Thesis (Ph. D.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2005. / Includes bibliographical references (p. 93-99).

Thesis (MPhil)--University of Stellenbosch, 2005 / Parallel title in Chinese characters. CD-ROM in end pocket of book. Bibliography. Also available via the Internet.

Thesis (B.Sc)--University of Hong Kong, 2000. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

When the emoticon was created in 1980s, many commentators have even described this creation as futile effort for improving internet communication efficiency. Even in the famous “language and the internet” (Crystal, 2001), the finder of internet linguistic, David Crystal argues that emoticons at the time “are a potentially helpful but extremely crude way of capturing some of the basic features of facial expression, but their semantic role is limited.” Nevertheless, after two decades have passed, emoticon not only survived but turned into an irreplaceable linguistic aspect in the internet language. During its evolution process, emoticon was also transmuted into different forms for accommodating specialties in different language input systems. Among all sorts of emoticons which were evolved this way, Chinese emoticons represent many unique characterizations due to the hieroglyphic aspect of Chinese characters, special sound-meaning-form relationship and peculiar input method. This thesis will explore the background and linguistic functions of emoticons, investigate how those special characterizations distinguish Chinese emoticons from others; analyze how Chinese emoticons to fulfill those missing communication properties in Chinese internet language and syntax; discuss the linguistic effects of those Chinese characters which are picked as emoticon, such as the dual effect toward the meaning of character and real life oral communication; and summarizing Chinese emoticon as a linguistic defined subgroup of emoticon.

The current research built on Yan, Miller, Li, and Shu’s (2008) eye-tracking study, which examined how second grade native Chinese speakers focused on Pinyin and Chinese characters while reading sentences. This research also used eye-tracking to examine how Chinese foreign Language learners (CFL) fixated on Pinyin and Chinese characters to determine if Pinyin facilitated or distracted from character learning. Two groups participated in this research: first semester university students enrolled in a beginning level Chinese class, and third, fourth, and fifth grade students enrolled in Chinese dual language immersion (DLI). All participants were asked to read eight sentences in Chinese with Pinyin placed above the characters. These sentences included familiar, unfamiliar, and new characters based on the students’ curricula. Results indicated that the DLI students spent significantly more time and fixations on Pinyin than characters, whereas the first semester university students spent more time and fixations on unfamiliar and new characters than Pinyin. The students also completed a questionnaire about Pinyin, which showed that the majority of elementary students liked having Pinyin above the characters and did not think that Pinyin was distracting. A much smaller percentage of first semester university students liked having Pinyin above the characters, but the majority realized that it was distracting. It seems that the first semester university students used Pinyin as a tool, but the DLI students used it as a crutch. Pedagogical suggestions are provided.

No description available.

This study utilized eye-tracking to investigate 63 intermediate-level university Chinese foreign language (CFL) learners' real-time radical preferences. Radicals are components of Chinese characters and give clues to the meanings and pronunciations of the character. This study aimed to answer the following research questions: (1) What type of radicals (semantic/phonetic) do CFL readers most rely on when reading characters? (2) Does reliance on one type of radical (semantic/phonetic) correlate with accuracy in character recognition? (3) Does awareness of semantic/phonetic radicals affect the accuracy of character recognition or reliance on radicals in real-time processing? The results found that participants demonstrated a phonetic bias in that they had more proportion of looks on phonetic over semantic radicals in real-time reading. Furthermore, participants' radical awareness and radical identification scores positively correlated with accurate character recognition. Pedagogical applications drawn from this study suggest that future instructors should explicitly teach radical identification to CFL learners to facilitate character decoding.

汉字作为日语的组成部分，在日本人的生活中承担着重要角色。随着社会背景的改变，汉字政策作为日本的国语国策也发生着变化。2010年，日本文化厅公布了《改定常用汉字表》，此表共包括2,136个汉字，新增了196个汉字，这是自1981年颁布《常用汉字表》以来第一次修订汉字表。常用汉字的改定已成事实，并将于2012年推行，这意味着常用汉字的增加将对日后汉字的学习带来重大影响。 / 本论文的目的在于探究使用简体字的中国中上级日语学习者对于改定常用汉字的习得意识以及习得状况。在对汉字在日本的演变历史、历次常用汉字表改定的经纬以及中日汉字字音、字形的比较等进行研究之后，笔者在国内的4所大学做了问卷调查，对象为137名日语专业三年级学生，其中72%的学生通过了1级和2级日语能力考试。 / 结果显示，中国大学生普遍认为汉字的读音最难；虽然通过日语1、2级的学生人数占多数，但是从汉字字形的习得结果来看，正确率仍然比较低。 / 从以上可知，改定常用汉字的习得对于中国学生来说，仍有很多地方需要改进。中日两国汉字有许多相同和不同之处，如何巧妙地母语优势学习日语汉字，同时又避开来自母语的负面干涉，是有待进一步讨论的课题。 / Kanji plays an important role in the daily life of Japanese people. Policies regarding kanji change when the social context changes. The current Jōyō kanji list issued in 2010 consists of 2,136 characters. It is a slightly modified version of the Jōyō kanji which was introduced in 1981 as the standardized list of “common kanji. A modified version of the Jōyō kanji will be put into effect in 2012, this version increases the number of kanji and will have a strong impact on kanji learning. / This paper examines the experience of using the Jōyō kanji system and the usage of modified Jōyō kanji among the advanced Japanese language learners whose first language is mandarin. This paper composes 3 sections. First, the author examines the history of kanji in Japan and the previous modifications of the Jōyō kanji; Second, a comparison between simplified Chinese kanji and Japanese kanji; Lastly, the author conducted a survey in 4 universities in China with 137 students, among which 72% have passed JLPT (the Japanese-Language Proficiency Test) level 1 and level 2. / The results of the survey reveal the following: 1. mainland Chinese students consider that the reading of kanji is the most difficult; 2. although most of the students have passed JLPT 1 and JLPT 2, their accuracy of writing kanji is still low. / In conclusion, there is still room for improvement for mainland Chinese students when learning Jōyō kanji. There are common places and differences between simplified Chinese characters and Japanese kanji. For the Chinese Japanese language learners, how to take advantage of the similarities between the two systems and recognize the differences between the systems is something to be investigated in further studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 常海霞. / "2012年8月". / "2012 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 197-201). / Abstract in Chinese and English. / Chang Haixia. / Chapter 0 --- 序章 --- p.1 / Chapter 0.1 --- 先行研究的问题点 --- p.1 / Chapter 0.2 --- 研究动机与研究问题 --- p.3 / Chapter 0.3 --- 研究意义 --- p.4 / Chapter 0.4 --- 研究结论 --- p.5 / Chapter 0.5 --- 研究大纲 --- p.9 / Chapter 1 --- 汉字的传入以及发展、变迁 --- p.10 / Chapter 1.1 --- 汉字传入 --- p.10 / Chapter 1.2 --- 汉字音训的出现 --- p.11 / Chapter 1.3 --- 从万叶假名到假名的演变 --- p.14 / Chapter 2 --- 汉字作为现代国语政策的展开 --- p.18 / Chapter 2.1 --- 明治时期至战前的汉字政策变革 --- p.18 / Chapter 2.2 --- 汉字作为现代国语政策的展开 --《当用汉字表》 --- p.25 / Chapter 2.3 --- 汉字作为现代国语政策的展开 --《常用汉字表》 --- p.31 / Chapter 2.3.1 --- 《常用汉字表》改定的原委 --- p.31 / Chapter 2.3.2 --- 《常用汉字表》的性格 --- p.32 / Chapter 2.3.3 --- 《常用汉字表》的音训以及字体 --- p.33 / Chapter 2.3.4 --- 人名用汉字 --- p.33 / Chapter 2.4 --- 汉字作为现代国语政策的展开 --《改定常用汉字表》 --- p.34 / Chapter 2.4.1 --- 汉字与情报化社会 --- p.34 / Chapter 2.4.2 --- 《改定常用汉字表》改定的原委 --- p.38 / Chapter 2.4.3 --- 《改定常用汉字表》的性格 --- p.41 / Chapter 2.4.4 --- 《改定常用汉字表》的字数、音训以及字体 --- p.42 / Chapter 2.4.5 --- 关于固有名词的改定 --- p.45 / Chapter 3 --- 日语汉字与中国汉字的对应关系 --- p.48 / Chapter 3.1 --- 中日两国汉字的读音比较 --- p.48 / Chapter 3.1.1 --- 中日两国汉字的音韵 --- p.48 / Chapter 3.1.2 --- 日语改定常用汉字与中国汉字在读音上的联系与差异 --- p.56 / Chapter 3.1.3 --- 小结 --- p.75 / Chapter 3.2 --- 日语改定常用汉字与中国常用汉字在字形上的联系与差异 --- p.75 / Chapter 3.2.1 --- 中国汉字字形的改革道路 --- p.75 / Chapter 3.2.2 --- 日本汉字字形的改革道路以及与中国汉字字形政策的对比 --- p.81 / Chapter 3.2.3 --- 字形上日语改定常用汉字中日区别 --- p.84 / Chapter 3.3 --- 总结 --- p.86 / Chapter 4 --- 对于中国中上级日语学习者日语常用汉字的习得状况研究 --- p.87 / Chapter 4.1 --- 第二语言习得理论的先行研究概观 --- p.87 / Chapter 4.1.1 --- 误用分析 --- p.88 / Chapter 4.1.2 --- 中间语言研究 --- p.97 / Chapter 4.1.3 --- 常用汉字习得情况的先行研究概观 --- p.100 / Chapter 4.1.4 --- 先行研究的问题点 --- p.102 / Chapter 4.2 --- 预备调查 --- p.103 / Chapter 4.2.1 --- 预备调查背景及内容介绍 --- p.103 / Chapter 4.2.2 --- 汉字使用意识的调查结果分析 --- p.107 / Chapter 4.2.3 --- 常用汉字的使用状况结果分析 --- p.116 / Chapter 4.2.4 --- 总结 --- p.132 / Chapter 4.3 --- 正式调查 --- p.127 / Chapter 4.3.1 --- 正式调查背景介绍 --- p.134 / Chapter 4.3.2 --- 中国学生汉字意识调查结果 --- p.135 / Chapter 4.3.3 --- 汉字音读习得情况 --- p.142 / Chapter 4.3.4 --- 汉字训读习得情况 --- p.158 / Chapter 4.3.5 --- 改定常用汉字的书写情况 --- p.170 / Chapter 4.3.6 --- 常用汉字的书写情况 --- p.174 / Chapter 4.3.7 --- 对于常用汉字的书写情况的误用调查结果 --- p.179 / Chapter 5 --- 终章 --- p.185 / Chapter 附录1 --- 《改定常用汉字表》追加的196个汉字 --- p.188 / Chapter 附录2 --- 中文版问卷调查内容 --- p.188 / Chapter 附录3 --- 日文版问卷调查内容 --- p.193 / Chapter 附录4 --- 日本漢字能力検定 --- p.195 / p.197

published_or_final_version / Education / Master / Master of Education