This analysis pursues a transnational and spatial approach to the history of Victoria Park to examine the construction and experience of space within Victoria Park in Hong Kong. It applies Henri Lefebvre's categories of spatial analysis to facilitate an examination of how British and local Chinese meanings and experiences of space collided to create an arena of contested power within the spatial practices of the park. These resulting tensions provide an understanding of the larger tensions within Hong Kong's colonial order that points to the importance of recognizing local contributions to urban development and space in colonial histories.This framework provides an equal focus on the roles of the colonial government and the local Chinese working classes in shaping the use and meaning of Victoria Park and, thus, the urban landscape of colonial Hong Kong. Such a focus presents an intervention for a group that has been much overlooked both within Hong Kong's colonial history and within the broader field of imperial urban history.

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.

This article discusses how humor contributes as a resource to the teaching of Hong Kong, both in the context of Cantonese language learners across the globe and for a wider audience who are interested in social and identity issues in “homeland” Hong Kong. We argue that humor is an effective resource in teaching Hong Kong since humorous texts in the broad sense are often nuanced and multi-layered, which are important qualities that match Hong Kong's (in)famous plurality and hybridity. Drawing on Shih Shu-mei's decentralized and pluricentric concept of Sinophone studies, this article argues that humorous texts help learners better appreciate the diversity and dynamicity in Hong Kong culture and Cantonese. In the context of heritage language learners, we show that humor and parody are excellent vehicles to allow students to connect with the target language in their own style, rather than tracing back to certain stereotypical yet imaginary roots of “homeland” that go against the psychological ownership of students' learning. In the Asian (“homeland”) context, we illustrate the importance of comedy studies through a course in a popular education setting outside of universities. Through the course on humor studies and the stress on Cantonese language, aspects related to the Hong Kong identity are introduced while covering various topics, such as popular culture, parody, and the negotiation of the Hong Kong identity. This article shows how humor engages with the audience and enables dialogues and discussions on the otherwise divisive and abstract topic of identity, even in the local “homeland” context, in which speakers assume a relatively stable and homogeneous identity. We stress that learners' active engagement can be leveraged by the incorporation of both consumption and production (also known as “prosumption”) of humorous content and learning materials that suit their own learning style and motivation, which is particularly significant for adult learners.

本文旨在基於呂叔湘《中国文法要略》的廣義語氣系統,構建一個語氣和語氣詞的複合概念功能描寫框架,用以描寫鎮江話句末“的”的表現,刻畫一條從“的₃”到“的_語氣”的“漸變”“程度”的可能軌跡,論證鎮江話含有“的”的句末合音助詞已經是合格的語氣詞,並探討和普通話句末“的”相關的一些問題。

吳語台州方言中有兩類與量詞“個”同源的確認義句末標記。其中,一般確認標記為“個”的弱化形式,用於表達肯定語氣;強化確認標記則與“個”同形,用於強調事件或狀態“本就如此”。一般確認標記和強化確認標記的產生分別源自“個”在有核和無核結構中的功能虛化,並反映出修飾和領屬兩類語義的分化。

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。

普通話“的₂、的₃”的功能,在永春方言裡大致可對應“爾、其”兩個成分。“爾”和“其”都是多功能詞,具有結構助詞、語氣助詞、後綴等用法。在對二者功能進行詳細描寫與比較的基礎上,重構其語法化路徑,可籍此觀察到兩類判斷句式的演變過程,並為基於共時語料推溯歷時演變的研究提供借鑒與參考。

本文重新探討句尾成分“嗬”的句法特性,並主張粵語存在兩類“嗬”。儘管已有大量研究,包括Lam（2014）、Tang（2020）和Law et al.（2024）,但針對如“咩嗬”等組合的語言直覺仍然莫衷一是。此外,Law et al.（2024）引入的涉及聽話人轉換的“嗬”尚未得到充分研究。為了解決這些問題,本文觀察“嗬”是否能與程度句尾助詞共現。結果顯示,不涉及聽話人轉換的“嗬”（“嗬1”）和涉及聽話人轉換的“嗬”（“嗬2”）有兩套不同的句法行為。本文主張“嗬1”是佔據F3P中心語的句末助詞,“嗬2”是一個通過空連詞與前述句子合併形成廣義聯合結構的代句詞。基於這個分析,本文重新審視以往的文獻。本文的分析比起以往文獻能夠更全面地覆蓋有關“嗬”的語言事實,從而提升對自然語言左緣結構的理解。

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。

對於英語中某些由單一核心動詞構成的單句,漢語需要形成連謂結構才可以編碼與英語核心動詞在真值語義上等值的成分。以“旋轉”“尖叫”這類不具有橫向或縱向位移義甚至不具有運動義的詞為例,在英語中,這類詞可以直接與路徑成分搭配使用,但在漢語中卻必須補充出對應的主要運動動詞,這類詞只能作為運動的附加信息來修飾主要運動動詞。本文以此為切入點考察漢英位移事件句,認為無論英語還是漢語,要表徵一個自移場景,都要求其運動和路徑進行語義整合後能够被整體識解為“趨向運動”語義。英漢語義整合模式差異背後的動因是英語介詞數量多、類型豐富,包括像in這樣的無路徑義的介詞,也包括像across這樣的含有路徑義的介詞,後者補償了非橫（縱）向位移動詞本身所缺乏的路徑。漢語介詞數量較少、類型較單一,缺乏英語中包含路徑義的介詞,只能依靠運動動詞或趨向動詞來補償位移路徑。可以說,當需要對位移路徑進行補償才能够表徵自移事件時,英語依靠含路徑義的介詞,漢語則依靠動詞。

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.