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About Dr. LI Dong-hui

Dr Donghui Li has been a part of the Lingnan family for over 20 years since joining the University in 1995. She earned her B.A. from Peking University, and then taught in several universities in China and the United States before earning her MA and PhD degrees from the University of Wisconsin-Madison.

Since joining Lingnan University, Dr Li has taught in the Chinese Department and the Translation Department, and established the Chinese Language Education and Assessment Centre (CLEAC). She continues to direct the CLEAC while serving as Associate Vice President (Student Affairs).

Dr Li’s research and publications are in the fields of translation and bilingual studies, classical Chinese, modern Chinese literature, comparative linguistics, Chinese communication education and language testing.

In her many years in higher education, Dr Li has always focused primarily on students’ intellectual development, personal growth and their well-being. In all her dealings with students she has placed special emphasis on improving their language proficiency. Her efforts in language education are reflected in the CLEAC’s national top prize winning textbook on Chinese communication, and her language testing expertise has won her many testing-related research grants, both national and local. She has received many awards for her devotion to students, including Lingnan’s Teaching Excellence Award and the Dr and Mrs James Tak Wu Outstanding Service Award.

While serving as Warden of one of the student hostels since it was originally opened in 1997, she has worked diligently on developing a community of student-scholars and hostel alumni committed to preserving the environment and helping ensure Hong Kong’s future.

Positions

Present Faculty Member, Lingnan University Faculty of Arts
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Present Associate Vice President (Student Affairs), Lingnan University Office of the President
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Present Associate Vice President (Student Affairs), Lingnan University Student Services Centre
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Present Nationally Certified Putonghua Proficiency Examiner, Lingnan University
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Contact Information

Tel.: (852) 2616 7963

Email:


Journal Articles (6)

Book Chapters (7)

Contribution to Book
美國大學生漢語聲調習得順序研究
第五屆世界華語文敎學硏討會論文集 (1997)
Donghui LI
本論文的研究屬於對外華語語音敎學的範蜻。通過硏究所要探討的是美國大學生對華語語音系統中的四個聲調的習得順序問題。 關於華語四聲的難易順序問題早有文論述並已將其成果運用在華語文的敎材設計當中。這一已被敎學界普遍接受的結論是:三聲最難,一聲其次,二聲四聲最容易。其理論根據簡言之就是因爲二聲和四聲的調形與英語中的句子語調的升降調形基本吻合,爲美國學生所熟悉。一聲和三聲則比較困難,尤其是第三聲,因其調形的先降後升,從發音學原理的角度講比前述三種調形都復雜,故成爲英語爲母語的學生最難掌握的聲調。 本文作者對上述結論提出以下兩點異議:1) 生理語音學的發音難易順序不一定與對外華語敎學當中學生的習得順序一致。因爲以生理語音學發音原理爲原則而確定的難易順序所考慮的主要是客觀上人類發音生理的普遍性,這樣得出的難易順序沒有考慮到外語學習中的一個重要因素,即母語對目的語的影響。2) 目的語的某些聲調調型與學生母語的語調調型有相似之處的確是一個事實,但這個事實本身並不能引出與母語有相似之處的目的語是當然最容易學會的這一結論。理由是,兩種語誦型的相似純屬巧合,但相似的調型在各自的語言當中所擔任的語言功能不會相同。比如作爲旋律型聲調語言的華文,其聲調的基本功能是辨別詞義(有時也可以辨別詞性);而作爲非聲調語言的英文,其語調的功能是表示不同的語氣。當語音形式與其所表達的功能在兩種語言中並非一一對應時,母語對目的語學習的影響有時不但不能使目的語的習得經驗更順利自然,反而會產生完全相反的效果。故此,有關華語聲調習得順序問題恐怕並非如所成定論般簡單,這一問題需要重新考察。 對華語聲調習得順序的考察屬典型實例調査的性質,測試對象均具有以下特點1) 以美國英語爲母語且沒有任何中國背景的美國大學生;2) 在美國大學所設置的華文課程裏已經學過至少兩年。原始資料的收集是通過三種方式進行的:獨立的單音節讀音;單音節在句子中的音;和單音節在學生口語小品表演中的讀音。每一個被測試的學生均單獨完成上述讀音測試並被灌制成錄音帶以備聲調錯誤分析之用。從原始資料中所得到的有聲調錯誤的音節約六千八百多個。 在對以上資料分析當中,除了考察每個聲調在各種情況下的錯誤發生率以外,同時,對被誤讀的聲調也進行了分析,考察那些被體的聲調究竟被哪些聲調所取代。整個測試過程的分析所得到的數據,通過統計學的方法進行了相應的數據處理,其詳盡的處理過程以及表示各種相關因素互動的表格等均列入本文以便查詢。 本篇論文預期的硏究成果是:根據測試的實際結果預測美國大學生對華語四聲的習得順序 (據筆者初步的分析結果,四聲習得從易到難的順序排列是二聲,三聲和一聲,四聲)。希望能藉此次硏討會,與各位同行切搓交換彼此的硏究成果以提高敎學功效。

Others (1)