This article examines the important alterations in China's educational policies since the death of Mao Tse-tung. (MM)

Investigates whether children can use partial information to learn the pronunciations of Chinese characters. Children learned to pronounce more regular characters, which contain full information about pronunciation, and more tone-different and onset-different characters, which contain partial information about pronunciation, than characters with…

Examines U.S. and Chinese conceptions of learning with leaning-related terms collected from U.S. and Chinese college students. Cluster analysis yielded a hierarchical structure of this lexicon for each culture. The English terms included elaborated conceptions of mental processes, internal learner characteristics, and social contexts. Most Chinese…

Undergraduate (n=996) and graduate (n=294) business students in Hong Kong and China completed measures of moral development and conflict handling styles. A significant association between moral development stage and integrating style was found. Despite common Chinese cultural heritage, Hong Kong students had significantly lower moral development…

This special issue brings together research concerned with the psychoeducational and psychosocial functioning of Chinese children in Mainland China (including Hong Kong) and of those who have immigrated to the U.S. Articles address a variety of topics including: moral development, self-concept, school adjustment, creativity, friendships, reading,…

Investigated the nature and occurrence of hesitation phenomena in spontaneous speech among native and non-native English speakers, noting whether they posed perception problems for non-native speakers in normal spontaneous speech. Qualitative analysis revealed that they were ubiquitous in native and non-native speech production. Qualitative…

Addresses issues related to bilingual creativity in Chinese English and their implications for world Englishes in the Chinese context. The language examined is drawn from Ha Jin's novella, "In the Pond, in which the author's use of English is nativized in the Chinese context in order to recast the cultural meanings of the language.…

Describes a culture-specific bilingual career awareness program for Chinese and Korean American parents held in neighborhood community settings and employing the use of bilingual role models and bilingual career information materials which served 2,553 parents. (Author/ABL)

Suggests some minor changes in the layout of Chinese-English dictionaries in order to increase their efficiency, and focuses on revisions of marginal landmarks and headings and of character indexes. (CB)

Secondary school students (n=279) in Hong Kong responded to the Chinese version of the Reasons for Living Inventory. The popular important reasons were those associated with coping beliefs and family concerns, and the reasons regarded to be important by fewer respondents were those associated with fears. (JPS)

Paper examines interaction of semantic contributions of aspect markers "-guo" and "-le"; negative adverbs "bu" and "mei"; and two classes of verbs. Proposed analysis systematically accounts for temporal orientation of members of several classes of sentences in terms of aspectual contributions made by two aspect markers, negative adverbs, verbs,…

Data from 82 native speakers of Chinese were used to test a hypothesis about the topic in Chinese. The basic characteristics are those of being a nominal and serving as an interclausal link, and the hypothesis is revised to consist of these two as primary attributes. The Chinese prototype and the universal topic are compared. (Contains 20…

Discusses the kind of rhetorical questions that convey opposite assertive meanings, as in "who cares?" which imparts the meaning of nobody cares. For Chinese learning, rhetorical questions usually carry extra attitudinal meanings that their equivalent declaratives may not have. (Contains 13 references.) (JP)

Although both Chinese and Japanese allow resultative compounds of the form V/cause-V/result, Japanese resultative compounds do not show the semantic ambiguities seen in Chinese compounds. An argument that three factors explain this difference supports the claim that many differences among languages can be accounted for with universal principles…

A review of previous analyses of the syntax of Fuzhou Tone Sandhi precedes the exploration of grammatical relations and the application of phrase-level tone sandhi rules, concluding that modifiers, but not arguments, preceding the head can undergo tone sandhi, as can heads preceding arguments, but not modifiers. (18 references) (Author/CB)