- Colexification of dragon and thunder: A feature of Proto-Sino-Tibetan and the origin of dragon
項目負責人 - Dr DING Hongdi - Linguistic and Cultural Convergence: How Cantonese and Hakka Influence the Tanka Language
項目負責人 - 王聰博士 - Preparing Hong Kong pre-service teachers to notice and respond to diversity: A mixed-methods, experimental study
項目負責人 - 李蓁博士 - 執行功能在大學生跨語言寫作中的角色
項目負責人 - 廖先博士 - 桃與李：李白的懷舊詩學
項目負責人 - 陳偉強教授
關於龍的起源, 有四種假說。首先, 從考古學角度來看, 龍被認為源自於大型爬行動物, 如中國短吻鱷和鱷魚(如Schafer, 1973; James, 1993; Zhu, 2009; Nelson, 2019)。其次, 基於中國的圖騰崇拜理論(Chen, 2012), 龍的起源是蛇。第三, Blust(2000)認為, 龍是從彩虹演化而來, 體現了彩虹蛇的概念。最後, 龍的起源是雷電, 由代表閃電的形象演化而來(如Hu, 1987; Li, 1995; Wu, 2000)。
年份: 2025 - 2026
項目負責人 -
Capacity: PI
Amount: HKD623,984
Duration: 1 Jan 2025 - 30 Jun 2026
Tanka is a critically endangered language spoken by the boat people of Hong Kong, a group whose linguistic diversity has been largely understudied. Rapid urbanization has led many boat people to transition from sea to shore, accelerating the decline of Tanka due to increased contact with shore-based languages such as Cantonese, Min, and Hakka. Despite its endangered status, research on the influence of Cantonese and, particularly, Hakka on Tanka has been limited, which this study aims to explore.
年份: 2025 - 2026
項目負責人 -
王聰博士
Capacity: PI
Amount: HKD595,600
Teachers in Hong Kong mainstream schools often view students as a homogeneous group, overlooking ethnic, cultural, linguistic, religious, and socioeconomic diversity. This unawareness leaves many teachers in Hong Kong and elsewhere unprepared for the growing diversity in classrooms. To address this gap, teacher educators must equip pre-service teachers (PSTs) with essential intercultural skills to enhance intercultural awareness, foster open-mindedness and compassion, and adapt to diverse student needs.
年份: 2025 - 2026
項目負責人 -
李蓁博士
Capacity: PI
Co - Investigator(s) : Dr Bhatt Ibrar, Prof Chiu Ming Ming, Dr Chow Wing-Yin Bonnie,Dr Lam Sin Manw Sophia, Prof Liu Yongcan, Dr Louie Nicole
Amount: HKD750,480
The project will approach pragmatic learning in Chinese as a second or foreign language (CSL/CFL) from an under-explored perspective, i.e., the learners’ utilization of interlanguage pragmatic learning strategies (IPLS), which remains a little researched direction in the existing CSL/CFL literature. To obtain a broad picture regarding CSL/CFL pragmatic learning in Asian contexts, this project will recruit adult learners of Chinese from Beijing, Hong Kong, and South Korea, three linguistically different regions in Asia for Chinese learning. A longitudinal, cross-regional comparative study will be conducted to collect quantitative and qualitative data to examine the interactions between learners’ IPLS utilization, Chinese pragmatic development, and learning contexts.
年份: 2022 - 2023
項目負責人 -
金晶博士
Duration: 1 Jan 2023 - 31 Dec 2024
本研究採用延宕交叉分析方法，探討兩組青少年漢語二語初學者的學習策略對漢字書寫表現的同時和預期效應。兩組調查者分別是150名香港本地學校的非華語學生（漢語二語學習者）和150名越南學生（漢語外語學習者）。數據分析包括定量分析（比如描述性統計、多元回歸和結構方程建模）和定性分析。根據分析結果探討以下問題：（1）評估策略使用對漢語二語學習者和外語學習者漢字書寫表現的同時和預期效應；（2）檢測漢語二語學習者和外語學習在策略使用與漢字書寫表現的雙向關係上是否有所不同；（3）描述語境如何影響學習者的策略使用與漢字書寫發展的關係。
本研究期望取得具有重要理論意義和實踐價值的發現。本研究不僅擴大了特定語言技能的學習策略的研究範疇，還將個體差異與學習語境聯繫起來，探索影響書面漢語中漢字書寫發展的潛在因素。由於學習策略能明確地進行教導，本研究的結果對於提高學習者的自主性以及克服全球漢語學習者的學習困難具有重要教學意義。
年份: 2021 - 2022
項目負責人 -
梁源博士
Duration: 1 Jan 2022 - 30 Apr 2024
This study aims to investigate the cognitive factors of word reading in CSL and native Chinese-speaking learners.
年份: 2019 - 2020
項目負責人 -
廖先博士
Duration: 1 Dec 2019 – 30 Nov 2021
本項目計劃研究漢語代詞的歷史發展與印度佛教，主要是佛經翻譯的關係，是申請者已經結束的 GRF 項目 “漢譯佛經梵漢對比分析語料庫建設及其漢語歷史語言學研究” 工作的繼續。
年份: 2015 - 2016
項目負責人 -
朱慶之教授
本計劃以出土文獻，例如：清華簡和兩周青銅器銘文材料，輔以《尚書》等傳世文獻，重新研究《逸周書》這部著作。透過出土文獻，例如清華簡《皇門》和《逸周書.皇門解》的校讀，嘗試還原古本的某些原貌；并由其各篇所反映的具體內容、思想和語言現象，重新研究《逸周書》各篇的著作時代。希望找到一些帶有時代標記的語言、思想、文化等標準特徵。進而重塑上古漢語前段的資料。
年份: 2013 - 2014
項目負責人 -
張連航博士
- 縱向研究：探討中文母語學習者寫作過程與作品的關係
項目負責人 - 林善敏博士 - 承變之間：朱駿聲《六十四卦經解》研究價值的發現
項目負責人 - 羅燕玲博士 - 執行功能與香港中學生中英文綜合寫作的關係
項目負責人 - 廖先博士 - 探索任務特徵和主體間性對香港非華語小學生口語互動的影響
項目負責人 - 延晶博士
近年來，寫作過程與寫作作品之間的關係備受關注。然而，對於非字母系統書寫者的寫作行為和文本質量的研究卻寥寥無幾。在香港，中學生的寫作能力是中文語文教育的重要課題，提升他們的寫作能力至關重要。本研究旨在以Kellogg（1996）的寫作模型作為理論基礎，探討中文母語者寫作過程中的停頓與修訂行為與文本質量之間的關聯，以及他們一年的寫作能力變化。本研究採用混合方法的縱向設計。來自香港三所中學的六十名中一學生在三個時間點完成兩篇作文，而研究結果會為寫作理論模型和寫作教學提供重要啟示。
清代《說文》名家朱駿聲（1788-1858）著有《六十四卦經解》，學者多因其形式類近於資料彙編而認為此書只是集舊說之作，這使《經解》的價值歷來被忽視。其實在承繼之餘，朱氏創建亦多，本計劃將從以下兩方面發掘《經解》的研究價值： 其一，《經解》吸納前人《易》說，但朱氏引錄時往往刪改或重組材料，亦會補充看法。他引史說《易》，對史事的評說反映清中葉知識分子的時代意識，而他將當時的天文、地理等新知融入說解，注入了新元素。學者謂《經解》「瑕瑜并列，而無所是非」，評價並不公允。研究《經解》承變之處，能觀察傳統經典如何在後代獲得新生命。 其二，朱駿聲《說文通訓定聲》的成就備受肯定，但學者研究此作，往往忽略了朱氏其他著作的訓詁材料。《說文》通釋字義，《定聲》解說字的一般義，但《經解》專門解《易》，說的是字的經典義，故說釋每異於前兩者。本計劃比對《經解》與《定聲》的訓詁材料，觀察朱氏如何以《說文》的研究成果解《易》，更著重探討他如何在經籍的具體注解之中變化字義。這將突破學者研究朱氏語言學時只取《說文通訓定聲》為材的盲點。
年份: 2021 - 2023
項目負責人 -
羅燕玲博士
Duration: 1 Oct 2021 - 31 Dec 2023
年份: 2020 - 2021
項目負責人 -
廖先博士
Duration: 01 Jan 2021 – 31 Dec 2022
年份: 2020 - 2021
項目負責人 -
延晶博士
Duration: 01 Jan 2021 – 31 Dec 2022
- Inclusive and Exclusive: Language Contact between Sinitic Languages and Altaic Languages
項目負責人 - Dr WANG Cong (Hong Kong) - Inclusive and Exclusive: Language Contact between Sinitic Languages and Altaic Languages
項目負責人 - Dr WANG Cong (Hong Kong), Prof XU-SONG Dan (France)
The inclusive-exclusive distinction in the first person plural pronoun attested in the Mandarin Chinese language has been poorly studied. This opposition appeared in Northern Chinese documents from 12th century and in The Secret of the Mongols from 13th century. The joint project aims to investigate the source and development of this use in Sinitic and Altaic languages. We will try to understand whether this phenomenon was due to independent innovations or to language contact between Han and non-Han peoples.
年份: 2020 - 2021
項目負責人 -
Dr WANG Cong (Hong Kong), Prof XU-SONG Dan (France)
Duration: 1 Feb 2021 – 31 Jan 2023
- Identity Construction and Language Socialization of Ethnic Minority Children in Hong Kong Secondary Schools: A Pilot Study
項目負責人 - 李蓁博士 - Exploring Features of CALP in Chinese Teaching Materials for Non-Chinese Speaking Students in Hong Kong
項目負責人 - 梁佩雲教授 - Impact of Phonological Correlations on Writing of Chinese Ideographs by L2 Learners
項目負責人 - 梁源博士 - Investigating the Role of Executive Functions in Completing Integrated Writing Tasks in Chinese (L1)
項目負責人 - 廖先博士 - Prenominal Modification and Word Order Constraints: An Interventional Study on L2 Chinese Learning
項目負責人 - 金晶博士
This project is a pilot study that aims to identify cultural resources, social contacts, and spatial repertoires that allow or inhibit ethnic minority students to negotiate across formal and informal contexts in Hong Kong secondary schools that serve ethnic minority students or students of mixed cultural backgrounds.
年份: 2020 - 2021
項目負責人 -
李蓁博士
Duration: 5 Apr 2021 – 4 Apr 2022
This study aimed to investigate the quality of Cognitive Academic Language Proficiency (CALP) input as evident in the teaching and learning materials in Chinese for Non-Chinese Speaking (NCS) students in Hong Kong. By comparing the materials adopted in teaching the Chinese Language subject and the General Studies subject, this study addressed the following questions: 1. What are the CALP features in Chinese Language as evident from the text analyses of teaching, learning and assessment materials for NCS students? 2. What are the CALP features in General Studies as evident from the text analyses of teaching, learning and assessment materials for NCS students?
年份: 2019 - 2020
項目負責人 -
梁佩雲教授
Duration: 19 Aug 2019 – 18 Aug 2020
This project aims to explore the phonological correlations as an impact on Chinese-character writing by students who learn Chinese as a second language.
年份: 2019 - 2020
項目負責人 -
梁源博士
Duration: 19 Aug 2019 – 18 Aug 2020
The study aims to explore how students’ process of completing integrated writing tasks is affected by executive function factors, i.e., working memory and planning, among a group of colleague freshmen.
年份: 2019 - 2020
項目負責人 -
廖先博士
Duration: 29 Jun 2020 – 28 Jun 2021
The project aimed to conduct an interventional study on adult L2 learning of the word order constraints on modifiers at internal and external interfaces in the Chinese nominal domain.
年份: 2019 - 2020
項目負責人 -
金晶博士
Duration: 2 Sep 2019 – 1 Mar 2021
By evaluating the Chinese programs offered by local universities, together with those offered by Mainland China and Taiwan, this project aims to provide suggestions and recommendations on the competence structures of classical Chinese for Chinese major students to design and develop a feasible and efficient classical Chinese benchmark test. To present the latest research findings and to seek advice and gather the latest outputs from overseas experts, the project team also plans to organize a workshop and 2 consultant meetings to address the issues in classical Chinese teaching and learning.
年份: 2019 - 2020
項目負責人 -
張連航博士
Duration: 2 Sep 2019 – 1 Sep 2020
This present study focuses on investigating the relationships between independent skills (i.e., reading, writing and listening) and integrated writing skills. The findings could deepen the theoretical understanding on the construct of integrated writing, and provide evidence on possible factors accounting for students’ individual difference in integrated tasks.
年份: 2018 - 2019
項目負責人 -
廖先博士
Duration: 27 Dec 2018 - 26 Dec 2019
Most local children in Hong Kong acquire two Chinese languages successively: Cantonese since birth (first language, L1) and Putonghua since kindergarten or primary school (second language, L2). Putonghua subject is an important component of Chinese Language Education but is found difficult for many local children. In this project, we conducted both production and perception experiments among local primary school children, identified their pronunciation error patterns of Putonghua and reasons behind, and provided suggestions for further improvement.
年份: 2018 - 2019
項目負責人 -
張凌博士
Duration: 6 Jun 2019 - 5 Jun 2020
This project aims to study the origin and development of Chinese personal pronouns from perspectives of language contact and linguistic typology. The focus of this study will be the number category of Chinese personal pronouns, the honorific of Chinese personal pronouns and the inclusive and exclusive opposition of personal pronouns in Chinese.
年份: 2018 - 2019
項目負責人 -
王聰博士
Duration: 27 Dec 2018 - 26 Dec 2019
This project aimed at exploring alternatives for the development of school-based Chinese curriculum for NCS students. By interviewing teachers of Chinese Language and General Studies in the same schools, the difficulties in teaching Chinese Language and teaching General Studies in Chinese to NCSs were examined.
年份: 2017 - 2018
項目負責人 -
梁佩雲教授
Duration: 4 Sep 2017 - 3 Dec 2018
The project aimed to investigate the interaction effect, if any, between L2 proficiency and adult L2 Chinese learners’ performance in different types of interface knowledge within the nominal domain.
年份: 2017 - 2018
項目負責人 -
金晶博士
Duration: 4 Sep 2017 - 3 Dec 2018
This project investigated tone and intonation production among aphasic patients and healthy controls, who were all native speakers of Cantonese. The comparisons between the two participant groups helped to specify the associations between brain damage and language deficits. Acoustic analysis was conducted to quantitively identify the production deficits. In addition to tones in isolated citation form (such as in naming tasks), tones in continuous speech (such as in narrative discourses) was also analyzed. This project helped us to better understand how pitch is encoded as linguistic representations of tone and intonation. The identification of the tone and intonation deficits in Cantonese aphasic patients also provided useful hints for their language assessment and therapy.
年份: 2017 - 2018
項目負責人 -
張凌博士
Duration: 28 Dec 2017 - 27 Dec 2018
The study of the culture of Medieval China presupposes reading vernacular Chinese texts, which requires the help of dictionaries of Middle Chinese. Regarding the internationalization of the study of Medieval Chinese culture, however, existing monolingual Chinese dictionaries are not sufficient. A fine bilingual Middle Chinese dictionary can not only assist foreigners who study Medieval Chinese culture to better master the meaning and usage of Middle Chinese words with the help of their native language but also enable Chinese scholars to translate premodern texts more accurately.
The purpose of this project is to create a database of study of Middle Chinese vocabulary for the compilation of an online dictionary of the new words and new meanings of Middle Chinese at first step and compilation a bilingual Chinese-English dictionary at second step with the combined efforts of Hong Kong and American scholars mainly.
The compilation of a bilingual Chinese-English premodern Chinese dictionary is not only essential for foreign Sinologists but also necessary for Chinese students and scholars. More and more Chinese scholars participate in international conferences nowadays, and they need to render their research findings in English. As the Chinese economy continues to flourish and globalize, China needs to introduce Chinese culture, especially the rich premodern culture, to the world. This requires the translation of major works into foreign languages, particularly English. If this dictionary can be sponsored, and therefore published in the near future, it will definitely have an important impact on Sinological studies.
年份: 2016 - 2017
項目負責人 -
朱慶之教授
Duration: 26 Sep 2016 - 25 Sep 2017
本研究計劃設計了考慮不同語言學因素的刺激字，通過聽寫和正字法意識的測試，考察不同漢語水平、不同國別的二語學習者對於不同類型漢字的書寫表現、以及對於真字/假漢字的判斷，進而探討二語學習者的漢字習得順序。
年份: 2016 - 2017
項目負責人 -
梁源博士
Duration: 19 Oct 2015 - 18 Oct 2016