1.  大会分组论文摘要提交格式要求

    · 请提交两个文件，一个文件是作者信息（姓名、单位、email、手机）和论文题目，文件命名为“[第一作者姓名]+作者信息”；另外一个文件是论文题目和论文摘要，这个文件里不能出现作者信息，文件命名为“[第一作者姓名]+摘要”。

    · 摘要字数为300-500，一般为一页，若有图表，请于第二页显示。

    · 每位研究者只能投一篇自己为第一作者的摘要。第二作者则可多投。

2.  “新汉学计划”语言学博士生工作坊（中外语合中心与中大共同主办）

    · 在读博士，不限国籍和年龄。感兴趣的高年级硕士生也欢迎参与。

    · 请提交两个文件，一个文件是作者信息（姓名、单位、email、手机）和论文题目，文件命名为“博士生+[作者姓名]+作者信息”；另外一个文件是论文题目和论文摘要，这个文件里不能出现作者信息，文件命名为“博士生+ [作者姓名]+摘要”。

    · 摘要字/词数为700-1000，图表不算字数，请单独列出一页。

    · 每位博士生只能投一篇摘要，且为独立作者，除非第二作者为其导师。

    · 根据匿名评审结果，选取前36名博士生作为优秀论文奖的候选人（中外籍博士比例1:1）在工作坊中报告自己的论文，并由相关领域专家和中外权威期刊编辑点评，同时角逐优秀论文奖(4-6名)。获奖者将获得现金奖励，并获不超过600元的住宿补贴，前两名还将获得不超过2000元人民币的路费补贴。第36名之后、匿名评审结果为接受的论文，其作者可以参加会议期间其它学术活动，并在双语研究大会普通分组报告。

3. 向双语大会投稿的所有学生都可申请学生奖助金（两天免费住宿），奖助金评选组根据论文质量和路程远近决定获奖人选。同等情况下，优先考虑博士生。

1.  会议主旨报告及报告人

    1）主旨报告一：“你究竟从哪来？”：语言、文化和身份

         祝华   伦敦大学(UCL)教育学院教授（英国伦敦）

    2）主旨报告二：什么是二语语音习得中的“个体差异”？

         Murray Munro    Simon Fraser大学语言学系教授（加拿大温哥华）

    3）主旨报告三：汉语作为第二语言高年级学生写作中的逻辑衔接

         井茁   俄勒冈大学东亚系教授（美国俄勒冈）

    4）主旨报告四：数字语言学习及其计算和认知神经机制  

         李平   香港理工大学冼为坚基金人文与科技讲席教授 （中国香港）

    5）主旨报告五：上海话ᴇ/ᴇɪ变异与上海普通话ei的双向动态影响

         陈忠敏    复旦大学中文系教授（中国上海）

    6）主旨报告六：惯用语与评价语力

         常晨光    中山大学国际翻译学院教授 （中国珠海）

2.  特邀专题研讨及受邀专家

    1)  专题一：双语双方言

     特邀嘉宾：

     华南师范大学    邵慧君

     复旦大学 游汝杰教授 （线上）

     香港城市大学  邹嘉彦讲席教授

     俄勒冈大学  艾玛丽教授

     深圳大学/香港中文大学  汤志祥教授

     暨南大学   甘于恩教授

     其他专家待定

    2) 专题二：二语语音和韵律处理

     特邀嘉宾：

     香港中文大学  莫碧琪教授

     香港城市大学  李蕙心副教授

     爱荷华大学   Christine Shea副教授（线上）

     康涅狄格大学 杨春生副教授（线上）

    3) 专题三：语用意义习得与加工

     特邀嘉宾：

     广东外语外贸大学 吴庄教授

     北京大学 冯硕助理教授 

     其他专家待定

3. 培训工作坊及培训专家

    1) 用Praat进行声调音高曲线的分析与比较 (动手操作工作坊，6月9日）

        华东师范大学 凌锋副教授

    2) 地理语言学的几种制图方法 (动手操作工作坊，6月9日）

        复旦大学 黄河副研究员

    3) R语言与语言实证研究数据的统计分析 (动手操作工作坊，6月9日）

        北京大学 冯硕助理教授

    4) 如何发表优质期刊论文 (时间待定）

        著名专家和国内外权威期刊编辑

       有关会议，若有其他问题，请联系：sysubc@mail.sysu.edu.cn 我们期待并欢迎您于2023年6月来中山大学珠海校区共同参与双语大会。

个人简介：

       祝华，英国伦敦大学教育学院语言学习与跨文化交际学教授、国际跨文化研究中心主任。英国社会科学院院士，国际跨文化研究学会院士和理事。现任英国应用语言学协会(BAAL)主席。主要研究多语交际、跨文化交际及儿童语言。《劳特利奇(Routledge)语言与跨文化交际》丛书联合主编，《剑桥应用语言学关键话题》丛书联合主编，《剑桥应用语言学元素》丛书联合主编。曾担任英国高等教育机构科研评估教育学科评委(UK REF 2021), 香港大学教育资助委员会(UGC)研究评审委员，以及香港研究资助局(RGC)人文和社科学部语言学和心理学分委会主席(2021-2023)。

题目：

      “你究竟从哪来？”：语言、文化和身份

摘要：

       2022年12月，已故英国女王伊丽莎白二世的前侍从官苏珊·赫西夫人（Lady Susan Hussey）辞去白金汉宫皇家助理一职，因为此前在一次社交活动中她不断追问一位黑人慈善机构老板“你究竟从哪里来”等相关问题。这个例子说明跨文化对话同时也是身份协商，协商不好可能会产生严重后果。本报告将概述跨文化研究，重点关注在协商（文化）身份的相关性以及在自我导向身份同归属身份之间的差异方面，互动和话语实践所发挥的作用。讨论跨文化研究对细致入微地理解人们如何对待文化身份的贡献，尤其是如何帮助我们抵制刻板印象和挑战他者化。

 个人简介：

      Murray Munro，西蒙弗雷泽大学（加拿大温哥华）语言学教授，加拿大皇家学会院士。出版论著涉及应用语音学的各种主题。其中包括诸多期刊论文和一些独著、合著与合编的著作，如《应用语音学:日常生活中的语音科学》(Wiley-Blackwell，2020年)，以及与Tracey Derwing合著的《发音基础》(John Benjamins，2015年)。在二语发音的研究和教学中强调语音的可懂度与可理解度。目前其研究转而关注二语音段产出时说话者之间的变异性。

题目：

       什么是二语语音习得中的“个体差异”？

个人简介：

       并茁，现任美国俄勒冈大学东亚语言文学系终生正教授、 博士生导师以及俄勒冈中文领航项目负责人。1992年获北京大学西语系德语语言文学学士、1995年获北大德语语言文学硕士 ，1997获美国洛杉矶加州大学(UCLA)日耳曼语言学硕士 ，2005获德国科隆大学普通语言学博士 。2005-2008 在科隆大学博士后期间独立获得德国政府 (DeutscheForschungsgemeinschaft) 及企业 (Fritz Thyssen Foundation) 科研基金。2016-2024 获得美国联邦政府中文领航项目基金。研究领域为认知语言学、社会语言学、功能语言学，历史语言学，以及认知语言学视角下的二语和外语习得研究，在国际顶级期刊发表学术论文数十篇。现任 Chinese Language and Discourse 执行主编。

题目：

       汉语作为第二语言高年级学生写作中的逻辑衔接

摘要：

       二语写作中的衔接词使用直接关系到作文质量和流畅程度（Crossly et al. 2016; Sugita 2012; Tien et al. 2021）。以往对于英语母语者的汉语二语写作中的逻辑衔接词使用的研究呈现了多样的结果。一些研究发现学生们过度使用、过少使用并且错用了连接词（高霞, 2016; Zhang et al. 2022），但是也有学者发现学生们普遍过少使用逻辑衔接词（王丽/严莎莎, 2016）。本研究基于二语学习者语料库，并以一个大型汉语一语语料库作为参照，聚焦汉语作为第二语言高年级学生写作中的并列逻辑衔接词。初步结果显示，二语语料库中的高频并列逻辑衔接词和一语语料库中的分布情况基本相符，但是两个语料库中相应的类符频率和形符频率极为不同。二语学习者使用较少类别的并列逻辑衔接词，但同时又呈现出过度使用常用衔接词的倾向。本研究对中介语发展阶段理论和汉语二语教学法有重要启示。

个人简介：

       李平，香港理工大学冼为坚基金人文与科技讲席教授, 中文及双语学系神经语言学及双语学讲座教授，并兼任人文学院院长及神经科学中心实验室副主任。目前是美国科学促进会(American Association for the Advancement of Science) (AAAS) 的会士, 同时也担任Brain and Language主编及Cognitive Science资深主编。李平教授的研究聚焦语言习得，双语学习，及阅读理解，充分利用认知神经科学及计算科学的方法来研究语言与脑的关系及技术应用。

有关李平教授研究的更多信息请点击：http://blclab.org/

题目：

       数字语言学习及其计算和认知神经机制

摘要：

      我们如何利用数字技术和计算能力的飞速发展来加强语言学习?在这个数字广泛应用的创新时代，我们对人类怎样最有效的利用技术的理解已经滞后。本次报告概述了如何将新兴技术和数据驱动的方法与当前计算和认知神经的理论相结合的方法，旨在深入了解语言学习和双语表征。该方法强调自下而上和自上而下的互动机制与理论和应用的整合，使我们能够更有效的理解儿童和成人语言学习间的差异，以及不同语言学习背景下的个体差异。该领域的计算和认知神经研究对人工智能和机器学习在个性化教育中的应用也具有深远影响，尤其在当今ChatGPT等大语言模型(LLM)的快速发展中凸显其重要性。

个人简介：

       陈忠敏，美国加州大学伯克利校区(UC Berkeley)语言学博士(2000年)，现为复旦大学中文系教授，博导。复旦大学类脑人工智能科学与技术研究院兼职教授，复旦大学现代语言学研究院兼职教授，学术委员会副主任。中国神经语言学会副理事长，上海语文学会副会长；上海语言文字工作者协会副会长；《语言研究集刊》主编；国际纪念李方桂先生中国语言学研究学会(Li Fang-Kuei Society for Chinese Linguistics)董事，“国际李方桂田野调查奖委员会”委员（2015年8月始）主任；Bulletin of Chinese Linguistics《中国语言学集刊》副主编(Associate Editors)；上海交通大学医学院附属第九人民医院兼聘高级专家。专业研究和教学方向：实验语音学、神经语言学、历史语言学、汉语方言学。

题目：

       上海话ᴇ/ᴇɪ变异与上海普通话ei的双向动态影响

摘要：

       本文通过分析上海话“雷”等字韵母ᴇ~ᴇɪ变异，以及上海普通话ei韵母变异来研究近年来上海话与普通话的双向动态影响。本文指出：1. 上海话“雷”等字韵母ᴇ~ᴇɪ变异是受普通话影响所致。2. 上海话“雷”等字韵母读ᴇɪ在年龄层里呈现差异，从60后、70后、80后一直到90后，有双元音ᴇɪ的比例逐渐增加；韵尾ɪ在ᴇɪ中的时长占比也随着年龄的递减而递增，反映了普通话对上海话的影响程度在80后、90后里最深。3. 上海普通话“雷”等字韵母读ei也在年龄层里呈现差异，年龄越大，i在ei中的时长占比则越小，反映了底层母语在习得普通话中的干扰程度年龄越大越明显。本文还就语言接触引发的音变匹配机制、双向动态影响问题展开了讨论。（合作者：马良、温睿）

个人简介：

       常晨光，中山大学国际翻译学院语言学教授。研究方向为系统功能理论、语篇分析、词汇与词典学以及翻译研究，发表论文、出版著作共计80有余。近期论著包括编著《语言的可持续性》（合编，中山大学出版社，2020年），Critical Discourse and Corpus Approaches to Systemic Functional Grammar （合编, 哥廷根：Cuvillier出版社，2021年），《功能路径翻译研究》（合编，中山大学出版社，2022年），同时担任《韩礼德文献中心功能语言学系列丛书》（Springer出版社）联合主编。成果曾获“中国图书奖”和广东省哲学社会科学优秀成果二等奖、三等奖。

题目：

       惯用语与评价语力

摘要：

       英汉两种语言中很多惯用语都具有明确的评价功能，用来表达不同的态度意义。基于Martin等人创建的评价理论框架（如Martin 2000，Martin &Rose 2003/2007，Martin & White 2005），本文重点关注英汉惯用语如何在语篇中提升评价语力，增强人际效应。研究表明，虽然英汉惯用语均借助词汇隐喻的使用、隐喻意象的夸张和处理、读者对共同文化背景知识等方面提升评价语力，汉语惯用语还倾向于使用重复作为一种增强策略。这似乎与许多汉语惯用语中典型的联合式内部结构和同义惯用语在语篇中的组合使用有关。与英语相比，汉语惯用语中对数字的使用也是一个突出的特点。

1.Abstracts for presentations in general sessions:

     •Please submit two files. One file contains the authors’ information, including authors’ name(s), affiliations, email, mobile phone number and the title of the abstract. This file is named “[First author’s name] + author info”. The other file contains only the title and the abstract. The abstract will be reviewed anonymously; therefore, the authors’ names, affiliations should not be indicated anywhere in this document. The second file is named “[First author’s name] + abstract”.

     •The abstract must be 300-500 words, written in one page. Any tables, figures and/or references should appear on a second page.

     •Each researcher may submit only one abstract listing themselves as first author. There are no restrictions on number of submissions as second author.

2.The China Studies Program Doctoral Workshop on Linguistics (co-sponsored by the Center for Language Education and Cooperation in China and Sun Yat-sen University)

     •Doctoral students of any nationality and age. We also welcome interested senior master students.

     •Please submit two files. One file contains the authors’ information, including authors’ name(s), affiliations, email, mobile phone number, and the title of the abstract. This file is named “PhDstudent + [First author’s name] + author info”. The other file contains only the title and the abstract and the authors’ information should not be indicated anywhere in this document. The second file is named “PhDstudent + [First author’s name] + abstract”.

    •The abstract must be 700-1000 words. Any tables and/or figures should appear on a second page.

     •Each student may submit only one abstract and as the sole author unless the second author is the student’s advisor.

     •According to the results of anonymous review, the top 36 doctoral students will be selected as candidates for the Excellent Paper Award (the ratio of Chinese candidates and other nationalities is 1:1) to present their papers in the workshop and receive feedback from experts in relevant fields and editors of prestigious journals. The top 4-6 candidates will be the winners and will receive a cash prize and housing subsidy of up to RMB 600. The top 2 will also receive a transportation subsidy of up to RMB 2000. Other students whose abstracts are accepted yet rank below 36 can participate in other events during the conference and present their studies at the general sessions of SYSUCB.

3.All students who submit abstracts to the SYSUCB (including the doctoral workshop) can apply for a student scholarship (free 2-day accommodation). The scholarship committee will determine the winners based on the quality of the paper and travel distance. Doctoral students will be prioritized, other factors being equal.

1.Keynote speakers 

    1） “Where are you really coming from?”: Language, Culture and Identity

Hua Zhu, Professor at the School of Education, University College London & Fellow of the British Academy of Social Sciences (London, UK)

    2）What do we mean by “individual differences” in L2 phonetic learning?

Murray Munro, Professor of lingusitics at Simon Fraser University & Fellow of the Royal Society of Canada (Vancouver, Canada) 

    3）Logical cohesion in advanced L2 Chinese writings Zhuo Jing-Schmidt, Professor at the Department of East Asian Languages and Literatures, University of Oregon (Oregon, USA) 

    4）Digital Language Learning (DLL): Computational and Neurocognitive Mechanisms Ping Li, Sin Wai Kin Professor in Humanities and Technology, the Hong Kong Polytechnic University & Fellow of the American Association for the Advancement of Science (HK, China) 

    5）The Bidirectional influence between the Variation /ᴇ/-/ᴇɪ/ in Shanghai Dialect and /ei/ in Shanghai Mandarin Zhongmin Chen, Professor at the Department of Chinese Language and Literature, Fudan University (Shanghai, China)

    6）Keynote Speech 6: Idiomatic expressions and evaluative force

Chenguang Chang, Professor at the School of International Studies, Sun Yat-sen University (Zhuhai, China)

2. Invited symposiums and experts

    1)Bilingualism and Diglossia

    1.Professor Rujie You, Fudan University (online)

    2.Chair Professor Benjamin K. Tsou, City University of Hong Kong

    3.Professor Mary S. Erbaugh, University of Oregon

    4.Professor, Zhixiang Tang, Shenzhen University/Chinese University of HK

    5.Professor Yu’en Gan, Jinan University

    6.Professor Huijun Shao, South China Normal University

    7.Others to be confirmed

    2) L2 Phonetics and Prosody Processing

     1. Professor Peggy Pik Ki Mok, Chinese University of Hong Kong   

     2.Associate Professor Wai Sum Lee, City University of Hong Kong 

     3.Associate Professor Christine Shee, University of Iowa (online)

     4.Associate Professor Chunsheng Yang, University of Connecticut (online)

    3)The acquisition and processing of pragmatic inferences

    1.Professor Zhuang Wu, Guangdong University of Foreign Studies

    2.Assistant Professor Shuo Feng, Peking University

    3.Others to be confirmed

3. Training Workshop and Experts

 1) How to analyze and compare pitch contours of tones using Praat (hands-on workshop, Jun. 9)

    Associate Professor Feng Ling, East China Normal University

 2) Several Cartographic Methods Used in Geolinguistics (hands-on workshop, Jun. 9)

    Associate Professor He Huang, Fudan University 

3) R Language and Statistical Analysis of Empirical Linguistic Research Data (hands-on workshop, Jun. 9)

    Assistant Professor Shuo Feng, Peking University

 4) Publish or Perish: How to publish journal papers? (time TBD)

    Editors of prestigious journals in linguistics

For further questions, please feel free to contact us at  sysubc@mail.sysu.edu.cn We look forward to welcoming you to Zhuhai in June 2023.

  Hua Zhu is Professor of Language Learning and Intercultural Communication and Director of International Centre for Intercultural Studies at the Institute of Education, University College London (UCL), UK.  She is an elected Fellow of Academy of Social Sciences, UK and Fellow and Elected Board member of the International Academy for Intercultural Research. She is Chair of British Association for Applied Linguistics (BAAL) since 2021. Her main research interests span across multilingual and intercultural communication and child language. She is book series co-editor for Routledge Studies in Language and Intercultural Communication; Cambridge Key Topics in Applied Linguistics; and Cambridge Elements in Applied Linguistics.  She served as an Education sub-panel member, UK REF 2021,  an Education panel member, Hong Kong UGC Research Assessment Exercises (RAE) 2020, and Hong Kong Research Grants Council (RGC) Linguistics and Psychology sub-panel Chair (2021-2023). 

Title：

    ‘Where are you really coming from?’: Language, Culture and Identity

Abstract:

    In December, 2022, Lady Susan Hussey, a former lady-in-waiting to the late Queen ElizabethII, resigned from her role as a royal aide at Buckingham Palace after she was heard repeatedly asking the questions such as ‘where are you really coming from’ to a black charity boss in a social event. This is an example in which intercultural conversations are imbued with identity negotiation which may have serious consequence.  In this talk, I will provide an overview of interculturality research that focuses on the role of interactions and discursive practices in negotiating the relevance of (cultural) identities and differences between self-oriented and ascribed identities. I will discuss its contributions to a nuanced understanding of what people do with cultural identities and in particular, how it can help us resist stereotypes and challenge Othering. 

    Murray Munro is a Professor of Linguistics at Simon Fraser University (Vancouver, Canada) and a Fellow of the Royal Society of Canada. His published works address a variety of topics in applied phonetics. They include numerous journal articles and several authored, co-authored and co-edited books, such as Applying Phonetics: Speech Science in Everyday Life (2020, Wiley-Blackwell) and Pronunciation Fundamentals (John Benjamins, 2015), co-written with Tracey Derwing. His perspective on L2 pronunciation emphasizes intelligibility and comprehensibility in both research and teaching. Most recently, he has turned his attention to inter-speaker variability in L2 segmental production.

Title: 

    What do we mean by “individual differences” in L2 phonetic learning?

    Zhuo Jing-Schmidt is Professor of Chinese Linguistics and PI of the Oregon Chinese Flagship Program in the Department of East Asian Languages and Literatures at the University of Oregon. She holds a BA and an MA in German from Peking University, an MA in Germanic Linguistics from UCLA, and received her PhD in General Linguistics from the University of Cologne, Germany. She was a recipient of the Lise-Meitner Award, and research grants from the Fritz-Thyssen Foundation, the German Research Foundation, as well as the U.S. Institute of International Education. Dr. Jing-Schmidt researches and teaches at the interface of language, culture, emotion, cognition, society, and second/foreign language learning. She publishes in three languages – English, Chinese, and German and has placed her work in leading international journals and academic presses. She is Executive Editor of Chinese Language and Discourse.

Title：

    Logical cohesion in advanced L2 Chinese writings

Abstract：

    The use of cohesive devices in L2 writing directly relates to judgment of essay quality and writing fluency (Crossly et al. 2016; Sugita 2012; Tien et al. 2021). Research on the use of logical cohesive devices in L2 Chinese writing by L1 English learners suggests a complex picture. There is evidence of overuse, underuse, and misuse of connectives (高霞, 2016; Zhang et al. 2022), but also evidence of a generally underuse of logical cohesive devices（王丽/严莎莎, 2016). This study reports preliminary findings from a corpus study that examined logical cohesive devices in the form of conjunctions used in advanced L2 Chinese writings in comparison to a large native Chinese natural language corpus. The results show an overall match of the most frequently used logical conjunctions. However, the L2 and the L1 corpus differ greatly in both type and token frequencies. While L2 writers use fewer distinct types of conjunctions, their writings show a strong tendency of overuse of the most common conjunctions. The study has implications for theories of interlanguage development and Chinese second language pedagogy.  

    Ping Li is Sin Wai Kin Professor in Humanities and Technology, Chair Professor of Neurolinguistics and Bilingual Studies, and Dean of the Faculty of Humanities at the Hong Kong Polytechnic University. He previously served as President of the Society for Computation in Psychology and Program Director at the U.S. National Science Foundation while being a Professor of Psychology, Linguistics, and Information Sciences at the Pennsylvania State University. Li’s research is focused on investigating the neurocognitive and computational bases of language acquisition, bilingualism, and reading comprehension in both children and adults. He uses cognitive neuroscience methods and digital technologies to study neuroplasticity and individual differences in learning and in understanding the relationships among language, culture, technology, and the brain. Li is currently Editor-in-Chief of Brain and Language and Senior Editor of Cognitive Science. He is a Fellow of the American Association for the Advancement of Science (AAAS).

Title:  

    Digital Language Learning (DLL): Computational and Neurocognitive Mechanisms

Abstract:

    How can we leverage advances in digital technology and computational power to enhance language learning? In an era of widespread digital application and innovation, our understanding of the interaction between humans and technology has lagged behind. In this talk, I outline an approach that combines emerging technologies and data-driven methodologies with current computational and neuro-cognitive theories, in an effort to gain insights into language learning and bilingual representation. This approach highlights interactive mechanisms (bottom-up and top-down) and integrative processes (theory and application) that enable us to understand the differences between child and adult language learning, as well as individual differences in diverse language learning contexts. Computational and neurocognitive studies in this domain also have significant implications for application of AI and machine learning in personalized education, which is especially relevant in light of today’s rapid developments in large language models (LLMs) such as ChatGPT.

    Dr. Zhongmin Chen is a professor in the Department of Chinese Language and Literature, and an adjunct professor at the Institute of Science and Technology for Brain-Inspired Intelligence at Fudan University. He is also an adjunct professor and the deputy director of the academic committee in the Institute of Modern Languages and Linguistics at Fudan University. Dr. Chen earned his Ph.D. in Linguistics at the University of California, Berkeley, in 2000. His research interests are experimental phonetics, neurolinguistics, historical linguistics, and Chinese dialectology. Dr. Chen also has other professional affiliations, including Vice President of the Chinese Neurolinguistic Society, Vice President of the Shanghai Language Society, Vice President of the Shanghai Language and Writing Workers Association, Editor-in-Chief of Journal of Language Studies, board member of the Li Fang-Kuei Society for Chinese Linguistics, and chair of the International Li Fang-Kuei Field Work Award Committee (since Aug. 2015), associate editor of Bulletin of Chinese Linguistics, and senior expert of the Ninth People's Hospital affiliated to Shanghai Jiao Tong University School of Medicine.

Title: 

    The Bidirectional influence between the Variation /ᴇ/-/ᴇɪ/ in Shanghai Dialect and /ei/in Shanghai Mandarin

Abstract: 

    The current paper studies the bidirectional cross-linguistic influence between the Shanghai dialect and Putonghua, based on the analysis of variation between /ᴇ/~/ᴇi/ finals in the pronunciations of a series of mono-syllabic characters, such as 雷, in the Shanghai dialect, as well as the variation of the final /ei/ in Shanghai Putonghua. The paper proposes that 1) the final variation in 雷 is a result of cross-linguistic influence by Putonghua, 2) the realization of the final in 雷 as /ᴇi/ in the Shanghai dialect, and the duration of /i/ in /ᴇi/ inversely patterns according to age, with people in the post-80 and post-90 generations most often producing /ᴇi/ with /i/ lasting longer, which suggests the deepest cross-linguistic influence among people of all age groups, and 3) the realization of the final in 雷 in Shanghai Putonghua as /ei/ is also a function of age, with the /i/ duration shorter in older people’s pronunciations, which suggests a marked cross-linguistic influence by native language in the acquisition of Putonghua phonology. The paper also discusses issues of a matching mechanism of phonological variation triggered by language contact and of bidirectional cross-linguistic influence. 。（with Liang Ma & Rui Wen）

    Dr Chang Chenguang is a professor of linguistics at the School of International Studies, Sun Yat-sen University. Professor Chang’s research interests include systemic functional theory, discourse analysis, lexis and lexicography, and translation studies, and he has over 80 publications in these areas. His most recent publications include the following edited volumes: Linguistic Sustainability (Chang Chenguang & Yu Changsen, Guangzhou: Sun Yat-sen University Press, 2020), Critical Discourse and Corpus Approaches to Systemic Functional Grammar (Josef Schmied, Chang Chenguang & Matthias Hofmann, Göttingen: Cuvillier, 2021), and Functional Approaches to Translation Studies (Si Xianzhu & Chang Chenguang, Guangzhou: Sun Yat-sen University Press, 2022). He is also the series co-editor of The M.A.K. Halliday Library of Functional Linguistics Series (Springer).

Title：

    Idiomatic expressions and evaluative force

Abstract：

    Many idiomatic expressions in both English and Chinese have clear evaluative functions and are used to express different kinds of attitude. Working within the Appraisal framework developed by Martin and his colleagues (e.g. Martin 2000; Martin & Rose 2003/2007; Martin & White 2005), this paper focuses on how these idiomatic expressions in both languages serve to upgrade the evaluative force and heighten the interpersonal effect in discourse. It will be shown that while English and Chinese idioms share some common upscaling features such as the use of lexical metaphors, exaggeration and manipulation of metaphorical images, assumption of knowledge of shared cultural background on the part of the reader, Chinese idioms tend to make more use of repetition as an amplification device in general. This appears attributable to the typical conjoining internal structure of many Chinese idioms and the way in which synonymous idioms are used in combination in discourse. The use of number in Chinese idioms also seem to be a prominent feature as compared with English.

References

Chang, C. G. 2004. English Idioms and Interpersonal Meanings.  Guangzhou: Sun Yat-sen University Press.

Martin, J.R. 2000. Beyond Exchange: Appraisal Systems in English, in Hunston, S. & Thompson, G. (eds.) Evaluation in Text: Authorial Stance and the Construction of Discourse. Oxford: Oxford University Press. 142-175.

Martin, J. R. & Rose, D. 2003/2007. Working with Discourse: Meaning Beyond the Clause. London: Continuum.

Martin, J. R. & White, P. 2005. The Language of Evaluation: Appraisal in English Hampshire and New York: Palgrave Macmillan.