At one point considered to have been the most densely populated place on earth, nearly thirty years after its demolition, Hong Kong's Walled City of Kowloon continues to be a topic of significant cultural memorialization and lively academic discussion. Yet despite the researchers' best efforts, its origin and early history continue to be riddled with fundamental inaccuracies. Tracing back to key primary sources, this article upholds that the Walled City was selectively built by the Chinese on empty government land between late 1846 and 1847, systematically arguing that it was therefore not an architectural palimpsest with an undue “centuries-old” history. Seeking to bring clarity as to “why” predominant academic discourses to date have differed, the article scrutinizes two of the most influential published narratives on the topic by Elizabeth Sinn and Julia Wilkinson, demonstrating how a fundamental lack of integration of key primary sources has resulted in the current state of knowledge. Closely aligned with and committed to efforts to decolonize the historical record, the article also proposes that such sources should be made more accessible for proper study, in the hope that narratives about the Walled City's origin and early history take account of the perspectives of those who built it.

普通話句末“的”的句法功能問題受到學界的廣泛討論。粵西廉江、茂名方言句末“的”形式為“個[kɔ³³]”,相當於普通話的“的₃”,且與“的₃”發展呈現高度平行。粵西方言句末“個”具有二重性,既能夠分析作結構助詞,又帶有廣義的傳信語氣,在表達斷言 確認時,句末可以出現兩個“個”。兩個“個”共現正是“個”由結構助詞演變為語氣助 詞的中間階段,共現現象不僅存在於粵西粵方言,還見於江西安遠（孔田）客家方言。這 一方言事實坐實了“結構助詞 > 語氣助詞”的演變過程,為普通話“的”等相關問題的討 論提供了重要線索。

嚴州（建德）方言的詞素“把”（po55）既可作為給予動詞亦可作為賓語標記使用（曹志耘 2017）。前一種情況下,po55相當於普通話中的三價動詞“給”,其中物體轉移的方式在語義上是非確定的,而後一種情況下,po55用於標記其後名詞的不同題元角色,類似普通話的“把”。Po55的多功能性源於Chappell（2007）所定義的語法化路徑,即從給予/幫助類動詞到賓語標記。通過與“把”及“把”字句的深入對比,我們認為po55後名詞必須經受特定形式的影響,並且總是與因動詞短語所示事件的實現而引出的特定結果狀態相聯繫。在Randall（2010）連接理論框架的基礎上,我們提出了對po55的基於致使性的統一處理。這使我們最終有理由相信,致使性構成了po55內在概念結構的核心部分,且po55詞彙化為嚴格意義上的致使單位,儘管它具有語法上的雙重特性。

龔岩（生於1974 年）因其「太極合一靈修」而成為當今聞名全中國的靈修導師。受過其靈修培育的修女、修生、神父及平信徒人數之多,令人驚歎。這是一種結合現代心理學與中國傳統太極哲學概念的靈修方式。「太極合一靈修」也為聖三論、基督論和神學人學提供了新的詮釋。在本文中,我們將介紹龔岩如何把中國太極哲學、現代心理學、神學和基督徒靈修銜接起來,以系統化其靈修,從而分析他的創新理論和實踐對基督徒神學和靈修傳統有何啟發。

In an investigation of students and teachers of various languages, Ruesch and colleagues (2012) discovered that the two groups held different perceptions regarding the effectiveness of motivational strategies (MSs). However, consid- ering learning environment significantly influences MSs (Dörnyei, 2001), situ- ating students and teachers in a more specific environment is recommended when comparing their perceptions. This study examines the perceptions of students and teachers sharing the same learning environment to identify any differences in perceptions regarding the effectiveness of MSs. The participants included 316 students of English at a Japanese technical college and six non- native English teachers. Statistical analyses on questionnaire data collected showed that both groups perceived the overall effectiveness of motivational strategy (MS) similarly, which is inconsistent with Ruesch and colleagues (2012). One possible interpretation for this discrepancy is that the current study was situated in a single second language (L2) learning environment—specifically English—whereas Ruesch and colleagues (2012) conducted their study in multiple L2 learning environments. Therefore, the teachers in this study had a better and more accurate understanding of how to motivate students. Addition- ally, no significant differences were found in students' perceptions of MSs across groups with different L2 proficiency and motivational intensity.

Social justice and gender equality have long been promoted in schools and educa- tion sectors in Hong Kong. However, it remains unclear whether these efforts have led to meaningful changes in children's literature popular among Hong Kong readers. In particular, the extent to which recent children's books have moved away from male-dominated narratives and improved female representation warrants further examination. To increase gender awareness in young readers, parents, teachers, and librarians in the local community and beyond, this paper examines the gender representation in seven Grade 3 English e-chapbooks catego- rized under Reading Recovery (RR) level 22 (for readers aged eight to nine) in Highlights Library, one of the leading digital reading platforms in the world. In terms of the male-to-female ratio in the book titles, book cover illustrations, and central characters of eBooks at RR level 22, the study shows that female charac- ters outnumber male characters in most e-chapbooks catalogued in the digital library. Female characters are no longer underrepresented. In terms of gender discourses, Fairclough's critical discourse analysis (CDA) is used to observe the gender power relations in the narratives of the seven Grade 3 e-chapbooks. All seven e-chapbooks at RR level 22 exhibit different levels of influence from feminism

Second language (L2) testing research over the last two decades has witnessed a noticeable shift from measuring multiple validities to presenting evidence to the argument-based validation framework, but seldom did they examine the argu- ment-based validity of the Hong Kong Diploma of Secondary Education Exami- nation (HKDSE) English Language speaking test (hereafter referred to as HKDSE speaking test), which is taken in the form of group interaction that considers not only the validation components based on Levelt's (1989) speaking model but also international competence. The current study aims to validate the HKDSE speaking test by presenting evidence to back the warrants drawn in the domain description, explanation, and utilization inferences within the argument- based framework. The study adopted the qualitative approach by analyzing different sources of artifacts, including the constructs, task test samples, marking criteria, and authentic group discussion samples, as well as transcripts of the interview with four prospective task-takers. Results indicate that despite high consistency between most constructs, marking criteria, and theoretical expecta- tions, the non-specifications of the interaction context, participants' roles, and task purposes in the majority of the test prompts make it hard to fully justify both the target domain and explanation inferences. The interviewees' disregard of the representativeness of the test scores in manifesting the language use in real-life contexts has also undermined its validity in terms of utilization inference.