Empirical corpus-based studies have demonstrated many positive outcomes in learners’ development of various language skills. However, frontline language teachers in primary and secondary schools are unfamiliar with corpus technology, mainly due to the lack of technological, pedagogical and content knowledge (TPACK) training in corpus technology. To address this knowledge gap, we have recently developed a corpus-based language pedagogy (CBLP) that blends language pedagogy with corpus technology. This proposal aims to frame training in corpus technology for student teachers within the TPACK framework to foster CBLP for effective teaching using corpus technology. This research will also provide a theoretical model by investigating how student teachers in Hong Kong and Mainland China receive TPACK training in corpus technology, and how this can influence their self-efficacies for independent language learning and teaching.
年份: 2023 - 2025
項目負責人 -
馬清博士
研究員: PI
This project seeks to investigate the relationship between tongue movement and tone in speech production – two parts of articulation formerly considered independent from each other. We look at consonant-vowel coordination in Cantonese and Mandarin, two languages with respectively six and four lexical tones, under different tone and speech rate conditions. Both acoustic (formant) and articulatory (high temporal resolution ultrasound tongue imaging) data will be collected for analysis, followed by analysis-by-synthesis using VocalTractLab. Our findings will shed new lights on (i) our understanding of speech production, (ii) individual differences in articulatory control, and demonstrate (iii) the use of articulatory synthesis as a convenient tool for hypothesis-testing in articulation research.
年份: 2023 - 2025
項目負責人 -
李烱樂博士
研究員: PI
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
項目負責人 -
李烱樂博士
研究員: 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
項目負責人 -
謝琴博士
研究員: PI
香港作為一個多語言盛行的社會，其居民的第一語言為廣東話，第二以及第三語言為普通話或者英文。現有文獻表明，多語言習得是非線性且交互作用的（Jessner, 2008）。三語學習者在認知靈活度，語音發音，感知和語言學習意識方面比二語學習者有更強的能力。這些能力能幫助三語學習者更好的學習一門新的語言（Gut, 2009）。考慮到語言教學和習得的複雜性，本項目旨在檢視第一語言，第二語言以及第三語言之間的相互作用，並且為香港的語言教師和語言學習者提供多語言學習的深入見解 。
年份: 2020 - 2022
項目負責人 -
陳雪珠博士
研究員: 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
項目負責人 -
馬清博士
研究員: 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
項目負責人 -
陳雪珠博士
研究員: PI
The present study arises from the belief that early school readers play a major role in the socialisation of children’s lives and their gender development, and that schooling is an important medium of reproducing cultures and of perpetuating the existing mechanisms of domination. The study aims to examine how male and female characters are represented in the readers produced by local publishers and those recommended by the Education Bureau in its two popular reading schemes, namely the Primary Literacy Programme: Reading and Writing, and Reading across the Curriculum. A total of 180 readers for Key Stage 1 (Primary 1-3) will be selected for the analysis. The value of the investigation is that it will help heighten the public awareness of the power of book authors to position the two genders through various means.
年份: 2018 - 2020
項目負責人 -
李鳳琼教授
研究員: PI (李鳳琼博士)
研究員: Co-I (錢志安博士)
The objective of this research project is to empirically investigate how non-literary translation practitioners and translation clients perceive translator professionalism, which is understood as not only involving knowledge and expertise but also the virtues of trustworthiness and altruism.
年份: 2016 - 2018
項目負責人 -
廖鳳明博士
研究員: PI
This proposed study will examine the development of Cantonese narrative in ethnic minority children of Hong Kong with special focus on three sub-groups, namely, Indian, Pakistani, and Nepalese, who are commonly called South Asians.
年份: 2015 - 2017
項目負責人 -
張顯達教授
研究員: PI
This project aims to carry out a more complete inquiry into trilingual education in Hong Kong primary schools. The research questions are: 1. What are the models of trilingual education in HK primary schools? 2. Which models are more effective in fostering trilingualism?
年份: 2014 - 2016
項目負責人 -
王立勛博士
研究員: 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
項目負責人 -
李烱樂博士
研究員: PI
This project aims to fill this research gap by developing and validating a coherent suite of language testing instruments (DiaWrite) to diagnose Hong Kong undergraduates’ relative strengths and weaknesses in writing academic essays in English.
年份: 2016 - 2018
項目負責人 -
謝琴博士
研究員: PI
In addition to providing a rich source of authentic spoken data, both quantitatively and qualitatively, for studying mid-20th century Cantonese, this proposed project will also focus on the possible mechanisms and the conditions involved in the development of Cantonese by comparing against 19th century and contemporary data.
年份: 2013 - 2016
項目負責人 -
錢志安博士
研究員: PI
年份: 2021 - 2023
項目負責人 -
劉擇明博士
研究員: PI
年份: 2019 - 2021
項目負責人 -
Dr CHIN Chi On Andy
研究員: PI
年份: 2018 - 2020
項目負責人 -
李鳳琼教授
研究員: Co-I
年份: 2015 - 2018
項目負責人 -
Prof CHEUNG Hin Tat
研究員: PI
The present project will be the first to address this issue, exploring infants ’ relative sensitivity to and use of consonants, vowels and tones in Cantonese and French environments.
年份: 2016 - 2019
項目負責人 -
張顯達教授
研究員: PI
年份: 2017
項目負責人 -
李鳳琼教授
研究員: PI
年份: 2013
項目負責人 -
李鳳琼教授
研究員: PI
年份: 2021 - 2022
項目負責人 -
Dr KATAOKA Shin
研究員: PI
年份: 2021 - 2022
項目負責人 -
劉擇明博士
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr KATAOKA Shin
研究員: PI
年份: 2019 - 2020
項目負責人 -
李鳳琼教授
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr LIU Fung Ming Christy
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr MA Qing
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr LEE Kwing Lok Albert
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr LEE Kwing Lok Albert
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr LUK Pei Sui Zoe
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr CHEN Hsueh Chu Rebecca
研究員: PI
年份: 2017 - 2019
項目負責人 -
Dr XIE Qin
研究員: PI
年份: 2018
項目負責人 -
Dr WANG Lixun
研究員: PI
年份: 2017 - 2018
項目負責人 -
Dr CHEN Hsueh Chu Rebecca
研究員: PI
年份: 2020 - 2022
項目負責人 -
Prof CHEUNG Hin Tat
研究員: PI (Prof CHEUNG Hin Tat)
研究員: Co-I (Dr CHIN Chi On Andy, Dr LEE Kwing Lok Albert)
年份: 2017 - 2019
項目負責人 -
Dr WANG Lixun
研究員: PI (Dr WANG Lixun)
研究員: Co-I (Prof CHEUNG Hin Tat, Dr KATAOKA Shin)
年份: 2017 - 2018
項目負責人 -
Dr CHIN Chi On Andy
研究員: PI
年份: 2018 - 2019
項目負責人 -
Dr MA Qing
研究員: Co-I
年份: 2014 - 2015
項目負責人 -
Dr MA Qing
研究員: PI (Dr MA Qing)
研究員: Co-I (Dr CHIN Chi On Andy, Dr LUK Pei Sui Zoe)
年份: 2014 - 2015
項目負責人 -
Dr CHEN Hsueh Chu Rebecca
研究員: PI (Dr CHEN Hsueh Chu Rebecca)
研究員: Co-I (Dr LEE Fung King Jackie, Dr WANG Lixun)
年份: 2020 - 2021
項目負責人 -
Dr LIU Fung Ming Christy
研究員: PI
年份: 2020 - 2021
項目負責人 -
Dr CHEN Hsueh Chu Rebecca
研究員: PI
年份: 2019 - 2021
項目負責人 -
Dr MA Qing
研究員: PI
年份: 2019 - 2020
項目負責人 -
Dr CHIN Chi On Andy
研究員: PI
年份: 2019 - 2020
項目負責人 -
李鳳琼教授
研究員: PI