuais são marcadores gramaticais de contabilidade e não têm a função individualizadora e, os outros grupos têm suas restrições na combinação com os nomes. A combinação entre numeral e classificador pode ser tratada como um núcleo complexo que ocorre morfologicamente como um item lexical, mas o numeral pode-se omitir dentro deste complexo e classificador não. Sendo assim, Os classificadores devem ser tratados como um sufixo na sua ocorrência dentro do complexo [Num-CL], mas como um clítico em outras ocorrências. / This dissertation investigates bare nouns and numeral classifiers in Mandarin Chinese, as well as the lexical distinction between count and mass nouns of Chinese. The goal of this work is to study and assess the possible denotations of nominals in Mandarin Chinese. The dissertation is divided in three parts. In the first part, the bare nominals in Mandarin Chinese will be investigated and they have general number. We argue that the general number can not happen in noun phrases when they contain numerals. In Mandarin Chinese, the bare nouns can be interpreted as indefinites, definites and generics, according to their syntactic positions and contexts in that they happen. The hypothesis presented in the second part of this dissertation is that in Mandarin Chinese, there is the lexical distinction between count and mass nouns. One important factor in this count-mass distinction of Mandarin Chinese is the presence of classifiers and their relationships with the nouns. We argue that, based on the selective combination between names and classifiers, the common nouns of Chinese can be divided in count nouns, mass nouns, collective nouns, abstract nouns and proper nouns. Besides the classifier, one more evidence for the accounting of Chinese\'s names is the morpheme men. The third part of the dissertation assesses the classifiers presence in the noun phrases with numerals. We argue that, different groups of classifiers have different functions: the individual classifiers are grammatical markers of accounting and they do not have the individualizing function, while the other groups have their restrictions in the combination with the nouns. The combination between the numeral and the classifier can be treated as a complex head that happens morphologically as a lexical item, but the numeral in which can be omitted in some contexts and the classifier can not. Thus, the classifiers should be treated as a suffix in his occurrence with the complex [Num-CL], but as a clitic in other occurrences.

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

Esta dissertação investiga nomes nus e classificadores numerais do chinês mandarim, assim como a distinção lexical entre nomes contáveis e massivos do chinês. O objetivo deste trabalho é estudar e avaliar as possíveis denotações dos nominais do chinês mandarim. O texto é divido em três partes. Na primeira, investigam-se nomes nus do chinês mandarim, que manifestam número geral. Defende-se que o número geral não ocorre em sintagmas nominais em que existe numeral. No Chinês mandarim, nomes nus podem ser interpretados como indefinidos, definidos e genéricos de acordo com suas posições sintáticas e contextos em que ocorrem. A hipótese defendida na segunda parte da dissertação é a de que, no chinês mandarim, há distinção lexical entre nomes contáveis e massivos. Um fator importante na distinção contável-massivo do chinês mandarim é a presença de classificadores e suas relações com os nomes. Defende-se que a combinação entre os nomes e os classificadores é seletiva e, com base nisso, os nomes comuns do chinês podem ser divididos em nomes contáveis, nomes massivos, nomes coletivos, nomes abstratos e nomes próprios. Além de classificador, mais uma evidência para a contabilidade dos nomes do chinês é o morfema men. A terceira parte da dissertação avalia a presença de classificador nos sintagmas nominais com numerais. Defende-se que diferentes grupos de classificadores possuem diferentes funções: classificadores individuais são marcadores gramaticais de contabilidade e não têm a função individualizadora e, os outros grupos têm suas restrições na combinação com os nomes. A combinação entre numeral e classificador pode ser tratada como um núcleo complexo que ocorre morfologicamente como um item lexical, mas o numeral pode-se omitir dentro deste complexo e classificador não. Sendo assim, Os classificadores devem ser tratados como um sufixo na sua ocorrência dentro do complexo [Num-CL], mas como um clítico em outras ocorrências. / This dissertation investigates bare nouns and numeral classifiers in Mandarin Chinese, as well as the lexical distinction between count and mass nouns of Chinese. The goal of this work is to study and assess the possible denotations of nominals in Mandarin Chinese. The dissertation is divided in three parts. In the first part, the bare nominals in Mandarin Chinese will be investigated and they have general number. We argue that the general number can not happen in noun phrases when they contain numerals. In Mandarin Chinese, the bare nouns can be interpreted as indefinites, definites and generics, according to their syntactic positions and contexts in that they happen. The hypothesis presented in the second part of this dissertation is that in Mandarin Chinese, there is the lexical distinction between count and mass nouns. One important factor in this count-mass distinction of Mandarin Chinese is the presence of classifiers and their relationships with the nouns. We argue that, based on the selective combination between names and classifiers, the common nouns of Chinese can be divided in count nouns, mass nouns, collective nouns, abstract nouns and proper nouns. Besides the classifier, one more evidence for the accounting of Chinese\'s names is the morpheme men. The third part of the dissertation assesses the classifiers presence in the noun phrases with numerals. We argue that, different groups of classifiers have different functions: the individual classifiers are grammatical markers of accounting and they do not have the individualizing function, while the other groups have their restrictions in the combination with the nouns. The combination between the numeral and the classifier can be treated as a complex head that happens morphologically as a lexical item, but the numeral in which can be omitted in some contexts and the classifier can not. Thus, the classifiers should be treated as a suffix in his occurrence with the complex [Num-CL], but as a clitic in other occurrences.

This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.

本計畫擬於優選理論 (Prince & Smolensky 1993/2004) 框架下，探討現代華語擬聲詞在音韻上的特點與表現，並分析優選理如何論操作單音節及雙音節輸入項所衍生出的雙音節擬聲詞，進而完全或部分重疊成三音節及四音節華語擬聲詞。擬聲詞為模仿自然界中的聲音形成的詞彙，但並非隨意衍生形成，仍然需要遵循語言的構詞及音韻規律，才能衍生成為合法詞彙並順暢地使用。在華語音韻研究方面，歷來學者對於擬聲詞的討論並不豐富詳盡，因此本碩士論文便嘗試探討華語雙音節、三音節及四音節擬聲詞在音韻分析中的樣貌。 重疊在漢語擬聲詞中為極為常見的現象。如現代華語中單音節的「咕」與雙音節的「咕咕」；雙音節的「滴答」與四音節的「滴滴答答」。故擬聲詞衍生中的重疊機制為本計畫中主要討論議題，此外由於華語擬聲詞結構在音段選擇中展現一致性，故另聚焦於固定音段， 如邊音/l/及前元音/i/在現代華語擬聲詞中高度頻繁地出現，我將對其起源提出假設並分析，如現代華語「劈哩啪啦」的/l/及/i/。而華語雙音節擬聲詞的來源二分為單音節輸入項及雙音節輸入項亦為討論對象。 最後預期華語擬聲詞大致符合現代華語成詞的語法，但進行重疊時與實詞相異，語意因素不會成為衍生動機；經由優選理論分析，從音韻結構角度切入，不僅可了解華語擬聲詞衍生的制約排序，亦更加了解其音韻構詞規範，且與實詞如形容詞進行重疊時的制約排序進行比較，說明華語擬聲詞在衍生過程中傾向遵循邊緣音韻規則，與其他實詞多依據核心音韻 規則的狀況大異其趣。以此為基石去了解其他漢語方言對於擬聲成詞的標準，甚或研究日語、韓語中豐富的擬聲詞，便能構擬出擬聲成詞更具體且具有說服力的語法規則。 / In this thesis, the generation of Modern Mandarin disyllabic, trisyllabic and quadrisyllabic onomatopoeia under phonological viewpoint via Optimality Theory (Prince & Smolensky 1993/2004) approach will be discussed. In my M.A. Thesis ‘An OT analysis of Mandarin Onomatopoeia’, four factors motivated this study. First, the different sources of Mandarin disyllabic onomatopoeia which I thought there are monosyllabic and disyllabic inputs aroused my interests. Second, there are some similarities of Mandarin onomatopoeia between Mandarin core lexicons. Third, the reduplication mechanism in Mandarin onomatopoeia will be taken as a main point in this study. For example, in Modern Mandarin ‘gu’ (Sound of bird sing once) will extend into ‘gugu’ (Sound of birdsong) under total reduplication. Finally, the issue concerning what will be the best choice when Mandarin onomatopoeia is reduplicated with fixed segmentism also plays an important role in this study. For instance, the /l/ and /i/ in Modern Mandarin’s ‘pilipala’ (Sound of many things falling). Onomatopoeias have their special function as sound-imitating icons. They are not the words which are formed by arbitrary but by the rules. They sometimes violate phonological structures of the language in which they occur; hence they belong to the peripheral phonology rather than core one. The Mandarin onomatopoeia is different from Mandarin content words; they are not motivated by semantic factors. So the Chinese onomatopoeia generation analysis via OT approach supplies not only the morpho-phonological constraints but also the comparison of peripheral words between content words. I would like to assume that the Mandarin onomatopoeia generation follows the peripheral phonological rules. This study will provide as a basement to study on other Chinese language’s onomatopoeia or even onomatopoeia in Tibetan, Japanese and Korean.

published_or_final_version / Linguistics / Master / Master of Arts