Drawing on the notions of scale and space, this paper investigates identity construction among a group of mainland Chinese cross-boundary students by analysing their language choices and linguistic practices in a multilingual university in Hong Kong. The research illustrates how movement across spaces by these students produces varying index values for languages and influences their language usage, which becomes emblematic of individual and group identities. The research demonstrates that the values developed in their place of origin may have influences on their identity construction and peer communication in the host context. Finally, it shows that these students use their multiple linguistic repertoires to project multilayered identities and gain legitimacy in peer interactions.
[Copyright of Language and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2012.663553]

In the public discourse about Mainland China (MLC) in Hong Kong (HK), China is usually presented as in group, and the "one-country-one-people" ideology is widely supported. In the private discourse, however, MLC is usually presented as outgroup. This article analyzes spontaneous online discussions from a chat forum where local and non-local Chinese students in an Intercultural Communication class discuss self- and other-categorizations in HK and MLC. The analyses demonstrate that a wide range of mitigation strategies is used, suggesting that students constantly engage in face-threatening activities. The data also show that HK students' stereotypes of MLC are remarkably negative, and that MLC students defend themselves by constructing counter-narratives about the rejected mother and her ungrateful child. The discussion argues that social identity is a flexible concept which constantly changes depending on context and situation, and it suggests that the students' narratives should be seen as examples of different types of discourse: a Western and an Eastern discourse with fundamentally different norms for self- and other-construction. Finally, the paper argues that only by addressing potentially painful issues, and verbalizing taboos in the strained relationship between HK and MLC, is it possible, over time, to reconcile the opposing discourses about "the other"
[Copyright of Journal of Multicultural Discourses is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/17447143.2011.560670]

An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been investigated mainly in Europe and the USA, whereas in Asia, these issues seem to have been less explored. This article reports an interview study that collected views about culture and language teaching from 12 secondary school English teachers in Hong Kong, including native and non-native English teachers. The findings showed that the teachers were unanimously positive in their attitudes towards the motivating power of culture (including popular culture) in language teaching, but also revealed ambivalence or contradictory feelings about the means and the end of culture-integrated TEFL in terms of what cultural resources to draw on; the connectivity between cultural components and examinations; and the role of teachers. The findings suggest the need for EFL teachers to deploy culture as a discursive resource for meaning-making, and to consider culture pedagogy as interlingual and intercultural exploratory dialogues with the students. The need for a closer collaboration among EFL teachers from different sociocultural backgrounds is highlighted.
[Copyright of Language, Culture and Curriculum is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07908318.2012.716849]

研究競爭時，被拒者的感受及自我評估在競爭夥伴態度相同或相異下之分別；受試者為65位大學本科生。

用因子分析法找出香港大學生對同儕之觀感，然後和美、日等同性大學生作一比較。

探討評判員與接受評判的演說者之間的認識程度會否影響評判所給予的批評，從而研究「留面子」的行為。