Two problems have remained unresolved in speech prosody research. The first one is that there are numerous rival theories that have coexisted for decades -- supporters for one do not necessarily understand the others well. The second one is that in the absence of a universally accepted framework, field linguists working with a new language could propose prosodic analyses not otherwise satisfactory to fellow researchers, in part also due to field-related practical challenges compared with lab settings. Computational modelling can be a useful tool for addressing these problems. This project seeks to promote computational modeling of fundamental frequency as a tool for (i) theory comparison and (ii) hypothesis testing and analysis *for field linguists*. Here we specifically target linguists without background in computer science or statistics.
年份: 2021 - 2023
项目负责人 -
李烱乐博士
研究员: PI
Writing from sources is an important academic literacy skill essential for university students to succeed in academia. Nonetheless, because it involves a set of complex cognitive, metacognitive, and self-regulatory processes and strategies, it is extremely challenging. Existing research primarily focused on the cognitive processes of sourcebased writing, adopting qualitative and case-study based methods. While the research generated a nuanced understanding of the intricate mental struggles and issues during the reading-to-write process, it did not investigate the contextual and behavioural aspects of the process, such as the regulation of time, environment and motivation. There is also a paucity of research adopting quantitative means to connect important antecedent, process and outcome variables to generate a comprehensive picture with sufficient clarify to guide practice and further research. The proposed study will attempt to address the above gaps in the literature.
年份: 2021 - 2023
项目负责人 -
谢琴博士
研究员: PI
香港作为一个多语言盛行的社会，其居民的第一语言为广东话，第二以及第三语言为普通话或者英文。现有文献表明，多语言习得是非线性且交互作用的（Jessner, 2008）。三语学习者在认知灵活度，语音发音，感知和语言学习意识方面比二语学习者有更强的能力。这些能力能帮助三语学习者更好的学习一门新的语言（Gut, 2009）。考虑到语言教学和习得的复杂性，本项目旨在检视第一语言，第二语言以及第三语言之间的相互作用，并且为香港的语言教师和语言学习者提供多语言学习的深入见解 。
年份: 2020 - 2022
项目负责人 -
陈雪珠博士
研究员: PI
Effective learning of second language (L2) vocabulary hinges on the learners’ ability to self-regulate their learning. However, little research interest has been shown in how students self-regulate when they are left on their own to explore L2 vocabulary learning mediated by mobile technologies. In this research, a self-regulated and personalised (SRP) vocabulary learning approach is developed and its effectiveness measured. This research aims to help students develop a heightened capacity for self-regulation to learn L2 vocabulary with mobile technologies more efficiently and effectively. This research adopts a mixedmethod design. An experimental design is adopted to find out to what extent students can learn L2 vocabulary using the SRP approach in a mobile technology-mediated environment via a self-directed intervention for one semester. In addition, a multicase study will be conducted to provide qualitative evidence to verify whether the self-directed SRP approach can lead to a heightened capacity for self-regulation.
年份: 2019 - 2021
项目负责人 -
马清博士
研究员: PI
English is stress-timed while Chinese is syllable-timed, which makes English word stress placement difficult for Chinese learners of English. This project aims to develop assessment tasks to identify Chinese learners’ difficulties in English word stress placement in perception and production, design training programmes to examine whether word stress can be acquired systematically, and conduct a teaching experiment to evaluate the effectiveness of the training programmes in facilitating the learning of word stress. This project will generate substantial impact in both theory and practice.
年份: 2019 - 2021
项目负责人 -
陈雪珠博士
研究员: PI
This project examines an underexplored yet fundamental question in second language (L2) research: when acquiring new speech sounds, do L2 learners draw on knowledge of their first language (L1) phonology sound-by-sound or along some continuous dimension such as length?
Taking phonemic length (i.e. short vs. long sounds) as the test case, we will compare native listeners with different L1 backgrounds producing and perceiving length contrasts in non-native language(s). Their relative performance will answer numerous questions about how L1 transfer occurs.
The findings of the study are expected to have both theoretical and pedagogical implications. At the theoretical level, our findings can lead to a definitive conclusion at the ‘feature vs. category’ dialogue in L2 phonological acquisition. In turn, this will benefit learners of languages where length distinctions matter, such as Japanese. In the long run, our findings can also help teachers devise more effective pedagogical strategies.
年份: 2020 - 2021
项目负责人 -
李烱乐博士
研究员: PI
年份: 2021 - 2023
项目负责人 -
刘择明博士
研究员: PI
年份: 2019 - 2021
项目负责人 -
Dr CHIN Chi On Andy
研究员: PI
年份: 2021 - 2022
项目负责人 -
Dr KATAOKA Shin
研究员: PI
年份: 2021 - 2022
项目负责人 -
刘择明博士
研究员: PI
年份: 2020 - 2022
项目负责人 -
Prof CHEUNG Hin Tat
研究员: PI (Prof CHEUNG Hin Tat)
研究员: Co-I (Dr CHIN Chi On Andy, Dr LEE Kwing Lok Albert)
年份: 2020 - 2021
项目负责人 -
Dr LIU Fung Ming Christy
研究员: PI
年份: 2020 - 2021
项目负责人 -
Dr CHEN Hsueh Chu Rebecca
研究员: PI
年份: 2019 - 2021
项目负责人 -
Dr MA Qing
研究员: PI