author(s)lin,sumi；林舒蜜 82页

AlinguisticanalysisoftheChineseexpressionsinventedontheTitleinternet:collegestudentslanguageattitudestowardssuchexpressionsinBeijing,HongKongandTaiwanAuthor(s)Lin,Sumi.;林舒蜜.Lin,S.[林舒蜜].(2006).AlinguisticanalysisoftheChineseexpressionsinventedontheinternet:collegestudentslanguageCitationattitudestowardssuchexpressionsinBeijing,HongKongandTaiwan.(Thesis).UniversityofHongKong,Pokfulam,HongKongSAR.Retrievedfromhttp://dx.doi.org/10.5353/th_b3689683IssuedDate2006URLhttp://hdl.handle.net/10722/51807Theauthorretainsallproprietaryrights,(suchaspatentrights)Rightsandtherighttouseinfutureworks. ALinguisticAnalysisoftheChineseExpressionsInventedontheInternet:CollegeStudentsLanguageAttitudestowardssuchExpressionsinBeijing,HongKongandTaiwanbyLINSu-MiAdissertationsubmittedinpartialfulfillmentoftherequirementsfortheDegreeofMasterofArtsatTheUniversityofHongKongJune2006 AbstractofdissertationentitledALinguisticAnalysisoftheChineseExpressionsInventedontheInternet:CollegeStudentsLanguageAttitudestowardssuchExpressionsinBeijing,HongKongandTaiwanSubmittedbyLINSu-MiforthedegreeofMasterofArtsatTheUniversityofHongKonginJune2006Theprimeexternalfactorsgoverninglanguagechangeusedtobegeographicalseparationanddifferentsociolinguisticbackground.ThiswasgenerallyatruestatementuntiltheInformationTechnologyNetworkingagecame.Withamoderntelecommunicationnetwork,bothlocalandinter-continentalmassivecommunicationsloweredtheremotegeographicalbarrierandthereforeacceleratedlanguagechange.Tocomprehendhowthenetworkaffectstheprocessoflanguagechange,thisdissertationfocusesontheresearchofChineseInternetLanguagetoillustratehowithasaffectedmodernChineseLanguage.Thisresearchwasclassifiedintotwolevels.FirstlevelconcentratedonthestudyofChineseLanguagedevelopmentandsocialbackgroundofpeoplesinBeijing,HongKongandTaiwanandhowitaffectedtheChineseInternetLanguageintheseregions.Furthermore,linguisticanalysiswascarriedouttocomparethethreeregions’Internetlanguages,andtheimportantroletheyplayinthelanguageevolutionacrossregions.Thesecondlevelfocusedonlanguageattitudeasabaseofresearchvariables.Questionnairesurveywasusedtocollectthreeregion’suniversitystudents’attitudetowardstheChineseInternetLanguageandthestudypredicteditsfurtherdevelopment.Attheendofthisstudy,somerecommendationsweremadetolanguagepolicymakersregardingtheuseofChineseInternetLanguage.i DeclarationIdeclarethatthisthesisrepresentsmyownwork,exceptwheredueacknowledgementismade,andthishasnotbeenpreviouslyincludedinathesis,dissertationorreportsubmittedtothisUniversityortoanyotherinstitutionforadegree,diplomaorotherqualifications.____________________________LINSu-Mi31July2006ii AcknowledgementsIwouldliketoexpressmyprofoundgratitudetowardsmysupervisor,WangLixun,whohasgivenmelotsofinsightfuladviceandsuggestions.Hepatientlyguidedmethroughtheprocessofmyresearchwork.Hiscriticismresultedintheimprovementofmanypartsofthethesis.IamverygratefultoSzetoSandyandLauSau-Kuenwhohavehelpedmeindatacollection.Iwouldalsoliketothankthe547subjectsofthesurveyforsharingtheiropinionsintheresearch.Lastbutnotleast,mysincerethanksgotomyfamilyfortheirconsistentsupportandlove.iii ContentsABSTRACTIDECLARATIONIIACKNOWLEDGMENTSIIICONTENTSIVCHAPTER1INTRODUCTION.....................................................................................................1CHAPTER2LITERATUREREVIEW.........................................................................................22.1LANGUAGECHANGE....................................................................................................................22.1.1Fashionandrandomfluctuation..........................................................................................42.1.2Foreignbodies.....................................................................................................................52.1.3Borrowing............................................................................................................................52.1.4Lexicalchange.....................................................................................................................62.1.5Needandfunction................................................................................................................72.2LANGUAGEATTITUDES................................................................................................................72.3THESOCIOLINGUISTICBACKGROUNDOFMAINLANDCHINA........................................................92.3.1ThestandardizationofChinese............................................................................................92.3.2ThepropagationofEnglish................................................................................................102.3.3Thedevelopmentofminoritylanguage.............................................................................102.4THELANGUAGEBACKGROUNDOFHONGKONG.........................................................................112.4.1CantoneseinHongKong................................................................................................122.4.2EnglishinHongKong....................................................................................................132.4.3PutonghuainHongKong..................................................................................................132.4.4Languagepolicysincethehandover..................................................................................142.4.5CompulsoryChinesemediuminstructionpolicy...............................................................142.4.6Biliteratetrilingualpolicy..................................................................................................142.5THELANGUAGEBACKGROUNDOFTAIWAN................................................................................14iv 2.5.1HistoricalDevelopmentfrom1636-1683..........................................................................152.5.2HistoricalDevelopmentfrom1683-1895..........................................................................152.5.3HistoricalDevelopmentfrom1895-1945..........................................................................162.5.4HistoricalDevelopmentfrom1945-1986..........................................................................172.5.5HistoricalDevelopmentafter1987....................................................................................182.5.6TaiwaneseMandarin..........................................................................................................182.6THEINTERNETLANGUAGEINMAINLANDCHINA,HONGKONGANDTAIWAN...........................192.6.1TheInternetlanguageinMainlandChina..........................................................................192.6.2ChineseInternetLanguageinHongKong.........................................................................222.6.3ChineseInternetLanguageinTaiwan...............................................................................22CHAPTER3METHODOLOGY..................................................................................................243.1HYPOTHESISOFTHESTUDY........................................................................................................243.2OBJECTIVEOFTHESURVEY........................................................................................................253.3DEVELOPMENTOFTHEQUESTIONNAIRE.....................................................................................253.4METHODOLOGY.........................................................................................................................263.5PARTICIPANTS............................................................................................................................273.6DATAANALYSIS.........................................................................................................................28CHAPTER4ANALYSISANDFINDINGS.................................................................................294.1THELINGUISTICANALYSISOFCIL.............................................................................................294.1.1ThelexiconsrelatedtothePhoneticsymbols....................................................................294.1.2ThelexiconssourcefromEnglish.....................................................................................304.1.3ThelexiconsinArabicNumber.........................................................................................314.1.4Thelexiconsincodemixing..............................................................................................324.1.5ThePhonogram..................................................................................................................324.1.6Metaphor............................................................................................................................334.1.7Thelexiconsborrowedfromdialects.................................................................................344.1.8Thelexiconsfromthechildishword.................................................................................35iv 4.2THELANGUAGEATTITUDETOWARDCIL...................................................................................364.2.1Attitudetowardstatement“CILispreciseanddirectexpressionforcommunication”.....364.2.2Attitudetowardstatement“CILislanguageusedonlyamongyoungChinese”...............364.2.3Attitudetowardthestatement“TheuseofCILisafashionablewayofexpressingourselves”...................................................................................................................................374.2.4Attitudetowardthestatement“CILishumorouswaytoexpressourselves”....................384.2.5Attitudetowardthestatement“CILshortensthedistance/spacebetweenpeople”..........384.2.6Attitudetowardthestatement“CILfacilitatesadeepermeaningofthinking/expressions”....................................................................................................................................................394.2.7Attitudetowardthestatement“CILimprovesyoungChinese’sabilityofusingChineseexpressions”................................................................................................................................394.2.8Attitudetowardthestatement“TeachersshouldprohibitstudentsfromusingCIL”........404.2.9Attitudetowardthestatement“TheGovernmentshouldrestricttheuseofCIL”.............414.2.10Attitudetowardthestatement“CILreflectsananti-traditionpsychologyofyoungChinese”.....................................................................................................................................414.2.12Attitudetowardthestatement“TheuseofCILwillresultinthechanceofwrittenerrors”....................................................................................................................................................424.2.13Attitudetowardthestatement“StudentcanfreelyuseCILwithnorestriction”.............434.2.14Attitudetowardthestatement“TeacherscanincorporatetheexpressionsinCILinmakingteachingmaterial”..........................................................................................................444.2.15Attitudetowardthestatement“CILisaninnovativelanguage.”.....................................444.2.16Attitudetowardthestatement“CILisclearandeasywaytocommunicatewithothers”454.2.17Attitudetowardthestatement“MorescholarsshouldstudyCIL.”.................................454.2.18Attitudetowardthestatement“CILisaninformalverballanguage.”.............................46CHAPTER5DISCUSSIONOFTHERESULTS........................................................................475.1THENATUREOFCIL..................................................................................................................475.3THEUSEOFCILINEDUCATIONPURPOSE...................................................................................475.4THELANGUAGEPLANINTHEUSEOFCIL...................................................................................485.5SHOULDAUTHORITYPARTIESPROHIBITTHEUSEOFCIL?..........................................................485.6COMMUNICATIONFUNCTIONOFCIL..........................................................................................485.7CHINESE’SABILITYOFYOUTH....................................................................................................49iv CHAPTER6CONCLUSION........................................................................................................506.1LANGUAGECHANGE...................................................................................................................506.1.1Differentsociolinguisticbackground.................................................................................506.1.2Thefashionandrandomfluctuation..................................................................................516.1.3Theforeignelements.........................................................................................................516.1.4Thechangingofsocialsituation........................................................................................516.1.5Infiltration..........................................................................................................................526.2LANGUAGEATTITUDES..............................................................................................................526.3APPLYCILINEDUCATION.........................................................................................................546.4THEREGULATIONOFUSINGINTERNET.......................................................................................546.5SUGGESTIONFORTHEFUTURESTUDY........................................................................................56REFERENCES.....................................................................................................................................58APPENDIXA......................................................................................................................................66APPENDIXB......................................................................................................................................70iv Chapter1IntroductionEverylanguagethatpeopleusechangesconstantly.Chineselikeanyotherlanguageintheworldhasbeenchangingthroughoutitshistoryanditisstillchangingtoday.Newwordsareconstantlycomingintouseandnotonlynewwordsbutalsonewpronunciationsandevennewgrammaticalforms.However,languagechangecanbebestmanifestedbythecreationofnewwordsbecausetheseseemtobemucheasiertonoticethanchangesingrammarorpronunciation.TherearenumerousstudiesonnewwordsthathaveenteredintoChineselanguageduringthelastfewdecadesowingtotherapideconomicandsocialdevelopmentinChina.Somelinguistspayspecialattentiontonewmedium,theInternet,whichaffectstheusingoftheChineselanguagedramatically,especiallyamongtheyounggeneration.Throughthestudyoflanguageattitudeinusingthenewlexicons;wemayfindouthowyouth’sattitudeaffectsthemainstreamoftheChineselanguagewhichledtoitswaytobecomeamodernlanguage.Theresearchofthisstudyisbasedontheaspectofsociolinguistics.FirstlyinChapterTwothetheoreticalbackground-surroundingphenomenonoflanguagechangeandlanguageattitudesrelatedtothelanguagechangesarestudied,ofwhichfollowedbytheintroductionofthesociolinguisticbackgroundofMainlandChina,HongKongandTaiwanarereviewed,thisincludesthestudyofhistoricalandlanguagebackgroundsandlanguagepoliciesinthethreeregions.InChapterThree,methodologiesandhypothesisemployedinthisstudyareintroduced.InChapterFour,Linguisticanalysisiscarriedout,togetherwithananalysisofcollegestudents’languageattitudestowardChineseInternetLanguage.InChapterFive,therearediscussionsofsevenkeyareasthatreflectsattitudeofyoungChinesetowardtheChineseInternetLanguage.Sincelanguageattitudesmayleadtothelanguagechange,theconclusionexplainshowlanguageattitudesaffectingthefuturedevelopmentofChineseInternetLanguageinChapterSix.TheseattitudesalsoleadtothechangeofthemodernstandardChinese.Attheendofthisstudy,languagepoliciesforChineseInternetLanguageandthesuggestionsforthefurtherstudywereproposed.1 Chapter2LiteratureReviewScholarsfromawiderangeoffieldsincludingpsychology,appliedlinguistics,computerscience,sociologyandculturalstudieshavebeguntoexplorethesocialandlinguisticdimensionsoftechnologiessuchasemailandtheInternet(Crystal,2001;Yu2001a).Muchoftherecentscholarshipsfocusedonthesocialboundariessuchasrace,genderandethnicity.Thescholarsoflanguageusage,languagechangeandideologiesoflanguagehadbeguntoexplorehowlanguagehasevolvedontheInternet.Crystal’s(2001)saying,“theInternetconstitutesanewfrontierinhumansocialinteraction”and“…theInternetisarevolution,thereforeitislikelytobealinguisticrevolution”revealedthefactthattheInternetrepresentsawholerangeoflinguisticinnovations.Fromsubstantiallexiconthatneedsconstantupdating(Glowkaetal.,2003)tonewstyles,conventionsandmodesofwrittenexpression(Crystal,2001andBaron,2002)andentirenewlanguagevarietiessuchasNetspeak(Crystal,2001,p.92).Inordertounderstandlanguagechange,areviewoflanguagechangeandhowlanguageattitudesaffectlanguagechangewillbediscussedinthisChapter,alongwiththedetaileddescriptionofsociolinguisticbackgroundofMainlandChina,HongKongandTaiwan.2.1LanguageChangeLanguagelikeeverythingelse,graduallytransformsitselfoverthecenturies.Whatcausedthechange?Intheorytherearethreepossibilitiestobeconsidered.Thefirstpossibilityisslowdecayaswassuggestedinthenineteenthcentury.Manyscholars(Sapir,1921;WallisJ.inJespersen,1942;Lowth,1967andAitchison,1999)wereconvincedthatEuropeanlanguageswereonthedeclinebecausetheyweregraduallylosingtheiroldwordending.Forexample,EnglishwasviewedhavingslippedfromtheclassicalpurityofLatinbylosingitsendings.Thesecondpossibilityisthatlanguagemightbeslowlyevolvingtoamoreefficientstate.Forexample,thelackofacomplicatedword-endingsysteminEnglishmightbeasignofstreamliningandsophistication.ThatmakesEnglish2 simpleranddecreasethemisunderstanding(Jespersen,1922).Thethirdpossibility,accordingtoVendryes(1925),isthatlanguageremainsinasubstantiallysimilarstatefromthepointofviewofprogressordecay.Heclaimedthat‘Itissimplythatdifferentstateexit,succeedingeachother,eachdominatedbygenerallawsimposedbytheforcesthattheyconfronted.’(Vendryes,1925p.359)Manylinguistswereconvincedthatlanguagechangeisimpossibletobeobservedbecauseitchangescontinuouslyandveryslowly.Itissoslowandhappenedinmanydecadesthatitisquiteimpossibletodetectitsoccurrence.Intheearlytwentiethcentury,manylinguistsconsciouslyturnedtheirattitudestowardtheimpossibilityintoa‘scientific’frameworkforthestudyoflanguage.Oneisthediachroniclinguisticsandtheotheristhesynchroniclinguistics.Mostofthelinguisticsconsideredsynchroniclinguisticsispriortodiachroniclinguistics.Althoughhistoricallinguisticsisconcernedwithlanguagechange,thehistoricallinguistsgatherdescriptionofalanguageatvariouspointsintimebuttheytendnottoexplainhowthechangehappened.Labov(1972)studiedthesoundchangeinNewYorkandconfirmedthesoundchangedbecauseofvariationofsocialprestige.Thestudyrevealsthatlanguagechangeiswithinthedomainofsociolinguisticsbutnothistoricallinguistics(McMahon,1994).Dialectandlanguagevariationisacontinuumonregionalandsocialdimensionsastheyhavebeenshownbygeographicalandsocialinvestigation.Thereisagrowingbodyofevidencethatlanguagechangeisalsopredominantlygradual.ObservingchangesinprogresscanhelpustounderstandcompletelanguagechangesifweaccepttheUniformitarianPrinciple:…theclaimthatthesamemechanismswhichoperatedtoproducethelarge-scalechangesofthepastmaybeobservedoperatinginthecurrentchangestakingplacearoundus(Labov,1972,p.161).InLane’s(1997)studiedofachangingruraldialectinThyboron,Denmark,she3 revealedthat:“Itispossibletoconductresearchwhichfocusesonthedocumentationofthedevelopmentandsynchronicstatusofadialectthroughtheimplementationofamultidimensionalmodelofchangeindialects.Thismodelinvolvesthecombiningofethnographic,sociolinguisticandhistoricaldatawiththeoriesifvariability,thencouplesthedatawithstudiesintothesocialnetworktiesoftheinformation.[…]Onlybyincludingexternalevidencecanwegaininsightintowhatcauseslinguisticchange,i.e.theactuationproblemraisedbyWeinreich,Labov,andHerzog(1968).”Howdoesthelanguagechange?AccordingtoAitchison(2001),languagechangesthroughborrowingandadaptations,maybeexaggerated,byimitationbutinventionofvacuum.Achangeoccurswhenonegroupconsciouslyorsubconsciouslytakesanotherasitsmodel.Consciouschangesareusuallyinthedirectionwithovertprestige,suchasthestandardBritishEnglish.Thesubconsciouschangeisoftenmovementsawayfromprestigeforms.Changesmovefromonegrouptoanothergrouppossiblyviapeopleaccommodatingtheirspeechtoeachotherinminorways,andeventuallypickingupsomeofeachother’saccent.Thespreadoflanguagechangeisessentiallyasocialphenomenon,whichreflectsthechangingsocialsituation.Whydoeslanguagechange?Forcenturies,peoplehavespeculatedthecausesoflanguagechangeandwhichonesthatshouldbetakenseriously.Inthepast,languagechangehasbeenattributedtoavarietyoffactorsrangingoveralmosteveryaspectofhumanlife,physical,social,mentalandenvironmental.Aitchison(2001)suggeststhatthecausesofchangecanbedividedintotwobroadcategories.Ononehand,thereareexternalsociolinguisticfactorsthatarethesocialfactorsoutsidethelanguagesystem.Ontheotherhand,thereareinternalpsycholinguisticonesthatarelinguisticandpsychologicalfactors,whichresideinthestructureofthelanguageandthemindsofthespeakers.2.1.1FashionandrandomfluctuationAnextremeviewheldbyaminorityoflinguistsisthatlanguagechangeisan4 entirelyrandomandfortuitousaffairandthatfashionsinlanguageareunpredictable(Postal,1968).Anothersimilartheorythatspeakersaccidentally‘missthetarget’wasprevalentinthe1950s(Hockett,1958).Hockettsuggestedthatwhenpeopleutteraspeechsound,weareaimingatacertainidealtargetbutsometimewillfallaboutit.Astimepasses,the‘frequencymaximum’utteranceofmissingthetargetwillfinallyturnintoamodel.Butthesetwotheorieswillnotexplainifthelanguageispurelygovernedbyfashionwhythelanguageremainswellorganizedpatteredwholeandtheidentifiable‘weakspots’inalanguagestructure.2.1.2ForeignbodiesAccordingtosomelinguists,themajorityofchangesareduetothechanceofinfiltrationofforeignelements.Perhapsthemostwildspreadversionofthisviewistheso-called‘substratumtheory’(Harris,1985).Itsuggeststhatimmigrantslearntheiradoptedlanguageimperfectly,suchasthe‘BlackEnglish’carriedoverfeaturesofaWestAfricanlanguagewhichwerebroughttoEnglish.Sometimesthechangeoccurredwhiletheyovercorrectedwhattheyfelttobeafaultyaccent(Labov,1972).Thelinguisticareaprovidesafurtherexampleofthewayinwhichlanguagecaninfluenceoneanotheroverthecourseofcenturies.Thereareareasinwhichsomestrikinglinguisticfeatureshavespreadoverawiderangeofgeographicallyadjacentlanguage.InSoutheastAsia,Chinese,VietnameseandThaiarealltonelanguages(Henderson,1965).ThesimilarityofvariouslanguagesinsharingthecommonfeaturesalsohappenedinSoutheastAsia,Africa,IndiaandMexico-America.Theinfiltrationofexternalforeignelementscanthereforebeextensive.2.1.3BorrowingWhenpeoplelearnanewlanguage,theyunintentionallyimposesomeoftheiroldsoundpatternsandtoalesserextendsyntax.Buttheyleavethevocabularymostlyunchanged.Howeverwhenpeoplepickupforeignbitsandpiecesasusefuladditionstotheirexistinglanguage,theytakeovermainlyvocabulary(Thomason&Kaufman,1988).5 Therearefourstepsthatborrowingaffectslanguagechange(Aitchison,2001).Firstlydetachableelementsarethemosteasilydetachedformsuchasvocabularyandwillnotaffectthestructureoftheborrowinglanguage.Thesecondstepisthatthoseadopteditemstendtobechangedtofitinwiththestructureoftheborrower’slanguage,thoughthepersonisonlyoccasionallyawareofthedistortionimposed.Thethirdstepisthatalanguagetendstoselectforborrowingtheaspectsthatalreadyinitsown.Thefinalstepiscalledthe‘minimaladjustment’tendency.Theborrowinglanguagemakesonlyverylittleadjustmentstothestructureofitslanguageatanyonetime.Forcenturies,itaccumulatesintoamassivechange(Bickerton,1973).2.1.4LexicalchangeAlthoughBreal(1883)wasnotthefirstonetolookatthemeaningchange,hegavethenamesemanticstothisnew‘scienceofmeaning’.Atermwhichhasremainedbutwhichnowincludesfarmorethanmeaningchangealone.HermannPaul(1880)pointedoutthatwordshadboth‘normalmeaning’and‘occasionalmeaning’,andthattheoccasionalmeaningmaybecometheusualone.Frenchlinguist,AntoineMeilletin1948,proposedthemostwidelyquotedofviewofthecausesofwordchange.Hesuggestedthatwordscouldaltertheirmeaningforlinguistic,historicalorsocialreasons.Astryingtoexplainhowdifferentmeaningarise,misapplicationrefersasfuzziness.Awayofhandlingallthisfuzzinesswasproposedin1970’sbyapsychologist,EleanorRosch(1975).Thegeneralmodelheproposedworksbothforcategories,aswithbirdandforindividualcategorymembers,suchasa‘good’blackbirdora‘bad’blackbird.Extremeusageswereknownasmetaphors.Nocleardivideexistsbetween‘ordinary’and‘metaphorical’usage.Ametaphorisaword,usedinanon-prototypicalway(Aitchison,2001).Hesuggestedthatitwasimpossibletodecidewhetherawordwasatemporarymetaphor,aconventionalmetaphororapermanentlychangedmeaning.Whilerefertotheprocessofthewordchanging,therecentviewof‘layering6 process’proposedbyHopperandTraugott(1993)couldbeabetterexplanation.Theybelievedthataworddevelopedseverallayersofmeaning.Newmeaningsslippedintoparticulartopicareasandthesetopicsthemselvesprovidedthewordwithapartiallynewsenseidentityandwithminimalchanceofmisunderstanding.Languagethereforereflectstheinteractionofhumansandenvironmentaround.2.1.5NeedandfunctionAwidelyheldviewonsociolinguisticcausesoflanguagechangeinvolvesthenotionofneed.Languagealtersastheneedsofitsusersalteraviewpointthatissometimesreferredtoasafunctionalviewoflanguagechange.Neediscertainlyrelevantatthelevelofvocabulary.Unneededwordsdropout.Newwordsarecoinedastheyarerequired(Ayto,1999).Atwigloois‘atree-house’.Anetizenisa‘netcitizen’whoisakeenuseroftheInternet.Twocking‘talkingwithouttheowner’sconsent’iscartheft.Thesewordsallbecomewidelyusedrecently.Namesofpeopleandobjectsareswitchedifoldonesseeminadequate.Thewordblindrarelyoccursinofficialdocuments,andtendstobereplacedby‘politicalcorrect’phrasevisuallychallenged,whichislessoffensivetothosewhocan’tsee.Thesenewslangtermscanberegardedasaresponsetoakindofneed.Oncepeoplehavethecommonattitudeonalanguage,theattitudetowardalanguagewillcauselanguagechange.Inthenextsection,sometheoriesaboutlanguageattitudesaretobereviewed.2.2LanguageattitudesStudiesofattitudestowardlanguagehavetypicallyassumedtwodifferentviewpoints,namelythementalistviewandthebehavioristview.Accordingtothementalistview,anattitudeisregardedas“amentalandnaturalstateofreadiness(Fasold,1984p.147)…Aperson’sattitudeprepareshertoreacttoagivenstimulusonone-wayratherthananother.”Baker(1992)suggestedthatattitudewasorganizedthroughexperience,exertingadirectiveordynamicinfluenceupontheindividualresponsetoallsubjects7 andsituation.Itrevealedtherelationsbetweenthestimulusandaresponse,whichaffectspeoplebehavior(Fasold,1984,p.176).Attitudescannotbeobserveddirectlyandneedtodependonself-reporteddata.Asselfreporteddataareobjective,thisarousesdebatesofthevalidityoftheresultsoftheresearches(Feifel,1994p.55).Thesecondviewofattitudesisthebehavioristview.Accordingtothisview,attitudesarefoundinpeopleresponsetowardssocialsituation.Fasoldexplainedthattheattitudescanbeobservedthroughbehaviorsbutselfreporteddata.Therefore,bylookingatthepotentialchangesinattitudes,whichcanbeusedtopredictandexplainthedirectionandtheconsistentpatternsofhumanbehavior(Baker,1992).Bakerbelievedthatattitudeconsistsofthreecomponents,whicharecognitive,affectiveandbehavioralintention.Thecognitivecomponentdealswiththeknowledgeofthelanguagevarietiesconcernedsuchasthoughtsandbeliefsoftheobjectlanguage,theaffectivecomponentdealswiththeevaluationofthevarietiesandtheirspeakerssuchasfeelingstowardsthelanguage,andthecognitivecomponentreferstothespeakers’behaviorsuchasplanofactionunderdefinedcircumstances.LePageandTabouret-Keller(1985)writeabouttheconceptofspeechasactsofidentity.Theybelievethatwecanonlybehaveaccordingtothebehavioralpatternsofgroupswefinditdesirabletoidentifywith.Themotivationtojointhegroupisthe‘greatestappearanceofchoice’.MacafeeandMcGarrity(1999)attempttocorrelatelanguageattitudesinAberdeenwithsocialvariablesandwithlanguagechange.Theexperimentislimitedtoatestoflexicalrecognitionof96weatherrelateditems.Itshowsthechoiceintheuseoflexiconshadchangedbecauseoftheirsocialstatus.Macaulay(1997)writesabouttheimportanceoflanguageattitudesinsociolinguisticresearchbutacknowledgestheproblemsfacedbytheresearchersindeterminingtheseattitudesaccurately.Obtainingreliableinformationaboutaspeaker’sattitudetowardshisorherownspeechremainscriticalforresearch.8 2.3ThesociolinguisticbackgroundofMainlandChinaChinaisamultilingualandmultidialectalcountry.TheHanChineseisthemajoritylanguagegroupandtherearetwomaingroupsofdialectsnamelythenortherndialectsandthesoutherndialects.Thenortherndialectscanbesubdividedintosevensub-groupsandthesoutherndialectsintosixsub-groups(Huang,1987).Inaddition,amongthe55ethnicminorities,over80languagesareused(StateLanguageCommission,1995).TheofficiallanguageinChinaisChinese.ThestandardChinesedialects,Putonghua,mapswellontothewrittenformofmodernChinese.SeveralforeignlanguageshavebeentaughtinChinaatdifferenttimes.Inthe1950s,Russianwasofprimaryimportance.Thereafter,EnglishhasbeentaughtasthemostimportantlanguageinChinawhilstJapanese,German,Frenchandotherlanguagesareusedfordiplomaticpurposes.Sinceitsestablishment,theGovernmentofPeople’sRepublicofChinahasimplementedthreelanguagepoliciesnamelythestandardizationofChinese,thepropagationofEnglishandthedevelopmentofminoritylanguages.2.3.1ThestandardizationofChineseThestandardizationofChineseinvolvedcodificationofthescriptandthepronunciation.In1954,discussiononthesimplificationofthescriptwasinitiated.Thiswasmotivatedbythehopethatsimplifiedcharacterswouldhelptoimproveliteracyrates.In1956,theFirstCharacterSimplificationSchemewasannounced;itwasconfirmedin1964andreaffirmedin1986.Thegovernmentannouncedin1956thatallschoolsforHanChineseshouldteachinPutonghua.Workshopstotrainteacherswereorganized.TofacilitatethelearningofastandardpronunciationbasedonPutonghua,aphoneticalphabet,HanyuPingyin,waspublicizedin1958(StateLanguageCommission,1996).AlthoughChinesedialectsshareonewritingscript,theycanbequitedifferentinpronunciation,wordorderforsomephrases,particles,andvocabulary.Thenortherndialectgroupssharemoresimilarityinpronunciationthoughdifferencesin9 toneandvocabularystillexitswhilethesoutherndialectgroupsarefarmoredissimilarfromeachother.Sincethestandarddialect,Putonghuaisanortherndialect;nativespeakersofthesoutherndialectshavethegreaterlearningtaskwhendevelopingtheircompetenceinPutonghua(Lam,2002).2.3.2ThepropagationofEnglishWhenthePeople’sRepublicofChina(PRC)wasestablished,Russianwasthemostimportantforeignlanguageassharingthecommunistbackgroundforashortperiod.AstherelationswithSovietUnionbecametenseinthemid1950s,EnglishwassoonaccordedimportanceinChina.Asearlyas1957,adraftsyllabusforteachingEnglishinjuniorsecondaryschoolwasdistributed.In1961,thesyllabusforEnglishmajorsatuniversityandcollegelevelwasdefined.From1960to1965,someforeignlanguageschoolinChinawasestablishedbutsoonsuspendedbecauseoftheCultureRevolution,whichwasaperiodofpoliticalandsocialturbulenceinChinaoccurringfrom1966to1976.EvenduringtheCulturalRevolutionin1971,ChinareplacedTaiwanintheUnitedNations.In1972,RichardNixon’svisitedChinatoassurethefriendshipbetweenChinaandtheUnitedStatesofAmerica.AftertheCulturalRevolutionwasoveranduniversityadmissionresumedin1978,moreattentionwaspaidtoEnglishfornon-Englishmajorsinschools.WithDengXiaoping’sPolicyofFourModernization(planstomodernizeagriculture,industry,science,technologyandthemilitaryinChina)announcedinthesameyear1978,theprominenceofEnglishescalated(Lam,2002).2.3.3ThedevelopmentofminoritylanguageThetotalminoritypopulationconstitutedonlyabout8.4%ofthetotalpopulationinChina(NationalBureauofthePeople’sRepublicofChina,2001)buttheylivedinawidespreadareaofabout64%ofthetotalareaofChina(Dai,etal.,1997).Intheearly1950s,thePRCGovernmentattemptedtoconstructanewnationalidentity.Atthattime,languagewasabarriernotonlytocommunicatebetweentheGovernmentandminoritygroups,butalsotheneedtothecreationof10 commonidentityasChinese(Zhou,2000).Languageplansfortheminoritieswerealsoreferredtoasnationalitiesandthereforedifficulttoimplement.Before1949,20outofthe55minoritiesalreadyhadawrittenformfortheirownlanguages.From1950suptillto1980s,neworthographiesweredevelopedormodifiedforsomeethnicgroups.TheminoritieshavebeenencouragedtobecomebilingualintheirownlanguageaswellasPutonghua(StateLanguageCommission,1996).Forminoritygroupssmallinnumbers,educationaloreconomicadvancementmaybepossibleonlyiftheybecomeproficientinChinese(Lam,2004).InthelanguagepolicyofChina,theuseofdialectswerepermitted.PutonghuaasthestandardChineseandthemother-tonguearestillremanded.ItiscommonthatpeoplecanspeakPutonghuaanddialects.Therefore,somelexiconssourcingformdialectsmaybecomeanewtermsofPutonghua.ThefuzzinessbetweenstandardChineseandChinesedialectsiscommoninthesouthofChina.Therefore,thestudyofstandardChineseandtheChineseusedinHongKongaffectedbythedialectof‘Yue’alongwiththeChineseusedinTaiwanaffectedby‘Min’isworthtobecompared.2.4ThelanguagebackgroundofHongKongBritainexercisedgovernanceoverHongKongIslandin1842.Theterritorialspreadofitsgovernancewastobeextendedfurtherafterward,firstlyfromtheKowloonPeninsula(southofBoundaryStreet)in1860,followedbythelandbetweenBoundaryStreetandtheShenzhenRiverandplusatotalnumbersof235neighboringislandsaswell.Altogetherthesenewacquisitionswerecalled“theNewTerritories”in1898.HongKonggeographymadeitpredominantlyaCantonese-speakingsocietyasitlocatedonsouthendofGuangdong.CantonesewasbeingthedialectspokenbythemostoftheinhabitantsofGuangdong.HowevertheminorityimmigrantsfromdifferentprovincespeakChiuChow,Hakka,Fukienese,Putonghua,ShanghaineseandSzeYapetc.astheirnativelanguagerespectively.AlthoughHongKonghasbeengovernedbyBritainforabout154years,the11 spreadofEnglishhasbeenrestrictedtothelocalelitewhoacquiresthelanguagemostlybythewayofformaleducation.Accordingtothe1991censusreports,29.4%ofthepeoplesofHongKongareabletospeakEnglishbutonly2.2%ofthepopulationspeaksEnglishastheirnativelanguage.HoweverEnglishwasbylawthesolelanguageusedforallofficialmatterswithintheExecutive,theJudicialandtheLegislativecounciloftheGovernmentduring1842and1974.Underthepublicpressurein1974,theOfficialLanguageOrdinancedeclaredthatEnglishandChineselanguagesweretheofficiallanguagesofHongKongforthepurposeofcommunicationbetweentheGovernmentandmembersofthepublic.ItalsodeclaredbothEnglishandChinesepossessequalstatus.SincethedialectaldivergenceoftheChineselanguage,theGovernmentchosenottospecifywhatconstitutestheofficialChineseinHongKong.AlthoughModernStandardChineseisclaimtobethenorminwrittencommunication,thevarietyofStandardWrittenChineseinHongKongisslightlydifferentfromthatusedinChinaorTaiwan.2.4.1CantoneseinHongKongCantoneseisthemothertongueofthemajorityofHongKonginhabitants.Nearly80%ofHongKongpopulationstatedthatCantonesewastheirmothertongueina1983survey(Bacon-Shone&Bolton,1998,p.66).However,CantonesehasnotalwaysbeenthedominantlanguageinHongKong.AccordingtoBruche-Schulz(1997,p.296),theinhabitantsofHongKongspokedifferentlocaldialectslikestheYue,HakkaandMinChinesedialectsbeforeHongKongwascededtoBritainin1842.HongKongwassincethenbuiltasatradingport.ManypeoplesemigratedfromtheGuangdongProvincetoHongKong.Asaresult,CantonesebecamethelinguafrancaofthelocalinhabitantsinHongKong(Bolton&Luke,1999,p.181).MoreovertheuseofCantoneseindicatedtheriseofHongKongidentity(Bolton&Kwok,1990,p.164).The2001PopulationCensus(Volume1,2002,p.46)indicatedthefactthatover89.2%ofpeoplespeakCantoneseastheusuallanguageand96.1%ofpeoplecanspeakCantoneseinHongKong.Cantonesewasbroadlyusedininformal12 communication,electronicmedia,andallformsofentertainment,suchasinfilmandpopsongs(Li,1999,p.70).2.4.2EnglishinHongKongWiththerapideconomicdevelopment,HongKonghasgainedaninternationalstatussince1960s.ThechangingeconomicstatusofHongKongasaninternationalcityboostedthedemandforbilingualpeoples.Englishbecamemuchmorewidelyusedintheterritory(Johnson,1994).DespitethesmallEnglish-speakingpopulationasopposedtothelargeChinese-speakingpopulation,Englishenjoyedasupremestatusinthesociety.Englishwasthustreatedas“HighLanguage”inrelationtotheinformalstatusofCantoneseinthepre-1997HongKong(LukeandRichards,1982).EvenafterChinesewasannouncedhavingtheequalstatusasofficiallanguagesinHongKongin1974,Englishstillbeingregardedasmoresupreme.TheEnglishversionofGovernmentdocumentswastreatedasthefinalcorrectversionwheneverargumentarose.EnglishistheformallanguagedespiterecognizedbytheGovernmentbutalsoasapracticallanguageusedinthecommercialcommunication.2.4.3PutonghuainHongKongBeforeHongKongwashandovertoChina,onlyslightlyoveronepercentofthepopulationinHongKongspokePutonghua-thenationalspokenlanguageinMainlandChinaasfoundinthe1991census.WiththeChina’sopendoorpolicyinstigatedin1978andthesuccessfulaccessiontotheWorldTradeOrganization,Chinagainedrapideconomicdevelopmentinthelasttwodecades.Thereafter,thetradebetweenHongKongandChinaboostedandthusmoreandmoreimmigrants,tourists,officialsandbusinessmanfloodedtoHongKong.Asaresult,theanticipationoftheincreasinguseofPutonghuainthecivilserviceandcommercebecomeenthusiastic(Pease,1994).ThefindingofBacon-ShoneandBolton’ssecondsociolinguisticsurveyoflanguagesinHongKongin1993alsoshowedanapproximateriseof24%inthenumberofpeoplesinHongKongwiththeknowledgeofPutonghuacomparingwith1983.SincethenPutonghuabecomesthethirdmostpopularspokenlanguageintheterritory.13 2.4.4LanguagepolicysincethehandoverHongKonghasexperienceddramaticchangesonallfrontssinceitsreversiontoChinaon1July1997.TheHongKongSAR(SpecialAdministrativeRegion)conductedtwolanguagepoliciesnamelythecompulsoryChinesemediuminstructionpolicyandthebiliteratetrilingualpolicy.2.4.5CompulsoryChinesemediuminstructionpolicyTheHongKonggovernmentsuddenlyissuedaconsultationdocumentinApril1997thatproposedacompulsoryChinesemediuminstructionpolicy.Becauseofstrongoppositionfacedfromschools,studentsandparents,thefirmguidancethenbeingrevisedastheguidanceinSeptember1997toenableallowanceforsomeschoolstobeexemptedfromthepolicy.Underthispolicy,70%ofschoolsweremadeChineseasmedium.ThepurposeofthepolicyaimstoincreaseintendedbenefitsofChinesemediuminstruction,suchasmorelivelyinteractionbetweenteachersandstudentsandmoreeffectiveteachingandlearninginclassrooms.However,somefurtherstudiesneedtobeconducted,asthecompulsoryChinesemediuminstructionpolicywillbecomealong-termpolicyornotisyettobeconfirmed.2.4.6BiliteratetrilingualpolicyBiliteratetrilingualpolicymeanttwowrittenlanguagesandthreespokenlanguages.InthecontextofHongKong,thetwowrittenlanguagesrefertoModernStandardChineseandEnglishwhilstthethreespokenlanguagesrefertoCantonese,PutonghuaandEnglish.ThebiliteratetrilingualpolicywasfirstproposedintheEducationCommissionReportin1996butofficiallyannouncedinthefirstPolicyAddressdeliveredbytheChiefExecutiveofthenewHongKongSARinOctober1997.Thefocuswasontrainingstudentstobebiliteratetrilingual.2.5ThelanguagebackgroundofTaiwanTheislandofTaiwanislocatedtotheeastofMainlandChinaandseparatedby14 the220kmwideTaiwanStrait.ItisthelargestbodyoflandbetweenJapanandPhilippineislandswithapproximatelythesizebutsmallerthantheNetherlands.Thepopulationofjusthavingover2.2millioniscomprisedoffourprimaryethicgroups:Aborigine(combined)1.7%,Hakka12%,SouthernMin73.3%andmainlanders13%(Huang,1993).TheoriginalinhabitantsofTaiwanarenowofficiallycalled“YuanZhumin”(Aborigine).TheyarespeakersofAustronesianlanguagesandhavebeendividedinto14groupsoflowlandpeopleand9groupsofmountainpeople(Stainton,1999).TaiwaneseGovernmentofficiallyrecognized11AboriginalgroupsincludingAmei,Taiya,Paiwan,Bunong,Lukai,Zou,Saixia,Beinan,Dawu,ShaoandTailingsrespectively.TheChineseemigrantsfromthemainlandcamerelativelylate.DateasearlyastwelfthcenturyfromtheSongDynasty,ChinesepeoplestartedtoimmigratetoTaiwan(Chen,1996).2.5.1HistoricalDevelopmentfrom1636-1683ThebetterknownofimmigrationhistorywasbegunwiththesettlementofthDutchEastIndiaCompanyinthe17century.In1636,theDutchbegantheircolonialadministrationofTaiwan.Aboutthesameperiod,theHanChineselivinginthecoastalprovincesfacinglongperiodoffamine,civilwarandlawlessness.Someofthesemigrantswereforcedtofleefromthemainland.In1661,theloyalistofMingDynasty,ZhenChenggong,ledhisfellowsforcingouttheDutchandbuiltupthebaseinTaiwaninordertoattacktheMainlandChina.DuringtherulingoftheZhen’sfamily,theChinesepopulationdoubledtoapproximately200,000.In1683,theZhen’sregimewasdefeatedandCingEmpiretookTaiwan(Morris,2002).2.5.2HistoricalDevelopmentfrom1683-1895WithsustainedimmigrationthenHanChinesecametodominatetheisland.15 SomeofHanChinesemenmarriedthelowlandAboriginalwomen.However,mostoftheaboriginalpeoplesweregraduallyforcedtoretreattothemountain.Accordingtoacensusin1924,83.1%oftheHanChineseinTaiwanoriginatedfromFujianprovinceofwhich80%camefrommainlytwocitiesinFujian,i.e.QuanzhouandZhangzhou(Chiung,2001).ThereforetheirChinesedialect,SouthernMin,thenbecamethemajorTaiwaneselanguage.AnotherprimarygroupofChineseimmigrantsweretheHakkawhocamethereafter.TheyareanethnicgrouporiginaldistributedinthesouthernChina.TheymaintainadistinctcultureandHakkalanguage(Huang,2001).TheHakkapeoplewereimmigratedlargelyfromtwoprovinces,i.e..ZhejiangandGuangdong.(Chiung,2001).AlthoughthemajorityofHanimmigrantssharedacommonbackgroundanddialect,theywereinnowayunifiedwhentheyarrived.Grouprivalrybasedonthecityoforiginwascommonwithviolentconfrontationoftenoccurredbecauseofcompetitiononlandandresources.Afterapproximatelytwohundredyearsofsettlementontheisland,themigrantsdevelopedgraduallyacommoncultureand“shiftfromanimmigranttoanativesociety”(Chen,2001,p.63).Therefore,adistinctidentityas“islanders”begantodevelop.2.5.3HistoricalDevelopmentfrom1895-1945In1895,theQingDynastywasforcedtocedeTaiwantoJapan’scontrolafteritwasdefeatedinthefirstSino-Japanesewar(1894-1895).Duringthecolonizedperiod,Japan’sintendedtofullytransformTaiwanintoanaturalextensionofJapan.Insociety,manyTaiwanesewerepressuredtoassimilatebyassumingJapanesesurnamesanddressinginJapaneseclothing.ThelanguagepoliciesinthemediaandschoolensuredthespreadofJapanese.By1937,thenumberofTaiwanesewhocouldcomprehendJapaneseroseto37.9%,thoughin1944officialestimatesplacedthenumberat80%(Hsiao,2000).Atthesametime,TaiwanesepeoplehadahigherstandardoflivingandtowardstheendofWWII,Taiwanhadbecome‘themostprogressiveareainAsia16 outsideJapan’(Mo,2000,p.69).AsHuangShuanFan(2000,p.141)writes,‘ManyTaiwanesehadbecomehighlyJapanized.Theyspokethelanguage,identifiedwithmuchofthecultureandenjoyedthebenefitsofJapan’sstablerule’.AsWWIIragedonEuropeandAsia,AlliedleadersgatheredinCairoin1943anddeterminedthatTaiwanwouldbehandedovertotheGovernmentoftheRepublicofChinadominatedbytheKuoMingTang(KMT)party.In1945,JapansurrenderedtotheAlliesandbroughttotheendoffifty-yearsofcolonizationinTaiwan.2.5.4HistoricalDevelopmentfrom1945-1986ThousandofofficialsandsoldiersfromMainlandChinaarrivedtoconstitutethenewGovernmentandestablishedcontrol.Between1945and1949alone,nearlytwomillionofficial,soldiers,workersandrefugeesimmigratedtoTaiwan(Hsiao,2000).AlthoughtheycamefrommanydifferentpartsofChinaandspokeawidevarietyofdialects,theywereunitedbyacommonlinguafrancaMandarinChinese.Todaythesepeoplesarereferredtoas“Mainlanders”whoformapproximately15%ofthepopulation.TheywerequicktogiveuptheirnativedialectsandusedMandarinChineseastheirprimarylanguage.ItisimportanttonotethatMandarinChineseismutuallyincomprehensiblewiththeSouthernMinandHakkadialects.Inordertoincreasethecontrolofgovernance,ROCGovernmentsetupthelanguagepolicytopromoteMandarinasthenationalandsolelegitimatelanguagein1946.Restrictionsontheuseofnon-Mandarinlanguagesinschoolsgrewincreasinglythroughoutthefollowingdecades.In1956,theDepartmentofEducationmadeitapunishableoffencetospeaknon-Mandarinlanguagesduringschooltime.Non-Mandarinlanguagesalsoprohibitedinotherareasofthesocietyaswell.WhenthetelevisionstationwascreatedinTaiwanin1962,thenon-MandarinTVprogrammingwasrestrictednottoexceedto16percentoftotalbroadcasttime.Thenin1972,theGovernmentimposedmorerestrictiontonotexceedmorethanonehourperday,intwohalf-hoursegments(Young,1988).In1965,theKMT17 declaredthatcivilservantsweretospeakthenationallanguageonlyduringofficehoursandMandarinwasestablishedasthelanguageofcourt.2.5.5HistoricalDevelopmentafter1987Afterseveraldecades,themainlandofficialswhocametopowerinthepost-warperiodbegantoreachretirementageandnativeTaiwanesewereneededtotakeuptheirpositions.DespitethepoliticalisolationininternationalsocietythatROCdelegationwalkedoutoftheUnitedNationsin1971,KMT’sonepartydictatorshipwasalsofacedthechallengefromnon-KMTpoliticalalliances.TheoppositiongroupsofficiallymergedintotheDemocraticProgressiveParty(DPP)in1986.TheKMTdidnotsuppressthemovementandconductedaseriousofpoliticalreformsinsubsequentyears.TheMostsignificantofthesereformswastherepealoftheMartiallawin1987.Soonaftertherepeal,punishmentsforspeakingnon-Mandarinlanguageswerebannedandtelevisionstationswereallowedgivenmoretimetobroadcastinnon-Mandarinlanguages.Inaddition,throughtheMinistryofEducationdeclaredthatschoolcouldnotdiscriminateagainstnon-Mandarinlanguagesintheearly1990’s.Notablyin2001,theMinistryofEducationinitiated“nativedialect”languagecourserequirementsforprimaryschoolstudentsthroughouttheisland.FirstthroughsixthgradestudentsarenowobligatedtotakeonetotwohoursaweekofSouthMin,Hakkaoranaboriginallanguage.Althoughtheconductofthemother-tongueeducation,itdidnotobstructedthepromotionofMandarin(Hunag,1997).AsthesuccesspromotionoftheMandarin,thelinguafrancathroughouttheislandplusoffshoreislandsinTaiwanhasbeentheMandarinChinese.2.5.6TaiwaneseMandarinInearlyROClanguagepolicies,thestandardofMandarinprorogatedbytheGovernmentanduseintheschoolisveryconcernedwithcorrectpronunciation(Lin,18 2000,p.38).Inactualpracticehowever,theMandarinspokenbynon-nativehasbeenmainlyinfluencebythesouthernMinspeakers.Afterfiftyyears,theMandarinmostcommonlyspokeninTaiwanhascometodifferfromthatoftheBeijingstandardintermsofphonological,syntacticalandlexicalfeatures(Kubler,1985,p.157).SincethesedifferentformsofMandarinspokenbothinthenativeTaiwaneseandMainlanders,itwasconsideredtobeanativelanguage.ThisisthetypeofMandarinlearnedbyalmostallTaiwanesechildrenastheirnativelanguage.2.6TheinternetlanguageinMainlandChina,HongKongandTaiwanWiththerapiddevelopmentofInternetcommunicationinChina,therehasemergedanewvarietyofChinesetermscombiningEnglish,alphabet,numbersanddialectsonline,whichisgenerallyreferredtoasChina’sInternetlanguage(Yu,etal.,2001a).TheInternetlanguagewasreferredtothosetermsusedduringonlinecommunicationandexcludedtheformalandtechnologytermsofInternet.TheinfluenceofInternetlanguageuponChinesemaybecomemorerobustwhichmayinturnhaveimplicationsforchangeintheChineselanguage.Inthissense,InternetcommunicationservesasamechanismtofacilitatetheevolutionofthemodernstandardChineseinthedigitalage.2.6.1TheInternetlanguageinMainlandChinaSincetheInternetservicestartedin1994inChina,ithasbeendevelopingveryrapidly.AccordingtoGao’s(2006)studies,therewereroughly68millionInternetusersinMainlandChina,anincreaseofmorethanonehundredtimesoverOctober1997.Nearly26millioncomputerswereconnectedtotheInternet,anincreaseofover84timesinlessthansixyearsdevelopinginChina.ByDecember2000,therewerenearly474,000websitesinChinaaccountanincreaseofmorethan78percent.TheInternethaspenetratedvariousspheresofpeople’slivessuchassendingandreceivinge-mails,searchingforinformation,downloadingsoftware,chitchatting,readingnews,textpublications,playinggames,buyingstocksandshopping19 (http://tech.sina.com.cn/focus/cnnic_12/index.shtml).TheInternethasbeensopervasiveinChinathatthegreetingonstreet“Haveyoubeenonlineyet?”hascurrentlybecomeoneofthemostcommonlygreetingsincity(Lu,2002).Partlyasaresultoftherapiddevelopmentofcomputer-mediatedcommunicationinChina,therehasemergedadistinctivevarietyofChineseLanguagethatisgenerallytermedasChineseInternetlanguage(henceforthCIL)(Yu,etal.,2001a).2.6.1.1LexicalexponentsBasedonthestudyofthefirstCILdictionaryeditedbyYu,etal.(2001b),ChineseInternetlexiconsmaybedividedintoeightcategoriesasfollowed.(1)“GG”isusedtorefertoelderbrother(s).ThisisbasedontheHanyupinyin“哥哥gege”.(2)“GF”isusedtoreferto“girlfriend(s),whichissourcedfromanEnglishexpression.(3)“7456”isusedtomean“氣死我了”(I’mangrytodeath),takingoutfromChinese“qisiwuliu”(Mandarin).(4)“3Q”isusedtoreferto“Thankyou”.ThisisacodemixingofEnglish,ArabicnumberorHanyupinyin.(5)“醬紫”(jiangzi)isusedtomean“這樣子”(“thisway”or“thislook”).(6)“^0^”isusedtorefertolaughingoutloud,takingoutfromaparalinguisticsymbols.(7)“恐龍”(Dinosaur)isusedtoreferto“醜女”(amasculineuglygirl).Thisisanounwordborrowedfromannounwork.(8)“東東”isusedtoreferto“dongxi”or“東西”(things).Thisexpressionissourcedfromachildishreiterativeexpression.(9)“怕怕”isusedtomean“很害怕”(veryscare).Again,thisistakenfromachildishreiterativeexpression.20 2.6.1.2SyntacticexponentsWebsentencesarealsocharacterizedbyunconventionalstructures(Bo,2002andLi,2002),whichareusuallyrepresentedbychangingwordorder,changingwordcategoryandborrowingmeaning.2.6.1.3ThewritingstyleAccordingtothestudyofGao(2006),thewritingstyleofCILwasdividedintotwostyleswhicharespokenstyleandjokingstyle.Fromthestudyofspokenstyle,itcanbefoundthatmoreswearwordssuchas“TMD”(‘goddamnit’tamade他媽的)andzhu’naozi(‘pigbrain’豬腦子)areusedtodescribeperson,whichareprimarilyusedinspokendiscourseratherthanintheformalwritingformofChinese.Despitewebnovelpublishedinthewrittenform,itwasyetcharacterizedwithaspokenstyle(Gao,2006).AccordingtoGao’sdiscourseanalysisofthewebnovel,healsobelievedapplyingCILasaformofmetaphorprovidingahumorousflavortoreaders.2.6.1.4EnglishinfluenceonCILEarlierinfluenceofEnglishuponChinesehadbeendocumented.ZhouandFeng(1987)discussedhowEnglishinfluencedtheChineseonbothlexicalandsyntacticlevels.WiththeadventofInternettofacilitateitsspreadthroughouttheworldplusEnglisharebeingusedfrequentlyinlinkingwithaninternationalorientedidentity;theimpactofEnglishisincreasing.AsdemonstratedinthecategoriesofCIL,manyChinesetermsarederivedfromEnglishsuchasthewordmao貓(‘modem’),shichuang視窗(‘Windows’)andyimeier伊媚兒(‘e-mail’)arecommonlyacceptedbytheChineseInternetusers.DespiteanumberofChinesetermsareborrowedfromEnglish,manyformalabbreviationssuchasDVD,WTOandMP3etcarefrequentlyusednotonlyinCILbutalsointhedailylives.21 2.6.1.5TheidentityofusingCILCILisusedmostlybyeducatedyoungChineseandthatitisassociatedwithmanydesirablepersonalidentitiessuchasbeingmodernandbeingabletokeepupwithsocialandtechnologicaldevelopments.Itisgenerallyconsideredaprestigiousidentity,especiallyamongyoungpeoples(Gao,2004andZhang,2001).2.6.2ChineseInternetLanguageinHongKongThereisfewCILstudyconductedinHongKong.SinceCantoneseisthelinguafrancainHongKong,itswrittencharacterswerelargelyexistedintheInternetcommunication.However,theChinesecharacterinputsystemalsoaffectsthewaypeoplecommunicateonline.Forinstance,thePutonghuaspellingsystem,Hanyupinyin,issosophisticateforpeopletousethattheytendtoapplyEnglishinthenetworkcommunicationinstead.DespiteusingEnglishontheInternet,theyalsoappliedthefewCILintheironlinecommunicationincludingICQandBBSbyadoptingtheParalinguisticsymbols,alphabetsandArabicNumbersontheirInternetcommunication.BorrowedEnglishvocabulariesasCILarealsocommonlyinuse,whichwasreplayintheinterviewduringsurvey.Besides,theyalsoadoptthetrendyexpressionsthatarecommonlyshowninthedomesticmassmedia.SometrendyexpressionsarealsowelcomebyChinaandTaiwannetusers.FromthesurveyofyouthattitudeonChineseInternetLanguage,theresultsfittheaboveobservation.2.6.3ChineseInternetLanguageinTaiwanTheInternetLanguageinTaiwanwascalled“MarsCode”thatmeantitisdifficultforpublictorecognize.AssimilartoCILinChina,the“MarsCode”combinedEnglish,phoniccodes,numeric,alphabets,MandarinChinesetogetherwithMindialecttooccupyahugeamountofvocabularyintheMarsCode.Manyteenagers,includingtheprimaryandjuniorhighschoolstudentsareenthusiastictoembraceChineseInternetLanguageandtheyalsouseitduringoralcommunication.Aseriesofbooksnamely‘IlovetheMarsCode’publishedby22 WorthbooksCompanyin2006collectedthemostpopularChineseInternetLanguagelexiconsinTaiwan.Apartfromyouths,manyparentsalsoboughtthesebookstounderstandmoreabouttheirchildrenandlearnhowtheycommunicateontheInternet.Contrarytothepopularityof“Marscode”inyouths,thisphenomenonofrapidspreadinuseoftheInternetLanguagerousesworriesfromscholarsandparents.Forinstance,inthe2005officialUniversityEntranceExamination,thequestionpaperofChineseSubjecthasadoptedthe“Marscode”tosetupquestion.ThatcausedpoliticalargumentsabouttheappropriatenessandfairnessoftheExamination.ThiseventalsorousesnegativeattitudeaboutChineseInternetLanguage.Theargumentagainsttheuseof“MarsCode”becomesacriticalissueinTaiwan’slanguagepolicy.SomescholarsaredebatingthatyouthsusingMarsCodemayleadtothedecreasingofChinesewritingcapability.23 Chapter3MethodologyAsthecurrentstudyconcentrateduponlanguagechangeandtheyouth’sattitudestowardthenewChineseexpressionusedontheInternet,itwasdecidedthatcollegestudents,whopartlyrepresenttheeducatedyouthpopulationandtheirsocialvalues,wereselectedandsurveyed.ThefactthatdifferentsociolinguisticbackgroundsexistinChina,HongKongandTaiwan,collegestudentsfromtheselocationswereselected.TheresultsdrawnfromthisstudyarethussignificanttothestudyoftheevolvingofChineseInternetlanguagethroughlinguisticanalysisofthenewlexicons.Thecollegestudents’attitudetowardtheChineseInternetlanguagealsorevealsthedirectionoffuturedevelopmentofthelanguage.Thepredictionmayhelpteachers,parentsandGovernmenttosetabetterlanguagepolicytowardstheuseofChineseInternetlanguage.Inthischapter,thehypothesisofstudyandobjectivesofthesurveyaredefinedfollowedbyadescriptionofthedevelopmentofquestionnaires.Thenthemethodologyofthestudyisintroducedplusthemethodsusedtoanalyzethosecollecteddata3.1HypothesisofthestudyInresponsetotheLanguagetheorydescribedinChapter2ofthediffusionoflanguagechange,thepresentstudywasdesignedtoanalyzethevariabilityofthenewCILlexiconscollectedfromChina,HongKongandTaiwan.Bycomparingthelexicons,itshouldprovideevidencesthatlanguageremainsinasubstantiallysimilarstatefromthepointofviewofprogressordecay.CollegestudentsofsimilarageareexaminedthoroughlysoastodeterminewhethertheytendtoprefertheuseofCIL.Itprovidesclearercluesaboutwhetherthedirectionoflanguagechangeisprogressordecay.Myhypothesiswasthatthecollegestudentsatthethreelocationshavesimilarlanguageattitudes,buttheirattitudestowardstheCILareslightlydifferentbecauseofthediffusionoflanguageontheInternetwhichisaffectedbytheirsociolinguisticbackground.Thereforethestudyshouldsupportthetheorythatlanguagechangeisprogress,butalsoremainsdecay.ThereforeCILisanaturelanguagewithexpansionanddeclination,reflectingpoliticalandsocialsituation.24 3.2ObjectiveofthesurveyTotestifythishypothesis,thequestionnairesurveywasdesignedintotwomainlayers:First,theywererequiredtoanswer18questionswhichleadtoanswersfallingwithinthekeyareasof:Whatarestudent’sperceptionsofthenatureofCIL?Innovation,humor,orfashion?A.Whatarestudent’sperceptionsofCILasthesub-cultureidentity?B.WhatdostudentsperceivetheuseofCILineducationpurpose?C.Whatisstudent’slanguageplanintheuseofCIL?D.WhatdostudentthinksiftheauthoritypartiesforbidtheuseofCIL?E.DoesthefunctionofcommunicationofCILworks?F.WilltheuseofCILresultsinthedecreasingofyoungChinese’sabilityinusingthemodernstandardChinese?Thesesevenprovincesaddresseddirectlystudents’solicitingoftheiropinionsandpreferencesondifferentaspectsofthelanguageattitudeonCIL.Accordingtothestudy’shypothesis,thelanguageattitudeoftheyouthwillcausethediffusionandevolvingofCIL.Inthediachronicperspective,itwillaffectthechangeofthestandardmodernChinese.Second,theywereinvitedtoprovidetheupdatedCILthattheyhadseen.Analyzingthenewlexiconsinthethreeplacesmayalsohelptofindoutthetracethatlanguagechangeinthewayofprogressionorinsomedegreeofdeclination.3.3DevelopmentofthequestionnaireTheinstrumentusedinthepresentstudyisaself-reportingquestionnaire,designedspeciallytoinvestigatebeliefsaboutCILheldbytheChinesecollegestudents.CILasitwasmainlyusedamongyounggeneration;thequestionnaireisspeciallyfocuson25 A.BeliefsontheuseofCIL,andB.Student’spredispositiontowardCIL.Thequestionnaireiscomposedofthreeparts,eachperformingadifferentfunction.PartIisdesignedtofindoutthebehaviorofsubjectsontheuseofInternetandCIL.Theanalysisofthispartcanprovideaportraitofsubjects’behaviorintheuseofCIL.Thesecondpartisbasedonthesevenkeyareasand18questionsaredesignedtofindoutdetailedinformationaboutcollegestudents’languageattitudestowardsCIL.Thelastpartisdesignedtocollectsubject’ssocialvarietiesincludingsex,location,majorstudyandwhethertheyintendtobecomeateacher.Outofthe4varieties,theverylastoneisdesignedtoseeiftheintentionofbecomingateacherwillaffecttheirattitudetowardCIL.SinceCILisevolvingrapidly,subjectsarerequiredtoprovidethelatestlexiconstheyknownplusfurtherupdatedinformationsoastofacilitateanalyzingdifferentlexiconsofCIL.3.4MethodologyThestudyactsasacombinationofquantitativeandqualitativeinquiry,throughtheuseofquestionnairewithbothclosed-endedandopen-endedstatementsandquestions.Thisapproachispreferredsinceitprovidesstudentsmoreopportunitiestoexpressopinionwithinacontrolledsetting.Avalidationtestisheldbeforetheimplementofthesurvey.Thesequenceof18questionsaboutlanguageattitudesinpartIIisstatedrandomly.ThequestionofcollectingnewestlexiconsfromsubjectshasbeenputtotheendinordertoreducerejectionduringthesurveyThestatisticaldataprovideinformationonstudents’languageattitudestowardCILdividedbytheirsocialbackground.Thecomparisonofstudents’languageattitudesinBeijing,HongKongandTaiwanwasespeciallyonfocusbecauseitmayreflectthefacthowCILevolved.Inthenextsection,adescriptionofthestudy’sparticipationsanditsprocedureofdataanalysisareprovided.26 3.5ParticipantsAtotalof538collegestudents,which232aremaleand306arefemale(Table3.5.3),aresurveyedduringtheperiodfromMarchtoMay,2006.169collegestudentsfrom2collegesinBeijing,189collegestudentsfrom3collegesinHongKongand180studentsfrom3collegesinTaipeihadprovidedtheiropinionsinthestudy.Allthecollegestudentsweresurveyedoncampusesandrandomlyselected.A“sampleofconvenience”(Joshson,1992,p.108)wasusedtoidentifyareasofconcernforregularcollegestudents,sinceithadnotbeenpossibletosurveytheentirepopulation.Accordingtothesurvey,90.1%ofthecollegestudentsusedInternetexceeding2-3timesaweek(Table3.5.1).Total78.6%ofthecollegestudentsusedCIL,with66.9%inBeijing,87.9%inHongKongand80%inTaipei(Table3.5.2).Studentsmainlymajored(Table3.5.4)inArts(25.3%),Business(38.3%),andScience(31.8%).19.5%ofthecollegestudentsintendedtobeteachers(Table3.5.5).Chat3.5.1HowoftendoyouuseInternet?PartI.Q1Everyday2-3times/w2-3times/hm2-3times/mVeryfewTotallocationBeijing78679114169HongKong15924114189Taiwan139222215180Total37611312433538Chat3.5.2HaveyouusedCIL?PartI.Q2YesNoTotallocationBeijing11356169HongKong16623189Taiwan14436180Total423115538Table3.5.3SexParTIII.Q1MaleFemaleTotallocationBeijing7594169HongKong8710218927 Taiwan70110180Total232306538Table3.5.4MajorPartIII.Q3NilresponseArtsBusinessScienceMedicalothersTotallocationBJ07019800169HK1291262823189TW4377945213180Total5136206171416538Table3.5.5IntentiontobeaTeacherPartIII.Q4NilresponseYesNoTotallocationBeijing46699169HongKong116172189Taiwan1023147180Total151054185383.6DataanalysisSincethedatacollectedwerebothquantitativeandqualitative,thedataanalysisphraseinvolvesstatisticalanalysisanddescriptiveinterpretation.Inthequantitativeanalysis,therearethreedifferentoperations.First,student’sresponsestoeachstatementarecalculatedintermsofthefrequencyofpercentagetofindouttheproportionofstudentstoagivenresponse,theresultsofwhicharediscussedinChapterFour.Second,students’receptivenesstoCILisexaminedbythedegreeofagreementordisagreementofstudents’responsetoeachstatementiscompared.Todeterminethecollegestudents’receptivenesstospecificaspectofCIL,atotalofthecountofeachstatementarescoredfrom1to4,whichareassignedtoCILstatementsfromstronglyagreetostronglydisagree.Thedesignedofthescoreofthe4statementspreferrednottobetheambivalence,thus“nocomment”iselicitedfromtheanswers.AllthedatacollectedinBeijing,HongKong,andTaiwanwasanalyzedbytheSPSSstatisticalsoftware.Thesignificanceoftheresultsis0.04whichisacceptableandreliable.28 Chapter4AnalysisandFindingsThischapterexplainshowthedatawerecalculated,analyzedandinterpreted.The18questionsregardingtheobjectivesofthestudyareansweredthroughanalysisofthequalitativeandquantitativedatafromthecollegestudents’responsetothesurvey.AccordingtoChen(2000),Sawer(Packard,2001)andDeng(1996),thewaysofnewwordsarecreatedinModernChinesecanbecategorizedintosomestrategies,suchascombination,translation,samewordroots,affixation,metaphor,abbreviation,shifting,borrowingandloanwordsfromforeignlanguagesanddialect.Inthefollowingchapter,thestudyofthesemanticapproachtotheanalysisoflexiconswillbeconductedunderthesecategories.4.1ThelinguisticanalysisofCILThestudycollectedthemostupdatedlexiconsofCILthatcollegestudentsusedinBeijing,HongKongandTaiwan.Allthelexiconsaredividedinto8categories(Yuetal.,2001b).4.1.1ThelexiconsrelatedtothePhoneticsymbolsTable4.1.1CategoriesBeijingHongKongTaiwan1)PhoneticsymbolsBT‘變態abnormality’LZ‘樓主host’PTT‘怕太太Fearwife’CJ‘純潔innocent’ng‘唔no’GKTT‘一個垂垂dull’BS‘鄙視disdain’ho‘好yes’AKS‘會氣死angry’hc‘花癡’excessivedesireMM‘美眉beautifulgirl’DT‘豬頭stupid’inafemaleBT‘變態abnormality’ThroughcomparingthelexiconscollectedfromBeijing,HongKongandTaiwanshowninChart4.1.1,itwasfoundthatagreatamountoflexiconsweredirecttransferfromdialect.InTaiwan,‘一個垂垂’isaslanginMindialect.Thephoneticsymbolswereshortenedinto‘GKTT’(whatistheoriginalform?).29 Similarly,thelexiconscollectedinBeijingalsoappliedtheshorteningstrategyMostofthelexiconsofthiscategoryinsomedegreeisrelatedtobelittlement,suchasBT‘變態abnormality’,hc‘花癡’(English?)andDT‘豬頭stupid’Inthiscategory,HongKongstudentsborrowedsomenewlexiconsfromTaiwan,suchas‘美眉beautifulgirl’,whichwasoriginallyonlyusedinTaiwan.4.1.2ThelexiconssourcefromEnglishTable4.1.2CategoriesBeijingHongKongTaiwan2)sourcefromBF‘boyfriend’Gdnite‘Goodnight’LOL‘Laughoutloud’EnglishBMW‘Bemywife’GF‘girlfriend’Thx‘Thanks’U‘you’BF‘boyfriend’GG‘goodgame’V‘victory’YM‘Yahoomessenger’TTYL‘talktoyoulater’gg‘goodgame’TMR‘tomorrow’OP‘overpost’Ft‘faint’les‘Lesbian’CC‘soundofsmile’cu‘seeyou’WHOSAY‘bluff’THX‘Thanks’TC‘vulgarNVM‘Nevermind’JL‘requireabeat’Msg‘message’BMW‘bigmouthwoman’Btw‘bytheway’Wru‘Whoareyou?’Thz‘thanks’ppl‘people’bibi‘bye-bye’gd‘good’bb‘bye-bye’oic‘Oh,Isee.’fyi‘foryourinformation’u‘you’JK‘justkidding’Dunknow‘don’tknow’TksU‘thankyou’cong‘congratulation’CC‘soundofsmile’Peter‘bye-bye’dl‘download’HAND‘haveanicedream’GL‘lesbian’ROFL‘rollingonthefloor:laughoutloud’ttyl‘talktoyoulater’30 ttul‘talktoulater’Inthiscategory,thedatacollectedshowthattheamountoflexiconsusedinHongKongisbiggerthanthatinTaiwanandBeijing.Evensentenceswereshortenedandrepresentedinalphabets,suchas‘HAND-Haveaniceday’,‘ttyl-talktoyoulater’andWru-‘Whoareyou?’.Despiteoftheshorteningstrategy,theselexiconssometimesalsohavetheiroriginsinslang,suchas‘笑到轆地laughandrollingonthefloor’and‘TC-台客vulgar’whichisaslangtodescribeatackyperson.4.1.3ThelexiconsinArabicNumberTable4.1.3CategoriesBeijingHongKongTaiwan3)ArabicNumber520‘我愛你Iloveyou’520‘我愛你Iloveyou’98‘走吧’88‘bye-bye’88‘bye-bye’88‘Bye-bye’886’拜拜了bye-bye’886’拜拜了bye-bye’5555‘Crying’9494‘就是就是yesitis.’98‘走吧’2266‘零零落落disorder’376‘生氣angry’96‘走了’1314‘一生一世forever’7‘柒,cheap=tacky’555‘thesoundofcrying’55‘crying’521‘Iloveyou’2‘,too.’2416‘愛死你了Iloveyou9394‘搞三搞四engagetodeath’inaffair’94‘就是Iagree’5‘fine=O.K.’3166‘Sayonalabye-bye’5201314‘我愛你一生一77‘切contempt’世Iloveyouforever’7758258‘(親親我吧愛我46709394‘死佬出嚟搞三吧)Kissmeandloveme’搞youbadguycomeout8856‘幫幫我嘍helpme’andfoolaround’87‘白痴idiot’Table4.1.3showsthattheuseofArabicnumbersispopularinallthreeplaces.StudentsinthethreeplaceshavesimilarperspectiveintheuseofArabicnumbers.MostofthelexiconsinthecategorysoundsimilartotheChinese.However,thereareslightdifferencesinHongKong,asthesoundoftheArabicnumbersresemblesthesoundofCantonesewords,suchas‘9394-搞三搞四engageinaffair’.There31 areloanwordsfromEnglish,suchas‘7柒’,meaning‘cheap’or‘tacky’and‘5fine’meaning‘OK’.SomeArabicnumbersarerelatedtoJapanesesuchas‘3166Sayonala’whichmeans‘bye-bye’inJapanese.4.1.4ThelexiconsincodemixingTable4.1.4CategoriesBeijingHongKongTaiwan4)CodemixingCUL8R‘seeyoulater’Killbaba‘BBQ’3Q‘Thankyou’3Q‘Thankyou’Ulei‘Howaboutyou?’7x4‘屈臣氏Watsons’NoQ’youarewelcome’好kam‘dressodd’40YA4‘士林夜市night爛gap‘tackyjoke’market’好hea‘todonothing’花fit‘花心disloyalty’b4‘before’法蘭西king‘費事傾don’twanttowastemytimetotalktoyou’3Q‘Thankyou’5d‘快的quickly’食C‘吃屎curse’Thelexiconswhicharecollectedinthiscategoryarerelativelyfew.However,lexiconsinthiscategoryarethemostdifficultCILtounderstandbecauseofthemixedcodewhichmixedthesoundsofEnglish,CantoneseandMandarin.Forexample,‘3QThankyou’isacombinationofChineseandEnglishsounds,‘Ulei-you嚟?Howaboutyours?’isEnglishcombinedwiththeexpletiveinCantonese.Metaphorstrategyisalsoappliedsuchas’法蘭西king=費事傾’meaning‘don’twanttowastemytimetotalktoyou’.4.1.5ThePhonogramTable4.1.5CategoriesBeijingHongKongTaiwan5)Phonogram==|||‘can’thelpit’Orz‘kneeldown’囧‘can’tstandit’ORZ‘kneeldown’/‘angry’固‘angry’——!‘nerves’/‘disappoint’ORZ‘kneeldown’32 :)‘Happy’:p‘stretchtongue’囧RZ‘can’tstanditand:(‘unhappy’on9‘Fuck’kneeldown’@_@‘faint’=”=‘boring’>”<‘angry’^^‘Happy’XD‘laugh’:-|‘angry’=_=‘boring’==|||‘can’thelpit’==‘Waitamoment=_=|||‘can’thelpit’==‘boring’ToT‘crying’=.=‘boring’==a‘thinking’T^T‘crying’=”=‘angry’>_<‘unhappy’凸—.—凸‘angry’><‘unhappy’☉興‘turtle’:)‘happy’<{=‘birdflymeans/.‘unhappy’silent’——”‘can’tstandit’n_n‘smile’6.6‘wearglassesand/‘angry’readyforstudying’:)‘smile’>3<‘kiss’^-^‘happy’……‘boring’@@‘curious’XD‘laugh’~”~‘boring’^_____^‘smile’^^~‘smile’:-)‘smile’XP‘loll’nn‘smile’OGC‘masturbation’ORZ=3‘kneeldownand^3^‘kiss’breakwind’╮(—▽—)╭‘happy’OGC‘masturbation’~^_^~‘crying’;)‘happyandlovely’凸‘fuck’*_*(Shock)凸—.—凸‘angry’Inthiscategory,wecanseethattheuseofphonogramisoneofthecharactersofCIL.ItshowssomecombinationinChineseandEnglish,suchas囧RZ‘can’tstanditandkneeldown’and☉興‘turtle’.ThisnewphonogramcombiningChineseandEnglishrevealsthatCILisstillinthewayofprogressing.4.1.6MetaphorTable4.1.6CategoriesBeijingHongKongTaiwan6)Metaphor青蛙‘frog=uglyboy’你條菜‘yourgirlfriend’麻豆‘model’蟀‘handsomeinironic’好娘‘cheap’潛水‘pluginBBSbut表‘不要noway’史‘死dead’remandsilent’坑‘averylongwebstory派膠‘foolisharound’發卡‘proposedbutbe33 withouttheended’搞gay‘homosexual’rejected’汗‘embarrass’暴龍‘uglygirl’鄉民‘tyro’寒‘can’thelpit’豬扒‘uglygirl’好瞎‘badly’沙發‘theveryfirstreply潮‘popular’很閃‘feelembarrasstoarticle’屈機‘superman’seeimproperbehaviorthat板凳‘thesecondreplyaclosecoupleactin搞gag‘teaseothersintoarticle’public’laugh’頂‘agree’[爛到]爆‘extremely’Kai子’fool’踩’瀏覽browse’摸門‘moment’Taxi‘太可惜toopity’偶‘我I’腦殘‘tyro’電貓‘e-mail’滴‘的de’[就]醬‘這樣bythisway’熱貓‘hotmail’粽‘zone’Taxi‘太可惜toopity’推‘togiveannon-sense丟‘ennui’JasonloveJason‘潔身自pointofview’菜鳥‘tyro’頂‘providethevaluable愛reserveone"smoral蝦米‘What?"comments’integrity’咪兔‘metoo’稀飯‘喜歡like’捱K‘doyouwanttobe趴踢‘party’粉絲‘Fans’kick?’弓虽‘強great’蝦米‘What?"月光族‘peoplewhospent兲‘王八蛋bastard’硬膠‘erection’alltheirmonthlysalary’卡奴‘peoplewhounableXX‘wife’topaythebillofcreditYY‘husband’card’米哦‘沒有None’黑皮‘Happy’G‘theunitofmoney’Accordingtothelexicons,themeaningofwordhasbeenshiftingtorefertodifferentword,suchasthe‘粉絲,Fans’and‘蝦米,Whatdosay’,thatareoriginallyrefertothefood.Thiscategoryoflexiconsisalsoadoptedbythesamewordrootssuchas月光族‘peoplewhospentandtheaffixation,suchas‘卡奴peoplewhounabletopaythebillofcreditcard’byaffixationwith‘卡creditcard’plus‘奴slaves’.Inaddition,thepartialtranslationstrategiesisalsoadopted,suchas‘電貓e-mail’and‘熱貓hotmail’.4.1.7ThelexiconsborrowedfromdialectsTable4.1.7CategoriesBeijingHongKongTaiwan7)Dialects屌‘great’早抖‘Goodnight.’透早‘dawn’châ‘stupid’34 挫屎‘Shit’大獲‘badsituation金排球‘真難notfunny’贊‘good’happened’睏去‘sleeping’收皮‘bullshit’北七‘idiot’粉皮‘gossipperson’好野人‘richpeople’潮爆‘fashion’母C‘music’siu‘curse’母D‘pig’ding‘curse’D頭‘pighead斷背‘homosexual’ㄏㄩ‘feel’你有壓力，我有壓力‘IEDD‘一滴滴alittle’alsohavepressure’束仔‘coward’巴士阿伯‘tosatire’千託‘’揸揸手‘shackhands’未解決‘intenttoshackhands’Inthiscategory,itcanbefoundoutthatthedialects(MininTaiwanandCantoneseinHongKong)becomethemainsourceofCIL.Besides,thetrendyexpressionisalsoasourceofCIL,suchas斷背‘homosexual’,你有壓力，我有壓力‘Ialsohavepressure’,巴士阿伯‘tosatire’,揸揸手‘shackhands’,and未解決‘intendtoshackhands’.Forstudyinglanguagechange,theexistingofthesetrendyexpressionprovideagoodexamplethathowCILprogressanddecline.Therefore,howwillthesetrendyexpressionevolvingwillneedtobeobserved.4.1.8Thelexiconsfromthechildishword.Table4.1.8CategoriesBeijingHongKongTaiwan8)Childishwords…的說‘lovely’…囉‘agree’大大們‘master’蝦米東東‘Whatisthat?’…aw‘囉agree’小弟‘myself’…la‘啦agree’是哦‘disagree-ironic’飯飯‘fun’Thepurposeofusingthechildishwordsistoshowthepolitenessduringthecommunication,suchas‘蝦米東東’,whichisthecombinationofMindialectof‘蝦米what’andthe‘東西stuffs’.Theexpressionmaybetoorudeifthechildishexpression‘東東’isreplacedbythe‘東西stuffs’toshowtheirenquiresonthe35 network.Thechildishexpressionsarealsousedwhiletheyaskingsomeone’sfavor,suchas‘大大們master’and‘小弟youryoungerbrother’whichrefertothemselves.Itisinterestingtonotethattheuseofchildishword-endingshowstheiruncertaintytoexpresstheiropinions,suchas‘…的說’.4.2ThelanguageattitudetowardCILTheattitudesofcollegestudentstowardCILhavebeenexamined.Therearetotally18questionsaboutlanguageattitudeswereanalyzedonebyone.Inaddition,detailcomparisonsbythegeographicallocationarealsoshowinfollowingTables.4.2.1Attitudetowardstatement“CILispreciseanddirectexpressionforcommunication”82.3%ofcolleges’studentsagreedthattheCILispreciseanddirectforcommunication.Only17.65%ofstudentsdisagreedwiththestatement.Table4.2.1‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree32.5%50.3%11.8%5.3%%withinBeijing82.8%17.1%20.1%66.1%12.7%1.1%%withinHongKong86.2%13.8%15.6%62.2%17.2%5.0%%withinTaiwan77.8%22.2%AccordingtoTable4.2.1,HongKongstudentshavethehighestproportiontosupportthestatement(86.2%)comparedwithBeijingstudents(82.8%)andTaiwanesestudents(77.8%)whogavetheleastsupportamongthethree.4.2.2Attitudetowardstatement“CILislanguageusedonlyamongyoungChinese”51.68%ofcollegestudentsagreedthattheCILissolelyusedbyyoung36 generation.However,48.44%ofthestudentsdisagreewiththestatement,whichisveryclosetothoseagreed.ThisresultshowsthattheydonotthinktheCILissolelyusedbytheyounggeneration.CILisnotanidentitytopresenttheirsocialstatus.Table4.2.2‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree10.1%31.4%52.7%5.9%%withinBeijing41.5%58.6%10.6%43.9%40.2%5.3%%withinHongKong53.6%45.5%8.3%50.0%37.2%4.4%%withinTaiwan58.3%41.6%Table4.2.2revealsthatmorestudentsinTaiwan(58.3%)tendtodisagreetheuseofCIListhesocialidentityofyounggenerationcomparingtothatofinHongKong(53.6%).ThestudentsinBeijingtendtodisagree(58.6%)thattheuseofCIListheidentityofyounggeneration.4.2.3Attitudetowardthestatement“TheuseofCILisafashionablewayofexpressingourselves”63.57%ofthecollegestudentsagreedthattheuseofCILisakindoffashion.Ontheotherhand,36.43%ofthestudentsdisagreethestatement.Inotherword,thisresultshowsthatmorestudentsagreethattheuseofCILiskindoffashion.Table4.2.3‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree21.3%47.3%27.2%4.1%%withinBeijing68.6%31.3%6.9%53.4%36.0%3.7%%withinHongKong60.3%39.7%8.3%53.9%30.6%7.2%%withinTaiwan62.2%37.8%AccordingtoTable4.2.3,theresultrevealsthatmorestudentsinBeijing(68.6%)agreetheuseofCILisakindoffashion,comparingtothosestudentsinHongKong(60.3%)andinTaiwan(62.2%).37 4.2.4Attitudetowardthestatement“CILishumorouswaytoexpressourselves”67.47%ofcollegestudentsagreedthattheCILisakindofhumorexpression.Controversially,32.53%ofthestudentsdisagreedwiththestatement.Table4.2.4‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree21.3%57.4%16.0%5.3%%withinBeijing78.7%21.3%11.6%43.4%36.5%8.5%%withinHongKong55%45%10.0%60.0%23.9%6.1%%withinTaiwan70%30%Table6.2.4showstherearedifferencesinthreeplaces.Beijingstudentshavethehighestproportion(78.7%)tosupportthestatement,comparingto70%oftheTaiwanesestudentswhoagreewiththestatement.However,theresultinHongKongshowsthatonly55%ofstudentshavepositiveattitudetowardthestatement.4.2.5Attitudetowardthestatement“CILshortensthedistance/spacebetweenpeople”Thereare63.94%ofcolleges’studentsagreedthattheuseofCILcanimprovetherelationshipbetweenpeoples.However,36.06%ofstudentsdisagreed.Table4.2.5‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree18.9%50.3%26.6%4.1%%withinBeijing69.2%30.7%11.1%42.3%40.2%6.3%%withinHongKong53.4%46.5%11.1%58.9%23.9%6.1%%withinTaiwan70%30%AccordingtoTable4.2.5,theresultsinBeijingandTaiwanarequitesimilar.Therearenearly70percentofstudents(69.2%inBeijingand70%inTaiwan)agreethatCILcanimprovetherelationshipbetweenpeoples.Again,theresultinHongKongshowsambivalence.(Asymp.Std.Error=4.3%).38 4.2.6Attitudetowardthestatement“CILfacilitatesadeepermeaningofthinking/expressions”Ahighproportion(81.42%)ofcollegestudentsdisagreedwiththeuseofCILfacilitatesexpressionofin-depththinkingthatincontrastwith18.59%agreed.ItprovidesthecluethosestudentsawarethattheuseofCILisnotasgoodintheexpressionofin-depththinkingasthemodernstandardChinesedo.Table4.2.6‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree6.5%18.3%57.4%17.8%%withinBeijing24.8%75.2%3.2%15.9%54.0%27.0%%withinHongKong19.1%81.0%1.7%10.6%48.9%38.9%%withinTaiwan12.3%87.8%Table4.2.6revealsthatTaiwanesestudentsarestronglydisagreeingwithCILfacilitatesthein-depththinking(38.9%ofstudentschoosestronglydisagree).However,someBeijingstudentssupportthestatementwithapercentageof24.8.Thisisaninterestingphenomenonthatneedstobeobserved.4.2.7Attitudetowardthestatement“CILimprovesyoungChinese’sabilityofusingChineseexpressions”Ahighproportions90.15%ofcollegestudentsdisagreedwiththeuseofCILcanimproveyounggeneration’sChineselanguageabilitythatincontrastwith9.85%agreed.Attentionneedstopayonhighpercentage(44.43%)ofstudentsgivingstronglydisagreedopinion.ThatcreatesfurtherstudyopportunityonthecorrelationofChineselanguageabilityversustheuseofCIL.Table4.2.7‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree5.3%13.6%45.6%35.5%%withinBeijing18.9%81.1%%withinHongKong0.5%6.3%50.3%42.9%39 6.8%93.2%1.7%2.8%41.1%54.4%%withinTaiwan4.5%95.5%AccordingtoTable4.2.7,theresultsrevealsthatTaiwanesestudentsarestronglydisagreeingwiththeuseofCILcanimprovestheChineselanguageability.54.4%ofstudentschoosestronglydisagreewhichexceedhalfofTaiwanesestudentspopulation.BeijingstudentsalsoshownegativeattitudeonCIL.However,18.9%ofBeijingstudentsagreethattheuseofCILcouldimproveyounggeneration’sChineselanguageability.4.2.8Attitudetowardthestatement“TeachersshouldprohibitstudentsfromusingCIL”80.11%ofcollegestudentsdisagreedthatteachersshouldforbidstudentstouseCIL.Ontheotherhand,19.89%ofthestudentsagreeteachertodoso.Table4.2.8‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree3.0%14.2%63.3%19.5%%withinBeijing17.2%82.8%%withinHong5.3%16.4%61.4%16.9%Kong21.7%78.3%2.8%17.8%64.4%15.0%%withinTaiwan20.6%79.4%Table4.2.8.1Attitude8WanttobeineducationfieldaftergraduateDonotwanttobeineducationfieldaftergraduateStronglyagree3.8%3.6%Agree13.3%16.7%Disagree65.7%62.4%Stronglydisagree17.1%17.2%Table4.2.8showsthatBeijingstudentsarestronglydisagreethatteachershouldforbidstudentstouseCIL(82.8%).Furthermore,forthosecollegestudentswhointendtobeateacher(Table4.2.8.1)showthattheydisagree(82.8%)withthestatement,comparingtothosewhohavenointentiontobeateacher(79.6%).Acloseexaminationoftheseresultsrevealsthatthosepotentialyoungteachersmay40 notforbidyounggenerationtouseCIL.4.2.9Attitudetowardthestatement“TheGovernmentshouldrestricttheuseofCIL”Ahighproportions88.48%ofthecollegestudentswhodisagreedthatthegovernmentshouldforbidtheuseofCIL,comparingtoonly11.52%ofstudentswhoagreewiththestatement.Somecommentsthatstudentsfurtherprovidedinthestudyalsoreflectthesameattitude.TheybelieveditstillexiteventhoughtheGovernmenttriestoforbidtheuseofCIL.Table4.2.9‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree3.6%14.8%55.6%26.0%%withinBeijing18.4%81.6%1.1%6.9%60.3%31.7%%withinHongKong8%92%0.6%8.3%61.1%30.0%%withinTaiwan8.9%91%Table4.2.9revealsthatTaiwanesestudents(91%)andHongKongstudents(92%)havesimilarnegativeattitudetowardtherestrictionontheuseofCILimposedbytheGovernment.However,18.4%ofBeijingstudentsagreethattheGovernmentshouldforbidtheuseofCIL.4.2.10Attitudetowardthestatement“CILreflectsananti-traditionpsychologyofyoungChinese”Theresultshowsambivalencebecausethepercentageofstudentswhoagreewiththestatementis47.4%,comparing52.6%ofstudentswhodisagreewiththestatement.Table4.2.10‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree%withinBeijing7.7%41.4%45.6%5.3%41 49.1%50.9%3.7%36.5%50.3%9.5%%withinHongKong40.2%59.8%8.9%44.4%41.1%5.6%%withinTaiwan53.3%46.7%AsisshowninTable4.2.10,thereare53.3%ofTaiwanesestudentsagreewiththestatement.ForstudentsinHongKong,59.8%ofthemdisagreed.ItisimportanttonotethattheconceptionofHongKongstudentstowardtheterm“anti-traditional”.Theyvaluethe“anti-traditional”isanegativeattitudeandunacceptablebehaviorinthesociety.Thatmaybethereasonwhymorestudents(59.8%)disagreewiththestatement.4.2.11Attitudetowardthestatement“TheexpressionofCILisveryelegant.”83.8%ofcollegestudentsdisagreedthatthelexiconsofCILareveryelegant.Controversially,only16.17%ofstudentsdisagreewiththestatement.ThisresultrevealsthatmostofstudentsdonotthinkCIL’slexiconsareveryelegant.Table4.2.11‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree3.0%25.4%55.0%16.6%%withinBeijing28.4%71.6%1.1%12.2%63.0%23.8%%withinHongKong13.3%86.8%1.1%6.7%60.6%31.7%%withinTaiwan7.8%92.3%Table4.2.11showsTaiwanesestudentshavethehighestproportion(92.3%)ofnegativeattitudetowardthestatement,followedbyHongKongstudentswith86.8%ofthemdisagreewiththestatement.ItisimportanttonotethatnearlythirtypercentofstudentsinBeijingagreethatthelexiconsofCILareelegant.ComparingthelexiconsinTable6.1whichwerecollectedfromBeijingstudents,itseemsthatthelexiconsusedinBeijingismore‘conservative’.However,furtherstudyonfieldmayneedtobeconductedinordertofindouttheanswer.4.2.12Attitudetowardthestatement“TheuseofCILwillresultinthechanceof42 writtenerrors”Thereare85.9%ofcollegestudentsagreethatthelexiconsofCILwillcausehappeningofspellingerrors.Only14.1%ofstudentsdisagreewiththestatement.Ontheotherhand,therearehugenumbersofstudentsexpressedtheirstronglyagreementofthestatement(38.3%).Table4.2.12‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree21.3%54.4%20.1%4.1%%withinBeijing75.7%24.2%42.3%46.0%9.5%2.1%%withinHongKong88.3%11.6%50.0%42.8%5.6%1.7%%withinTaiwan92.8%7.3%Table4.2.12showsTaiwanesestudentshavethehighestproportion(92.8%)agreethatCILwillcausehappeningofspellingerrors,followedby88.3%ofHongKongstudentswhoagreed.However,therearenearlyonequarterofBeijingstudentsdisagreewiththestatement(24.2%).4.2.13Attitudetowardthestatement“StudentcanfreelyuseCILwithnorestriction”58.5%ofcollegestudentsagreedthatstudentsshouldfreelyuseCILwithoutanyrestriction.Ontheotherhand,41.46%ofstudentsdisagreewiththestatement.Theresultrevealsambivalence.Table4.2.13‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree10.1%35.5%43.8%10.7%%withinBeijing45.6%54.5%14.8%56.6%25.9%2.6%%withinHongKong71.4%28.5%6.7%50.6%33.9%8.9%%withinTaiwan57.2%42.8%AsshowninTable4.2.13,thereare71.4%ofHongKongstudentswhoprefer43 nottorestricttheuseofCILwhilst57.2%ofTaiwanesestudentsalsohavepositiveattitudeonthestatement.However,54.5%ofBeijingstudentsbelievetheuseofCILshouldbecontrolled.4.2.14Attitudetowardthestatement“TeacherscanincorporatetheexpressionsinCILinmakingteachingmaterial”Only25.8%ofcollegestudentsagreedthatteacherscanuseCILincompilingofteachingmaterial.Mostofthem(74.2%)disagreedwiththestatement.Table4.2.14‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree2.4%23.1%50.3%24.3%%withinBeijing25.5%74.6%2.6%18.0%57.1%22.2%%withinHongKong20.6%79.3%3.9%27.8%45.0%23.3%%withinTaiwan31.7%68.3%AsisshowninTable4.2.14,studentstendtodisagreethatteacherscanuseCILincompilingteachingmaterial.Bycomparingstudents’attitudetowardthestatement,thereareover30%ofstudentsinTaiwanagreeteachertodosowhichisthebiggestnumberamongthreeplaces.4.2.15Attitudetowardthestatement“CILisaninnovativelanguage.”Thereare80.49%ofcollegestudentsagreedthatCILisaninnovativelanguage.Only19.53%ofstudentsdisagreedwiththestatement.Thisresultrevealsthatover80%ofstudentsagreewiththestatement.Table4.2.15‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree22.5%58.0%16.0%3.6%%withinBeijing80.5%19.6%%withinHongKong14.8%64.6%17.5%3.2%44 79.4%20.7%12.8%68.9%16.7%1.7%%withinTaiwan81.7%18.4%Table4.2.15showsthatstudentsinthreeplaceshavesimilarattitudestowardthestatement.4.2.16Attitudetowardthestatement“CILisclearandeasywaytocommunicatewithothers”54.5%ofstudentsagreedthatCILiseasytobeunderstoodincommunication.However,thereahighproportionofstudents(45.5%)whodisagreedwiththestatementaswell.TheresultrevealsnearlyhalfofcollegestudentsdonotbelievetheuseofCILiseasytobeunderstood.Table4.2.16‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree18.3%41.4%35.5%4.7%%withinBeijing59.7%40.2%10.1%48.1%38.1%3.7%%withinHongKong58.2%41.8%5.6%40.0%43.3%11.1%%withinTaiwan45.6%54.4%AsisshowninTable4.2.16,TaiwanesestudentsfeelCILisdifficulttobeunderstood.Over54.4%ofthemdisagreewiththestatement,comparingto40.2%inBeijingand41.8%inHongKongrespectively.4.2.17Attitudetowardthestatement“MorescholarsshouldstudyCIL.”51.9%ofstudentsagreedthatscholarsshouldstudyCIL.However,ahighenoughproportionofthem(48.15%)disagreedwiththestatementatthesametime.TheresultdemonstratesnearlyhalfofstudentsdonotbelievetheCILneedtobestudyformally.Table4.2.17‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree45 11.2%44.4%36.1%8.3%%withinBeijing55.6%44.4%11.6%48.7%34.4%5.3%%withinHongKong60.3%39.7%3.9%35.6%47.8%12.8%%withinTaiwan39.5%60.6%Table4.2.17showsthatfeweststudentsinTaiwanbelievetheCILneedtobestudyformallyandsoasitsvalue.Only39.5%ofthembelieveCILhasthelinguisticsvaluecomparingtoover50%ofstudentsinBeijingandinHongKong.TheresultrevealsthatTaiwanesestudentspaythelowestattentiononCIL.4.2.18Attitudetowardthestatement“CILisaninformalverballanguage.”Thereareashighas91.6%ofstudentsagreedthatCILisaninformalverballanguage.Only8.4%ofstudentsdisagreedwiththestatement.Thisresultrevealstheirpositiveabsoluteattitudetowardthestatement.Table4.2.18‘1’StronglyAgree‘2’Agree‘3’Disagree‘4’StronglyDisagree28.4%59.8%10.1%1.8%%withinBeijing88.2%11.9%27.0%65.1%5.8%2.1%%withinHongKong92.1%7.9%33.9%60.6%5.6%0.0%%withinTaiwan94.5%5.6%AccordingtoTable4.2.18,theresultshowsthatstudentsinthreegeographicallocationshaveasimilarattitudetowardsCILisaninformalverballanguage.However,therearestillonetenthofstudentsinBeijingdisagreewiththestatement(11.9%)comparingwiththoseinHongKong(7.9%)andTaiwan(5.6%).46 Chapter5DiscussionofTheResultsTheresultofthestudycanalsobeanalyzedbysevenkeyareas,whichwillbediscussedindetailasfollow.5.1ThenatureofCILByanalyzingtheQ3,Q4andQ15,theresultsofthesurveyrevealsyoungChinese’spositiveattitudetowardsCIL.Inthissurvey,over60%ofcollegestudentssupportthestatementthattheuseofCILisafashionablewayofexpression;over70%ofstudentsagreethattheCILishumorous.Inaddition,thereare80.5%ofcollegestudentsagreethatCILisaninnovativelanguage.ThisprocessmayrunfasteroncethemassmediaalsoapplytheCIL.TheCILsuchas‘你有壓力，我有壓力‘youhavepressure;Ihavepressuretoo’;巴士阿伯‘tosatire’;揸揸手‘shackhands’;未解決‘notyetresolved’spreadingamongnetworkoriginallyandnowarepopularbeingusedinmassmediaandbecometrendyexpressionsinpublic.ThesimilarphenomenonisalsofoundinTaiwan.Thephonogram"ORZkneeldown’isapplyinsmallgroupofnetizenthenbecomepopularandwellknownoncetheCILbeingreportedinmassmediathatitwasadoptedintheformalChinesesubjectofthejointUniversitiesentranceexamination.Italsoevolvedas囧rzinthisstudy.Basedonstatisticalsurvey,itisthemostupdatedCILbeingrecognizedinTaiwan.Inthispointofview,CILcanberegardedastrendyexpression,whichusedonthenetwork.Therefore,CILrepresentaninnovativeandfashionablewayofexpression.5.3TheuseofCILineducationpurposeHowyoungChineseperceivedtheuseofCILineducationalpurpose?ByanalyzingthesurveyquestioninQ13,itshowsthatyoungChinesethinkthattheuseofCILshouldnotberestricted(58.54%);especiallyfortheresultsshowninHongKong(71.4%).However,thoseobjectionsofthefreelyuseofCILreach41.46%.47 FromresultofQ14,thereare74.2%ofyoungChineseobjectingtheuseofCILineducation.ThisresultinrespondsthatyoungChineseprefertheuseofCILlimitedonnetworkcommunication.ItalsoshowstheirperceptivenessthattheuseofCILinformalsituation,suchaseducation,isnotsuitable.5.4ThelanguageplanintheuseofCILSincetheuseoflanguagewasaffectedbycontextandsituation.ThisstudywasdesignedtofindoutwhatistheyoungChinese’slanguageplaninusingofCIL.Therearehighproportions(81.42%)ofcollegestudentsdisagreethatCILfacilitatestheexpressionofin-depththinkinginQ6.Mostofthem,91.6%ofstudents,agreethatCILisaninformalverballanguagewhiletheyansweringQ18.Theverbalandinformallanguagecanthenbetreatedashavingthemarkednesscharacteristic.ItalsoexplainswhystudentsdisagreetheuseofCILforeducationalpurpose.5.5ShouldauthoritypartiesprohibittheuseofCIL?Although41.5%ofcollegestudentsdisagreefreelyuseofCIL,mostofthem(80.1%)alsodisagreeshouldteacherforbidstudentsuseofCILandalsoagainst(88.5%)ifGovernmentrestrictitaswell.WhileaskingtheirpointofviewaboutshouldscholarsstudytheCIL;nearlyhalfofthemdonotthinkCILneededtobestudyformally(48.2%).Inotherword,theyprefertohaveself-disciplinesinstead.5.6CommunicationfunctionofCILSincealanguageisusedforcommunicationpurpose,thisstudywouldalsoexamineifCILplayswellincommunicatingfunction.InQ1andQ5,thereare82.3%ofcollegestudentsagreethatCILispreciseanddirectforcommunicationand63.9%ofthemagreethattheuseofCILcanimproverelationshipofpeoples.However,thereareonly54.5%ofthemagreethatCILiseasytobeunderstoodincommunication.AlthoughCILisconciseanddirectforcommunication,it’sfastevolvingcharacteristicswithnewlexiconscontinuouslybeinginventedbutnotyetcommonlyknownalsobecomeabarrierforcommunication.48 5.7Chinese’sabilityofyouthSomeparentsandscholarsworriedaboutthephenomenathatsomeyoungChineseuseCILinwritingofcurriculumvitae,formalproposalorincompositionofChineselanguageexaminationinschool.ThereareargumentsifaddictingtoCILamongtheyounggenerationmayleadtoadecreasingofabilityintheuseofmodernstandardChinese.ThereforethesurveyquestionnairelikethoseinQ1,Q11andQ12aredesignedinsuchawayastocaptureyoungpeople’sattitudes.TheresultsseemsupportthepresumptionthatyoungChinesehavenegativeimpressionontheuseofCIL.Therearehighproportions(90.2%)ofcollegestudentsdisagreethattheuseofCILcanimproveyounggeneration’sChineselanguageabilityandthereare85.8%ofthemagreethatthelexiconsofCILwillcausehappeningofspellingandwritingerrors.InQuestion11,many(83.79%)ofthemalsodisagreethatthelexiconsofCILareveryelegant.Byanalyzingthelexiconscollectedinthisstudy,wecanfindmanycursewords,suchas屌‘great’,收皮‘bullshit’,食C‘吃屎eatshit’,好瞎‘badly’,whichshowsthecasualcommunicationrepresentsinsomedegree‘fashion’andbeing‘cool’.49 Chapter6ConclusionAfteranalyzingCILlexiconscollectedfromcollegestudentsinthreedifferentgeographicallocationsandtheirattitudestowardCIL,therearefactssupportingthehypothesisofthisstudy.Theresultssupportthetheorythatlanguagechangeisinprogress,butalsoremainsthewayofdecay,whichleadstoarelativelystableofevolvingstatus.TheevolvingofCILrepresentsanaturelanguagethatitsexpansionanddeclinedependingonthefactofpoliticalandsocialsituation.Thedifferenceofsociolinguisticfactsinthesethreeregionsinthisstudywasduetoseparationinthegeographical,politicalandhistoricalbackgrounds.BeijingisthepoliticalcenterofChina.HongKongwasgovernedbyBritainandJapanoncedominatedTaiwan.Becauseoflongperiodofseparationamongthethreeregions,themodernstandardChineseusedintheseplaceswasslightlydifferent.Theobviousdifferencesarethelexiconsbeingused.6.1LanguagechangeByvirtueofthecommunistbackgroundinMainlandChina,newlexiconsaredevelopedandusedtodescribethepoliticalandcommunistsociety.Ontheotherhand,HongKongisaCantonese-speakingsocietyofwhichmostofherimmigrantsarefromtheGuangdongprovince.ThereforegreatquantitiesofnewChinesetermssourcingfromCantonesearebeingused.BecauseBritainhadgovernedHongKongforacenturyupto1997,Englishisthereforeestablishedastheofficiallanguage,whichiswidelyusedonformaloccasioninthesociety.That’swhysometermssourcingfromEnglisharealsocommonlyusedinHongKong.SimilartothesituationinHongKong,languagechangeinTaiwanwasaffectedbyboththeexternalimmigrantsandpoliticalenvironment.JapaneseandMindialecthaveagreatimpactonthelexiconsandgrammaticalformoftheChinesebeingusedinTaiwan.ThenewformofChineseisthereforecalled‘TaiwaneseMandarin’.6.1.1DifferentsociolinguisticbackgroundSincethedifferenceofsociolinguisticbackgroundisaffectingdomesticChinese,itbringstheassumptionthatCILvariesbecauseofdifferentsociolinguistic50 backgroundaswell.BydetailanalyzingthoseupdatedCILlexiconscollectedinthesethreeregionsrevealthatspreadingoftheCILlexiconsisfollowingtheruleoflanguagechange:Therearesomesourcesthatlanguagedeveloping.6.1.2ThefashionandrandomfluctuationAsmentioninChapter2.1.1,languagechangemaycomefromthefashionandrandomfluctuation.Inthisstudynamed‘trendyexpression’,suchas斷背‘homosexual’;你有壓力，我有壓力‘youhavepressure,Ialsohavepressure’;巴士阿伯‘tosatire’;揸揸手‘shakehands’,and未解決‘notyetresolved’whichareobviouslysourcingfromthesocialeventthatsupportthetheory.6.1.3TheforeignelementsLanguagechangemayalsobecauseofinfiltrationofforeignelements.Toverifyiftheforeignelementsaffectingthelanguagechange,ithasbeenexaminedbothCILcollectedinHongKongandinTaiwan.TheCILscollectedfromthesetworegions,whichhavecolonialbackgroundsthenusedtocomparewithCILcolletedinBeijingandtoanalyzeiftherearebiggersizeofforeignelementsexistedinCIL.InChapter4.12,therearelargeramountofCILsourcingfromEnglisharebeingusedinHongKong.TheprocessoflanguagechangeaboutborrowingtheforeignelementisdescribedinChapter4.1.3.Itcanalsofindthattheso-calledforeignelementshouldbeincludedinlocaldialects.Inthisstudy,itcannotconcludethatdialectshavebiggerimpactonthelanguagechange.TheonlyfactavailableisthattherearelargeamountofCIL,whichissourcingfromthelocaldialects.6.1.4ThechangingofsocialsituationAsmentioninChapter4.1.4,socialneedscantriggeramorewidespreadchangethanthesimpleadditionofnewvocabularyitems.TherapidspreadofCILinBeijingmaybecauseoftherapiddevelopmentinthesethreeregions.Itisfoundduringthisstudynewtermsbeinginventedbecauseoftransformationofsocietyinto51 thedigitalera.Newtechnicalterms,phonograms,andArabicnumberappliedarebecauseofefficiencyincommunication.SomenewCILaresourcingfromthemetaphor.Whetherawordisatemporarymetaphor,aconventionalmetaphororapermanentlychangemeaning;thisstudydonotprovideananswerthough.Thespreadoflanguagechangeisessentiallysocialphenomenon,whichreflectsthechangingsocialsituation.However,theneedandthefunctionofthesocietytowardtheuseofnewlanguagemayaffectitsfuturedevelopment.StudyingtheyoungChinese’sattitudetowardCILwillprovidetheanswerofpredictionofitsfuturedevelopment(Chapter2.2).6.1.5InfiltrationDuringtheinterviewinthisstudy,oneofthestudentsinHongKongsaidthatheprefersCILjustbecauseofitsefficiencyintyping.HealsosaidthattheuseofCILinchattingisfunny.BasedonthoseupdatedCILsstudentsprovided,itseemsbetter-knownCILsarecommonlyusedbystudentsinHongKongandTaiwanalready.Itcanrevealtheprocessofspreadingstartfromtheperipherytothecenter.Duringtheprocess,thefunctionofclarifyingandboltingisworking.ItreflectsontheaspectoffeweramountsofnewCILappliedandmorepositiveattitudetowardCILinBeijing.ItisinterestingtonotethatmanyCILsinventedinTaiwanandHongKongthenbecomeacceptableinBeijing.ItrevealsthatdevelopingofCILisstillintheprocessofchanging.CILisonthewayofcreationandalsoonthesamewayofelimination.Thespeedissorapidthatitiseasytoobserve.Thisprocesscanexplainhowthelanguagechanges.6.2LanguageattitudesBycomparingyoungChinese’sattitudestowardCILinBeijing,HongKongandTaiwaninthisstudy,itisfoundthattheirattitudesarequitesimilarasshowninpercentage(Chapter4.2).However,thereareslightdifferencesinsomequestions(Table7.1).TheirattitudetowardthenatureofCILbylocationisshownbelow.52 Table6.2YoungChinese’sattitudestowardCILAttitudeLocationAgree(%)Disagree(%)Q1.CILissimpleanddirectexpressionforBeijing82.817.1communicationHongKong86.213.8Taiwan77.822.2Q3.TheuseofCILisfashionablewayofBeijing68.631.3expressingourselves.HongKong60.339.7Taiwan62.237.8Q4.CILishumorouswaytoexpressBeijing78.721.3ourselves.HongKong5545Taiwan7030Q5.CILshortenthedistance/spaceBeijing69.230.7betweenpeople.HongKong53.446.5Taiwan70.30Q6.CILfacilitatesadeepermeaningofBeijing24.875.2thinking/expression.HongKong19.181.Taiwan12.387.8Q7.CILimprovesyoungChinese’sabilityBeijing18.981.1ofusingChineseexpressions.HongKong6.893.2Taiwan4.595.5Q11.TheexpressionofCILisveryBeijing28.471.6elegant.HongKong13.386.8Taiwan7.892.3Q12.TheuseofCILwillresultintheBeijing75.724.2chanceofwrittenerrors.HongKong88.311.6Taiwan92.87.3Q15.CILisaninnovativelanguage.Beijing80.519.6HongKong79.420.7Taiwan81.718.4Q16.CILisaclearandeasywaytoBeijing59.740.2communicatewithothersHongKong58.241.8Taiwan45.654.4AcloseexaminationofTables6.2revealsthatthoseyoungChineseinTaiwanandHongKonghaverelativelyhigherdegreeofnegativeattitudestowardCILcomparingwiththeircounterpartsinBeijing.ThisisbecausethelanguageusedinBeijingisbeingregardedasthemodernstandardChinese;thepositiveattitudeoftheyoungChinesetowardCILinBeijingwillaffectfuturedevelopmentofmodernstandardChinese.SomestudentsinBeijingbelievethatitwilleventuallyfailifthelanguageauthoritytriestolimitthepublicfromtheuseofCIL.Theypreferfreedominthis53 manner.SomescholarsworriedthatyoungChinesemayconfusetoapplyCILinsteadofmodernstandardChineseduringaformaloccasion.6.3ApplyCILineducationInstudyingtheeducationalpurposeofCIL,itsuggeststhatyoungChineseareawarethattheuseofCILissuitablefornetworkcommunicationonly.Parents,teachersandscholarsshouldnotworryaboutyoungChineseabusingit.YouthrealizewhattheyaredoingandtheyuseitsimplybecauseoftheneedincommunicatingontheInternet.Inthisstudy,italsosupportsteacherstohelpstudentsinrealizingthattheuseofCILisinformalandappropriateinnetworkcommunicationonly.ItcannotdenythattheyouthliketouseCILandtheymayapplyitontheiroralconversationaswell.Sinceitissopowerfulinspreadingamongtheyouth,thereisnowaytorestricttheuseofCIL.Inthisstudy,youngChinesepreferthatteacherscouldplayaroleofteachingthemhowtorecognizethebeautyofChineselanguage.StudentswillthenhavelanguagecapabilityindifferentiatingthegoodandbadCILinthenetwork.AlthoughtheinfiltrationoftimethatsomeelegantCILwillbeacceptedandsomefescennineCILwillbebanishedeventually;theuseofCILamongyoungchildren,suchaselementarypupilsshouldbeguidedbytheirparentsandteachers.Teachersshouldrealizestudents’psychologythattheyuseCILsimplybecauseofcuriosity.Theywouldliketoshowuptheiruniquenessandmodernthatenablesthemtobeglaredfromtheirpeers.Thereforeteachersshouldcreateaninterestinglearningenvironmentthathelpstudenttolearnandtostimulatetheirinterestinlearningthestandardlanguage.Asaresult,itwillhelpstudentstobuilduptheirlanguageabilityunderagoodlanguageenvironmentinsteadofthenegativeimpactfromCIL.6.4TheregulationofusingInternetAsthisstudytryingtorevealthatCILisanatureonewithstrongself-evolvingability,itisaverygoodsourcethatcouldremainvividandupdatedenergizedtothe54 Chineselanguage.Therefore,itisvitaltomaintainitsgrowingandfreeenvironment.However,itdidnotmeantforthewayofindulgence.Inthisstudy,theyoungChinesesupportmanagementoftheuseofCILespeciallyonthepublicforums,suchusBBS,CommentsandBlog.GovernmentcouldplayaroleofeducatingpeopletheproperwayofusingInternet.However,therearesomemoralandlimitationthatneedtoberuledbytheGovernment.Althoughpeoplesshouldhavefreedomofspeech,itisnecessarytoestablishrelevantlawstoensurethattheuseofInternetisfair.Otherwisetheindividualwillgethurtbecauseofthelawlessness.(Bodenheimer,1962.p281).Byvirtueofinteractivefeatureonnetworkisinvisibleandconfidential,therearelotsofcursewordswhichappearedonthechattingforums.Rumors,attackingfalseorbiasstatementscaneasilypropagatewithnegativeimpactonnetwork.ToenableproperuseofInternet,itisthereforenecessarytorestrictabuseonInternet.Itisalsonecessarytoeducatethepublicthatitisoffensivetoassaultothersorrevealothers’privacyonInternet.ThatrequirestheGovernmentandschoolstosetupthemoralrulesandeducatepupilsandstudentstheproperbehaviorandattitudeonInternet.SomeInternetuserswhoapplyfilthy,insultingvocabulariesormisleadingmessagewillhaveadverseeffectsonchildren.It’sthereforenecessarytolegislategoverningthosebehaviorssuchasspreadingmisleadinginformation,leakingoutnationalsecretorpublishingspeechofracialprejudice,whichmightarouseconflictbetweenraces.Governmentshouldtaketheleadandensurecertainbasicrulesarefollowed.λRespecttheequalrightofeachindividual.Donotallownetworkusertoinsultothersbyspreadingfakeornon-verifiedinformation.λMakesurecontentofinformationordatapublishedontheInternetishealthyandinparallelestablishgeneralunderstoodacceptancecriteria.Donotallowpublishingofpornography,violentpictureorarticleandupload/downloadofcopyrightprotectedmulti-mediafilesetc.λSpreadingoffakeinformationorrumorsisnotacceptableandshouldbeprosecuted.55 λAllindividualhavefairrighttocommentstoothers’articles.λFinancialtransactiononInternetshouldbetrackedandprotected.λKeepconfidentialofallnationalproprietaryinformationλPersonalprivacyneedtobeprotectedontheInternet.λEnterprisebusinessproprietaryneedstobeprotectedfromInternetbusinesscrime.Theserulescanbeviewasasuggestedbasicframeworkandcanberealizedbypublicconsultationbeforelegislation.6.5SuggestionforthefuturestudyAsoftoday,thereisnoconsensusmadewithinlinguistscommunitywhetheritsworthtostudyCIL.Therearesomescholarshavenegativeattitudestowardsit.Theythink‘Netizens’arepoorinlanguagevocabularyandthereforeoftenabuse‘vocabulary’andbelieveCILhavebadimpactontheculture.ThereforetheyproclaimthatCIListhegarbageinChineselanguage,whichshouldbeabandoned.Fong(2001)said,“CILhasimpactedorinsomedegree’burn’theChineseculture”.HespotsthatCILaresourcingfromthewesternculturebecauseofcomprisingEnglishtermsandgrammar.Inhispointofview,hesaidlanguageisformingthefoundationofculture.Theinvasionofwesternculturewhichemphasisefficiencyandindividualismwillaffectthewaypeoplethinkingandemotion,andthatmayleadtothedestructionofconnotation,cautiousnessandelegancyinChineseculture.ThoselinguistswhohavenegativeattitudeonCILbelievedthattheuseofCILwouldhaveverybadimpactonyoungChinese.TheyappealfortheregulationtorestrictthespreadofCIL.However,therearesomelinguistsbelievedtheinventionofCILishealthyandunavoidable.CILisinventedbecausetheWorldischanging,whichreflectsphilosophyofacultureincurrentera.Astimegoesby,someCILstillcommonlyinuse,thenitwillinfiltrateasstandardgradually.TheuseofCIListhedifferentwayofChinese,whichaccommodatedincertaincommunicationenvironments.ItisstillbelongtotheChineseandhavetheChinesecharacteristics.Inthisstudy,manyyoungChinesedonotbelieveCILisworthtobestudied.56 TheythinkCILisanextemporizationbyindividualthatisnotaselegantasthestandardChinese,whichboastsbountifulChineseculture.However,thenatureofCILascreativeandconciseisconfirmedinthisstudy.Languageisacommontoolthatpeoplecommunicate.Itaffectspeoplethinkingandthewayoftheirlife.Astimegoesby,itisanaturethatmanynewlexiconswillbeacceptedasstandardlanguage.Duetotherapiddevelopmentofeconomicandtheopen-doorpolicyinChina,people’slifehadbeenchangedaswell.Accordingtothetheoryoflanguagechange,therapidchangeofsocietywillleadtothechangingofChineselanguage.AstheCIListhelexiconspoolcreatedbyindividualonInternet,itreflectsthegenuinethinkingandthesocialsituationoflittlefellows.Inotherword,CILisalanguagethatis‘democratically’inventedandupdatedbythepublic,whichfullofvitality.Therefore,studyingofCILisasimportantasstudyingofanyotherlanguageintheWorld.57 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第二部分：對網絡語言的態度請你依照自己的感受，將四個選項之一圈起來。例如：A○BCDA—非常同意B—同意C—反對D—強烈反對(1)網路語言是一種簡潔直接的溝通方式。ABCD(2)網路語言是專屬於年輕人的語言。ABCD(3)使用網路語言是新潮的表達方式。ABCD(4)網路語言是幽默的表達方法。ABCD(5)網路語言拉近人和人之間的關係。ABCD(6)網路語言利於表達深度的思想。ABCD(7)網路語言提升年輕人的漢語表達能力。ABCD(8)老師應該禁止學生使用網絡語言。ABCD(9)政府應該限制網路語言的使用。ABCD(10)網絡語言反映青少年的反傳統心理。ABCD67 (11)網絡語言的詞語十分優美。ABCD(12)網絡語言增加寫錯別字的機會。ABCD(13)學生可以不受限制地自由使用網絡語言。ABCD(14)老師可以用網路語言製作教學材料。ABCD(15)網絡語言是很有創意的語言。ABCD(16)網路語言是一種清楚易懂的溝通方式。ABCD(17)專家應該認真研究網路語言。ABCD(18)網路語言是一種非正式，口語化的語言。ABCD意見欄：__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________68 第三部分：個人資料(1)性別：□男□女(2)學校所在地：□北京□香港□台灣(3)主修科目：□文科□商科□理工科□醫科(4)畢業後你將從事教育工作嗎？□會□不會請你提供你見過最新的網路語言，並提出解釋。例如：聳(台灣方言，意思是“俗氣”)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________x問卷結束，謝謝您!y69 AppendixBASurveyontheperceptionsofChineseCollegeStudentstowardstheLanguageYoungChineseUsedintheInternetThissurveyisconductedwiththehopetoinvestigatethefuturedevelopmentofandmakesuggestionstothelanguageusedintheinternetamongtheyoungChinese.TheobjectiveofthissurveyistounderstandtheperceptionsofChinesecollegestudentstowardsthelanguagetheyusedintheInternet.DataiscollectedfromcollegesinHongKong,BeijingandTaiwan.Theinformationyouprovideinthissurveyisconfidentialandwillbeusedonlyforthisstudy.Ifyouareinterestedtoknowthesurveyresults,youcancontactmeviae-mailsusan_call@hotmail.com.hkortelephoneat:(852)3161-7757(HongKong)。ThelanguageusedintheinternetamongChinese(CILwillbeusedhereafter)referstothecolloquialexpressionsChineseyoungpeopleusedintheinternetwhentheycommunicatewiththeirfriends.Thefollowingsareafewexamples.(10)“GG”isusedtorefertoelderbrother(s).ThisisbasedontheHanyupinyin“哥哥gege”.(11)“GF”isusedtoreferto“girlfriend(s),whichissourcedfromanEnglishexpression.(12)“7456”isusedtomean“氣死我了”(I’mangrytodeath),takingoutfromChinese“qisiwuliu”(Mandarin)or“qisiwole”(Cantonese).(13)“3Q”isusedtoreferto“Thankyou”.ThisisacodemixingofEnglish,ArabicumberorHanyupinyin.(14)“醬紫”(jiangzi)isusedtomean“這樣子”(“thisway”or“thislook”).(15)“^0^”isusedtorefertolaughingoutloud,takingoutfromaparalinguisticsymbols.(16)“恐龍”(Dinosaur)isusedtoreferto“醜女”(amasculineuglygirl).Thisisakindofmetaphorsourcingfromanounword.70 (17)“東東”isusedtoreferto“dongxi”or“東西”(things).Thisexpressionissourcedfromachildishreiterativeexpression.“怕怕”isusedtomean“很害怕”(veryscare).Again,thisistakenfromachildishreiterativeexpression.Thisisimportanttonotethat“CIL”doesnotmeanorrefertothetechnicaltermslike“e-mail”and“website”.The“CIL”iscreatedamongtheyouthwhentheysocializewithotherovertheInternet.PartI:FrequencyofusingCILPleaseputa“V”intheappropriatebox.(1)Hooftendoyougeton-line。□Everyday□2-3timesaweek□2-3timesevery2-week□2-3timesevery4-week□Seldom(2)HaveyoueverusedCIL？□Yes□NoPartII:PerceptionstowardsCILAccordingtoyourinstinct,circleoneofthe4options(e.g.,○ABCD)thatcloselydescribeyourfeeling.A-StronglyAgreeB-AgreeC-DisagreeD-StronglyDisagree(1)CILisasimpleanddirectexpressionforcommunication.ABCD(2)CILislanguageusedonlyamongyoungChinese.ABCD(3)TheuseofCILisafashionablewayofexpressingABCDourselves.71 (4)CILisahumorouswaytoexpressourselves.ABCD(5)CILshortensthedistance/spacebetweenpeople.ABCD(6)CILfacilitatesadeepermeaningofthinking/expressions.ABCD(7)CILimproves/up-liftsyoungChinese’sabilityofusingABCDChineseexpressions.(8)TeachersshouldprohibitstudentsfromusingCIL.ABCD(9)GovernmentshouldrestricttheuseofCIL.ABCD(10)CILreflectsananti-traditionpsychologyofyoungABCDChinese.(11)TheexpressioninCILisveryelegant.ABCD(12)TheuseofCILwillresultinthechancesofwrittenABCDerrors.(13)StudentscanfreelyuseCILwithnorestriction.ABCD(14)TeacherscanincorporatetheexpressionsinCILinABCDmakingteachingmaterials.(15)CILisaninnovativelanguage.ABCD(16)CILisaclearandeasywaytocommunicatewithABCDothers.(17)MorescholarsshouldstudyCIL.ABCD(18)CILisaninformalverballanguage.ABCD72 OtherComments____________________________________________________________________________________________________________________________________________________________________________________________________________PartIII:PersonalInformation(1)Gender:□Male□Female(2)Location:□Beijing□HongKong□Taiwan(3)StudyMajor：□Arts□Business□Science□Medical(4)Doyouplantobeateacheraftergraduation:□Yes□NoPleasewritedownthelatest/newCILexpressionsyouhaveseen.e.g.:聳(means‘poortasteortacky’,aTaiwanesedialect).____________________________________________________________________________________________________________________________________________________________________________________________________________xEndofthequestion.Thankyou.y73