Diglossia in printed magazines for primary students:
implications for “reading to learn”
CHOW Chun-yi
A Research Paper Submitted in Partial Fulfilment
of the Requirements for the Degree of
Master of Arts
in
Linguistics
© The Chinese University of Hong Kong
June 2005
The Chinese University of Hong Kong holds the copyright of this research
paper.
Any person(s) intending to use a part or whole of the materials in the
research paper in a proposed publication must seek copyright release from
the Dean of the Graduate School.
Abstract of this thesis entitled:
Diglossia in printed magazines for primary students:
implications for “reading to learn”
Submitted by CHOW Chun-yi
for the Degree of Master of Arts in Linguistics
at the Chinese University of Hong Kong in June 2005
According to the concept of polyglossia (Li, 1999), “Standard Written Chinese”
and English are regarded as the high varieties, while Cantonese, sometimes mixed
with English, is regarded as the low variety of the written language used in Hong
Kong.
Public printed materials are usually expected to be written in high variety
(Ferguson, 1959).
However, some local printed media materials, especially
magazines, are often criticized for using low variety of language. “Reading to
learn” was proposed as one of the four key educational reform tasks in basic
education by the Education and Manpower Bureau of HKSAR (2002). One of the
first objectives of this task is to “improve the students’ language proficiency, which is
essential for communication, and for academic and intellectual pursuits.”
This
objective prescribes that high variety of language should be used in the reading
materials. On the other hand, one of the expected outcomes of “Reading to learn” is
that students do read extensively and can select their own reading materials, which
may include magazines and newspapers. In this study, Ten local magazines for
primary and junior secondary students (the target population of basic education) such
i
as “Yellow Bus” ( 黃 巴 士 ), “Children Weekly” ( 兒 童 週 刊 ) and “Whiz-kids
Express”(兒童快報) will be reviewed and analyzed to see whether the choice of
language variety is suitable for the educational purposes of “reading to learn”.
Occurrences of low language will be counted, calculated and compared among the
selected magazines.
Types of writing (such as comics, literature and language art,
news and products reports, etc) for using low language will be categorized and
analyzed. Examples of low language used will be listed and the functions of low
language used will be examined.
Educational implications for “reading to learn”
and publishing those local printed media materials will be discussed.
ii
Acknowledgement
I would like to express my sincere gratitude to my supervisor, Prof.
Bruche-Schulz Gisela, for her guidance and support, in particular, for her patience
and understanding throughout the whole process of this work.
Prof. Bruche-Schulz
Gisela has also given me many constructive comments and ideas to my work, make
me to think in a different point of view.
Moreover, I am grateful to all of my colleagues from CUHK, for their
friendship and support. Special thanks to Daniel, for his continuous encouragement
and the many enlightening discussions we had, as well as, for sharing his precious
knowledge and experience with me.
I would also like to thank my family for their support and caring although I am
always not at home.
Especially, I wish to give my special thanks to my parents for
their greatest care and support when I feel upset and stressful.
iii
Table of Contents
Abstract
i
Acknowledgement
iii
Table of Contents
iv
List of tables
vi
List of figures
vii
Abbreviations
viii
1
2
3
4
Introduction
1.1
Background of the study
1.2
Significance of the study
P.1
P.3
Literature review
2.1
Diglossia or polyglossia in Hong Kong
2.2
Differences between Standard Chinese and Cantonese
2.3
Written Cantonese in Hong Kong
2.4
Attitudes towards written Cantonese
2.5
Impact of reading materials in written Cantonese
P.6
P.7
P.9
P.14
P.15
Research design and methodology
3.1
Research objectives
3.2
Research questions
3.3
Research methodology
3.3.1
Sample magazines
3.3.2
Data collection and analysis method
P.18
P.18
P.19
Findings and discussions
4.1
Purposes and target readers
P.22
4.2
Frequencies of low language used
P.27
4.3
Frequencies and nature of low language used in different P.33
areas of writing
iv
4.4
4.5
4.6
4.7
4.8
5
4.3.1
Examples of low language used in Area A
4.3.2
Examples of low language used in Area B
4.3.3
Examples of low language used in Area C
4.3.4
Examples of low language used in Area D
Cases of low language used
Cases of low language used in the different areas of writing
Degree of low language used
4.6.1 Rating 1 and 2 examples
4.6.2 Rating 3 and 4 examples
4.6.3
Rating 5 examples
Pragmatic functions of low language used
4.7.1
Expression of emphasis
4.7.2 Principle of Economy
4.7.3 Sense of Humour
4.7.4
Principle of convenience in reading and writing
4.7.5
Sense of Caring by using tones in Parent-Child
Talks
4.7.6
Expression of moods
Mechanisms used to differentiate language varieties
Conclusion
5.1 Summary of the findings
5.2
Implications of the study
5.3
Recommendations for language educators, writers and
publishers
5.4
Limitation of the study and needs for further study
P.43
P.45
P.49
P.61
P.67
P.71
P.73
P.75
P.77
References
P.78
Websites
P.87
Appendices
P.88
v
List of Tables
Table 1:
Polyglossia and bilingualism in post-colonial Hong Kong (Li, 1999)
Table 2 :
Sample magazines selected in this study
Table 3:
Mission statement or positioning remarks of each magazine
Table 4:
Examples of written Cantonese used by children writers and
corrections made by editors
Table 5:
Cases stated in Owen’s daily
vi
List of Figures
Figure 1:
No. of writings in different types of writing in the magazines studied
Figure 2:
Distribution of magazine writings in the 4 areas of writing.
Figure 3:
Levels of writing style in the 20 issues of magazines
Figure 4:
Levels of writing style in different areas of writing
Figure 5:
Pieces of writing using low language in 4 different areas of writing
Figure 6:
Summary of cases using low language in each magazine
Figure 7:
Cases per piece of writing in different magazines
Figure 8:
Summary of cases using low language in different areas of writings
Figure 9:
Cases per piece of writing in 4 areas of writing
Figure 10:
Number of cases using low language in different types of writing of
different magazines
Figure 11:
Degree of the low language used in the 201 cases found
Figure 12:
Degree of the low language used in different areas and types of writing
Figure 13:
Examples of corrections made by editors
vii
Abbreviations
PFV
Perfective marker
CL
Classifier
LW
Linking word
PRT
Particles
SFP
Sentence-final particle
SWC
Standard Written Chinese
viii
1
Introduction
1.1 Background of the study
C. S. Li (1999) described Hong Kong as a place of polyglossia.
Developed
from Ferguson’s (1959) concept of diglossia, polyglossia was used to describe the
phenomenon that more than two languages ranging from high varieties through
medium varieties to low varieties were used in different domains of life by different
communities in a place (Platt, 1977).
Not specifying the medium varieties, C.S. Li
(1999) however argued that Hong Kong is an example of polyglossia as the high and
low varieties of language could be further divided into spoken and written medium.
Cantonese which is usually treated as a dialect of the Chinese language by most
Chinese Linguists (Shao, 1996; Wu, 1996; Zhan, 2002), is the common spoken
language in Hong Kong.
As the low variety (which is sometimes mixed with
English), it serves as the lingua franca among Hong Kong Chinese and is used
widely in daily conversation and media. However, it can be treated as the high
variety of spoken language, as it is also used in formal situations such as the Chief
Executive’s annual policy address in the legislative council. However, as a written
language, Cantonese cannot be treated as the high variety.
“Standard Written
Chinese” (SWC), which is based on the national common language Putonghua, is
regarded as the high variety of written Chinese language instead. Printed materials
such as government reports, books, textbooks and business letters are expected to be
1
in SWC, while written Cantonese is expected to be limited, if not totally forbidden,
in daily personal communication such as ICQ.
According to Ferguson (1959), public printed materials are usually expected to
be written in high variety.
However, some local printed media materials such as
newspapers and magazines, often used Cantonese in their writing (Snow, 2004) and
hence are criticized by language educators and teachers for using the low variety (Li,
Chen and Xie 2000).
In discussing the impact of dialects on language teaching in a
Hong Kong conference, Zhan (2003) suggested that the use of dialect terms and its
coverage in the print media such as newspapers and magazines should be
investigated, as such practices will be reflected in students’ writings. Analyzing the
use of written Cantonese in Hong Kong’s newspapers, Shao (1996) suggested that
the media should put more effort in abandoning the use of written Cantonese in
newspapers.
Trying to explain the reasons for using written Cantonese in
newspaper and magazines, academics from Hong Kong Baptist University argued
that the limited language competence of the journalists might be the fundamental
reason for not applying SWC in news writing (Huang, Lu and Yu, 1997; Lu, Huang
and Yu, 1998).
On the contrary, in examining how the societal and the generic constraints of the
media genres have led to the use of orality in the Chinese print media in Hong Kong,
2
Wu (2000) explained that the trend of adopting forms of orality more frequently in
print media reflected that there was a shift from being written-oriented to being
oral-oriented in Hong Kong society and culture.
She argued that orality used in
print media demonstrated positive impact on the interpersonal function of
involvement and the social functions of solidarity and in-group identity.
She
continued to urge critics to stop deploring what is happening but adapt to the change.
On the other hand, after 1997 when the former British colony had to be handed
over to the sovereignty of China, the HKSAR government put a lot of efforts in
promoting her “biliteracy and trilingualism” policy, i.e. the competence of writing in
English and Standard Written Chinese and the competence of speaking English,
Putonghua and Cantonese.
The encouragement of the use of Putonghua, served as
the symbol of solidarity and national identity, was highly recognized by mainland
Chinese linguists (Hou, 1996; Shao, 1996; Zhan, 1996).
1.2 Significance of the study
According to the “biliteracy and trilingualism” language policy of the HKSAR
government, “reading to learn” was proposed as one of the four key educational
reform tasks in basic education by the Education and Manpower Bureau of HKSAR
(2002). One of the objectives for this task is to “improve the students’ language
3
proficiency, which is essential for communication, and for academic and intellectual
pursuits.” This objective prescribes that high variety of language should be used in
the Chinese reading materials. It is natural to expect SWC to be used in the reading
materials, as high language should be learnt in formal education (Ferguson, 1959).
J.S. Li (2000) agreed that local students who cannot simply write what they say
develop their Chinese writing skills through reading Chinese texts.
Another expected outcome of the task “Reading to learn” is that students do
read extensively and can select their own reading materials, which may include
magazines and newspapers (Education and Manpower Bureau, HKSAR 2002). It is
also common for school libraries to display local newspapers and magazines,
especially those magazines with school children as their publication targets.
Although the use of written Cantonese in local print media was investigated by
various Hong Kong and Chinese academics (Lu, Huang, Yu, 1998; Snow, 2004; Shao,
1996; Su, 2003; Wu, 2000), there is still a lack of research on the written language
used in magazines especially for school children. Is SWC used throughout these
magazines?
If low variety of written language does appear in these magazines, to
what extend and how frequent it is used?
variety serve?
What functions does the choice of low
And if the low variety of written Chinese is largely used in these
magazines, can the educational purpose of the task “Reading to learn” be achieved?
4
Under the conditions, it is necessary to investigate the use of low written language in
the local magazines for school children.
5
2
Literature review
2.1 Diglossia or polyglossia in Hong Kong
Diglossia is a term introduced by Ferguson (1959) to describe and conceptualize
the situations that two or more varieties of language are used in the community by
some speakers under different conditions. He used the term high variety (or simply H
variety or H) and low variety (or simply L variety or L) to distinguish the different
situations of language used. H has a superior social status and has to be learnt in
formal education, while L is used in an informal setting and private gathering such as
conversation among family and friends.
L has a less superior social status and may
be a kind of regional dialect that is acquired as mother tongue. He also introduced
nine characteristic features to distinguish the difference between high variety and low
variety.
The
features
included
function,
prestige,
literary,
acquisition,
standardization, stability, grammar, lexicon and phonology.
C.S. Li (1999) borrowed the term “polyglossia” to describe the bilingual
situation in post-1997 Hong Kong. This makes the situation more complex as Li
introduced written language into the scene.
Cantonese is a spoken dialect of
Chinese, while Standard Written Chinese based on Mandarin or Putonghua is the
high variety of the written language.
written form.
At the same time, Cantonese can be put in
And it is taken as the low variety of the written language.
In
6
studying the growth of written Cantonese as a Chinese vernacular in a diglossic
situation, Snow (2004) stated that written Cantonese almost invariably functions as
Hong Kong’s low language.
Table 1: Polyglossia and bilingualism in post-colonial Hong Kong (Li, 1999)
High
Low
Spoken
1.
Cantonese (often based on SWC)
Language
2.
English (contingent)
1.
Cantonese (often mixed with
English)
Written
1.
Standard Written Chinese (SWC)
Language
2.
English
2.
English (context-specific)
1.
Cantonese (sometimes mixed
with English)
2.2 Differences between Standard Chinese and Cantonese
Snow (2004) illustrated the grammatical differences between SWC and written
Cantonese with reference to the comparative construction, and some word order
phenomena.
For example, when comparing two persons’ heights, the sentence in
Cantonese Ngo gou gwo keoi (我高過佢 I am taller than him) is different from the
sentence Wo bi ta gao (我比他高 I am taller than him) in SWC.
In Cantonese, the
word order is (subject) + (adjective) + (comparative marker) + (object), while in
SWC, it is (subject) + (comparative marker) + (object) + (adjective).
There is
another difference between SWC and written Cantonese in the position of direct and
indirect objects after the verb “to give”.
For example, when talking about giving a
7
person some money, it is Ngo bei cin keoi (我俾錢佢 I give some money to him) in
Cantonese and Wo gei ta qian (我給他錢 I give him some money) in SWC.
The
indirect object precedes the direct object in Cantonese, while in SWC the direct
object usually comes first.
In addition, there seems to be a deletion of relative
marker in Cantonese. For example, in SWC one will say Ta chang de na shou ge
(他唱的那首歌 the song he sings), while in Cantonese one will say Keoi coeng (ge)
go zek go (佢唱(嘅)嗰首歌 the song he sings).
In Cantonese, the relative maker ge
is omitted.
X.K Li (1994) give the following examples for lexical differences between
Cantonese and SWC. In Cantonese, more monosyllabic words are used.
For
example, the monosyllabic word ngaau (拗 to argue) and jik (翼 a wing) are used in
Cantonese while the two-syllabic word zaang zap (爭執 to argue) and ci pong (翅膀
a wing) are used in SWC respectively. Li (1994) also observed that there is a
difference in word order within compound words such as jan haak (人客 a guest) in
Cantonese as ke ren(客人 a guest) in SWC, and cai zing (齊整 tidy) in Cantonese as
(整齊 tidy) in SWC.
Wang (2003) noticed that Cantonese tends to coin more new monosyllabic
words such as wat (屈 unfairly treated ) and caan (殘 tired) from (冤枉 unfairly
treated) and (憔悴 tired), theirs parallel words in SWC.
Cantonese speakers tend to
8
create more new words arbitrarily such as K zai (K 仔) from katamine and coeng K
(唱 K) from karaoke. There is also a phenomenon of importing foreign words such
as “Rave Party” from English, jap sai (入世) which means “becoming a member of
WTO from the mainland China”, and sau (秀) which means “show time” from
Taiwanese.
2.3 Written Cantonese in Hong Kong
Many scholars have discussed the situation of written Cantonese in Hong Kong.
Bauer (1988) suggested that written Cantonese is spoken Cantonese represented with
written symbols.
He argued that in producing texts in written Cantonese, the writer
expected her readers to be capable of speaking Cantonese and recognizing the
characters of Standard Written Chinese in order to read aloud or murmur silently the
text with Cantonese pronunciation. He observed that written Cantonese employed
Chinese Characters as its primary orthographic means for representing lexical items.
Zhan (2002) and Wang (2003) also noted that there are often more than one
morphological form for a word.
For example, in the sentence Ngo bei nei (我俾你 I
give you), the word bei can be written as “畀”, “比” or “俾”.
no agreeable way in writing Cantonese characters.
There is sometimes
Bauer (1988) also observed that
as a result of its contact with the English language, Cantonese has also incorporated
9
letters of the English alphabet which function like the phonetic symbols of a
syllabary. However, Chen and Wu (1998), Huang (1997), and Wen (2001) carried
out independent research on the historical roots of the Cantonese dialect terms in
ancient Chinese.
This may indicates that the proper morphological forms of some
Cantonese words may be lost and hence contemporary Cantonese writers may need
to borrow other Chinese characters with identical or similar pronunciation to
represent the lexical terms.
Bauer (1988) observed that written Cantonese in Hong Kong was not only used
by private individuals, but also by government officers, Christian missionaries,
non-government organizations and commercial organizations.
For example, in a
government promotion for birth control in the 1970s, the slogan loeng go zau gau
saai sou (兩個就夠晒數 two children are enough) which was originally the lyric of
the song in a TV promotional video clip was printed in the posters to be posted
publicly in notice boards in bus stops or government buildings (Family Planning
Association of Hong Kong, 2005). In the late nineteen century, when the Christian
missionaries came to China, they translated the Christian Bible into different Chinese
dialects.
In 1894, the Cantonese version of the Christian Bible, namely as
Guangzhou Hua Sheng Jing Quan Yi Ben ( 廣 州 話 聖 經 全 譯 本 A complete
translation of Bible in Cantonese) was published in Shanghai (上海出版, 2005).
10
Another Cantonese version of the Christian, namely as Guangdong Hua Sheng Jing
(廣東話聖經 Cantonese Bible), which is published by Hong Kong Bible Society is
still in print (Hong Kong Bible Society, 2005). For the use of written Chinese in the
non-government organizations and commercial organizations in Hong Kong, it can
be illustrated by a commercial advertisement in local newspapers advertising the
funeral service of Tung Wah Group of Hospitals, a beneficiary organization for the
poor.
The headline of the advertisement is read as Zi do di, Co siu di(知多啲、錯少
啲 Know a little bit more, Do less wrongly).
In comparing the differences between the use of Cantonese in GuangZhou and
Hong Kong, where both places share the same dialect, Zhan (2002) found that it is
more common for Hong Kong people to use Cantonese in their writing, especially in
newspapers and magazines.
He noted that special terms such as zau gwong (走光
accidentally expose one’s underwear or private areas), bo baa (波霸 females with
large breasts), gaau gei (搞基 to participate in homosexual activities),and gei lo (基
佬 males with homosexual preference), incomprehensible to people other than those
who live in Hong Kong are widely used.
Bo and Mo (2003) noted that written Cantonese is widely used in comic books
for grown-ups. Like Zhan (2002), they found that a lot of special terms
incomprehensible to people other than Hong Kong people are widely used. For
11
example, fo seoi (科水 to contribute some money), hang (行 to participate in gang
activities), duk (戙/篤 to report others anonymously ), so nei (鎖你 sorry).
words are also used in these comic books.
English
For example, “like”, “face”.
Studying written materials from 19th Century to contemporary Hong Kong,
Snow (2004) found that written Cantonese vernacular has been widely employed in
printed public materials, including advertisements, newspapers, comic books, some
paperback books and magazines; and also in personal communications such as ICQ.
Among the magazines, Snow found that Yes! Magazine which is targeted for teens
has shown a significant number of features that made some use of written Cantonese.
Snow found that the use of written Cantonese is increasing. For example, an issue
of Yes! Magazine in 1992 showed 12 pages of text (out of 144) in which the
predominant language is Cantonese.
But in an issue in 2000, 90 out of 200 pages
are dominantly in Cantonese. The increase in using Cantonese is based on the
following factors:
1. the political environment is permissive; 2. there is a difficulty
in learning to write in SWC; 3. it is easier to learn to read and write in Cantonese; 4.
the local publishing industry publisher is regionally focused; 5. media chooses to use
Cantonese in their broadcasting; and 6. written Cantonese is taken as a language of
identity.
In analyzing the written language used in Hong Kong newspapers, Shao (1996)
12
categorized newspaper materials into three areas:
Area A: Political and economic affairs, including news in Hong Kong, China
and international, and news about economic and finance, etc.
Area B: Literature, including novels, stories, poems, etc.
Area C: Social news, including entertainment, arts, sports, horse racing, etc.
Besides, Shao divided the writing styles of the newspaper articles into four
levels:
Level 1: written in Standard Chinese only;
Level 2 :written mainly in Standard Chinese but mixed with Cantonese
occasionally;
Level 3: written in Standard Chinese mixed with frequent use of Cantonese
terms, phrases or sentences;
Level 4: written in Cantonese mainly or wholly
In this study, Shao (1996) found that most of the texts in area A were written in
Level 1 style and only a few texts were written in Level 2 style.
Texts in area B
were mainly written in Levels 1 and 2 styles, with occasional occurrences of texts
written in Level 3 style. In area C, most of the texts were in Levels 2 and 3 styles,
with a handful of examples written in Level 4 style.
Examining the use of written Cantonese in newspaper sand magazines, Bauer
13
(1988) suggested that the use of written Cantonese seemed to depend on the policy of
the individual publisher and the writing style of each writer. He also noticed that the
topic of the texts was also an important factor in determining the choice of language
varieties.
2.4 Attitudes towards Written Cantonese
Despite the fact that Cantonese is the dominant spoken language in Hong Kong
and is even the medium of instruction in most schools, it is not taught at any level of
linguistic sophistication and is banned from the speakers’ perception as a rightful and
an effective means of communication in speaking and writing (Bruche-Schulz, 1997).
Though the use of written Cantonese is quite common in Hong Kong, the
devaluation of the language as a minority language and even as a bad influence to the
national language (Pierson, 1992, cited in Bruche-Schulz, 1997) cultivated a negative
attitude of the speakers towards their language.
Bauer (1988) found that most
educated Chinese in Hong Kong disapproved of written Cantonese as it was not the
written language they have learnt at school.
Chinese.
They took Cantonese as a “Low-class”
In the post-1997 era, with the introduction of the national common
language, Putonghua, in Hong Kong, the comments made by Pierson (1992, cited in
Bruche-Schulz, 1997) on Cantonese
such as “Cantonese is just a dialect, not
14
officially recognized”, “Cantonese is a less formal language, which makes it difficult
to express our ideas in writing”,
“Cantonese is a dialect impractical to use outside
of Guangdong Province and even of limited use there”, and “Cantonese is
insufficient” tended to be more obvious and justified.
Cantonese is further
suggested to be banned from mass media (Hu, 1996), from Chinese Language
lessons in school education (Zhan, 1996), and even from school education (Hou,
1996).
2.5 Impact of reading materials in written Cantonese
Studying the impact of reading newspapers and magazines such as Apple Daily,
Next Magazine and even the entertainment section of Ming Pao, where written
Cantonese is frequently used, Li, Chen and Xie (2000) found that there were quite a
number of grammatical errors in the writing of his subjects who are Year 1 students
of HKU.
Analyzing the dialect terms used in local newspapers, Zhan (1996)
concluded that reading the texts which should be written seriously in SWC but were
contaminated by written Cantonese left a fatal blow to language education in Hong
Kong.
Discussing the crisis in the use of proper vocabulary items in writing,
teachers from local secondary schools and lecturers from local tertiary institutes
blamed the media workers for using a large amount of Cantonese dialect terms or
15
colloquial terms in their publications such as newspapers and popular magazines for
teenagers and held the mass media accountable for the excuse his students used in
justifying the use of written Cantonese in their composition exercises (Xu, 1990).
Another Chinese language teacher from a local prestigious secondary school also
reported that Cantonese dialects were used in her students’ writing (Zhan 2003).
However, Zhan (2003) suggested that sometimes the use of dialect may be
acceptable, especially when the theme of writing is about one’s personal leisure life
or about the local culture, or when the dialect term is incorporated in the SWC
lexicon such as the term bicycle which is widely accepted as daan ce (單車 bicycle)
in both Cantonese and SWC, which original parallel term is zi xing che (自行車
bicycle).
School teachers and language educators tend to criticize the use of written
Cantonese, though no conclusive evidences could be found in their arguments. For
primary students, the impact of reading texts with written Cantonese has not been
reported. Whether the use of written Cantonese should be avoided or have already
been avoided cannot be discussed, if there is a lack of information on how written
Cantonese is used in reading materials such as magazines or story books for
school-aged children.
One needs to know how much or how frequent written
Chinese is used and also what functions written Cantonese fulfils in the texts, before
16
one can estimate the impact of the use of written Cantonese in children’s readers on
their language proficiency.
17
3
Research design and methodology
3.1 Research objective
Selected local magazines for primary students will be reviewed and analyzed to
see the pattern and purpose of using Low language. In other words, the features of
using written Cantonese in these magazines will be collected, described and analyzed.
This study is significant as reading is highly promoted in primary schools recently.
And there is no previous study on local magazines for children or primary students.
Language skills of primary students are not yet well established, and hence can be
affected by reading materials with Low language. Understanding of the features of
written Cantonese employed in these magazines can help provide useful
recommendations for school teachers and magazine publishers, especially on
whether children should be prohibited from reading texts with written Cantonese and
whether precautious measures should be employed by the publishers of magazines
for school-aged children.
3.2 Research questions
In this study, the following questions will be tackled in order the find out the
phenomenon of using low language in the children magazines.
1.
What are the purposes and target readers of these magazines?
18
2.
How often is low language used in these magazines?
3.
In which parts of the magazines (such as comics, literature and language art,
news and products reports, etc) are low language often used?
4.
To what extent do low language features such as dialect or foreign terms,
phrases or sentence structures are used?
5.
What dialects terms are used when low language is chosen?
6.
What kinds of Cantonese structures are used when low language is chosen?
7.
What are the pragmatic functions of the low language used in these magazines?
8.
What mechanisms do the publishers use in order to differentiate the language
variety?
3.3 Research Methodology
3.3.1 Sample magazines
Local magazines for primary students are selected in this study.
Those
magazines must meet three requirements:
(1) They must be published in Hong Kong and must be mainly written in Chinese.
(2) The target reader should be primary students, aged from about 6 to 12.
(3) The main contents of the magazines must include literature and knowledge, so
comic book and game book are excluded.
19
In according to these requirements, ten magazines are selected. They are listed as
follow:
Table 2 : Sample magazines selected in this study
Magazine
Publisher
Period of
Publication
Have a
consultant
team?
1.
Yellow Bus (黃巴士)
Yellow Bus Publishing Ltd.
Monthly
Yes
2.
City Children’s Weekly (兒童週刊)
Mingpao
Weekly
Yes
3.
Whiz-kids Express Weekly
South China Media Ltd.
Weekly
Yes
South China Media Ltd.
Monthly
Yes
Cotton Tree Publishing House
Monthly
Yes
Monthly
Yes
Bi-weekly
Yes
Monthly
Yes
Monthly
Yes
Bi-weekly
No
(兒童快報)
4.
Whiz-kids Express monthly
(兒童快報月刊)
5.
Cotton Tree Children’s Literature
Monthly (木棉樹)
6.
Beanie (豆豆)
宏佳有限公司
7.
Bu Bu G (砵砵子)
J’s Publishing Ltd.
8.
Sundae Monthly (雪糕新地)
South China Media Ltd.
9.
Robbi and friends(哈比開心樂園)
10.
Net Kids (至 net 小人類)
Starlite Visual Communication
Ltd.
Television Broadcasts Ltd.
3.3.2 Data collection and analysis methods
In this study, two different issues of each magazine are collected from October
2004 to March 2005.
In other words, a total of twenty issues will be reviewed.
Number of occurrences in using low language in each magazine is counted. The
operational definition of low language is the use of dialect (Cantonese) and foreign
terms, and the use of Cantonese sentence structures.
Low language may appear in
20
words or sentence level.
No matter how many character of low language is used,
low language used in a completed sentence is treated as one case, for example:
我
外表
雖然
斯文
又
害羞 ，但
最
愛 搞
笑 啊!
ngo5 ngoi6biu2 seoi1jin4 si1man4 jau6 hoi6sau1 daan6 zeoi3 oi3 gaau2siu3 aa3
I outlook although gentle also shy
but most like make laugh PRT
Although I look gentle and shy, I like to make people laugh!
(Whiz-kids Express Weekly, Oct, 2004.)
In this study, some cases of occurrences in using low language are excluded.
First, advertisement using low language will not be counted because texts in
advertisement are usually provided by the advertising companies and are out of the
control of the editors. Second, proper nouns in English such as brand names of
commercial products and names of cartoon characters are excluded because some of
them may lack a Chinese translation.
21
4 Findings and Discussion
4.1 The purposes and target readers of the selected magazines
Ten local magazines published in Chinese Language are selected in this study.
The target readers of these magazines are young children, aged from six to twelve, i.e.
primary students.
Two volumes of each magazine, published between October,
2004 and March, 2005 are included in the study, which makes a pool of twenty issues.
In these twenty issues, a total of 445 pieces of writing are found (see Fig. 1).
These
writings can be grouped into eight different types of writings, namely notes from the
editor, information and knowledge, interview reports of famous persons, literature
and language art, comics, news or product reports, games or exercises, and inputs
from children readers.
22
Figure 1: No. of writings in different types of writing in the magazines studied
Issues
studied
Name of magazine
pieces
of writings
Information
Notes from
counted
and
editor
knowledge
Types of writing
Interview
reports of
famous
persons
Literature
and
language art
Comics
News or
products
reports
Games or
exercises
Inputs from
children
readers
1. Beanie
2
42
2
20
2
2
6
6
2
2
2. Cotton Tree
2
28
2
2
0
12
2
4
2
4
3. Bu Bu G
2
50
2
13
2
2
11
9
9
2
4. Sundae Monthly
2
24
2
4
0
8
4
4
2
0
5. Whiz-kids Express monthly
2
56
2
24
0
13
5
6
4
2
6. Net Kids
2
54
2
12
0
4
16
8
8
4
7. Yellow Bus
2
41
0
25
0
3
0
2
9
2
8. City Children’s Weekly
2
34
2
6
0
2
10
11
3
0
9. Robbi and friends
2
34
2
18
1
2
4
1
6
0
10. Whiz-kids Express Weekly
2
82
2
13
0
8
25
17
12
5
20
445
18
137
5
56
83
68
57
21
Total:
23
Adapting Shao’s classification of newspaper articles (1996), the eight types of
magazine writing can further be categorized into four major areas according to the
nature of the writing:
Area A is composed of (1) Notes from the editor; (2) Information and
knowledge, e.g. articles on social issues, articles introducing places in Hong Kong or
introducing foreign countries, articles introducing knowledge related to different
academic subjects; and (3) Interview reports of famous persons.
These articles are
more formal, written in a more serious style, and usually in the format of a prose.
Headlines are added in the beginning of each paragraph.
Area B is composed of (4) Literature and language art, i.e. stories and poems;
and (5) Comics.
The themes of the articles found in this area are usually related to
the teaching of moral lessons, or interpersonal skills and sometimes introducing
some academic knowledge.
Though the Literature and language art and the comics
are usually narrative in nature, they are obviously different in presentation styles.
The writing in the comics is mainly in conversation mode, while the Literature and
language art are usually written in a more formal and serious manner.
Area C is composed of (6) News or products reports; and (7) Games or
exercises.
The writings in this area are in a more relaxed manner.
Short
paragraphs instead of long passages are the main writing style.
24
Area D is an area not included in Shao’s classification (1996).
of (8) materials submitted by the readers.
It is composed
Sometimes the original writings or even
original handwriting scripts are published, but sometimes the edited and revised
version is used.
Figure 2: Distribution of magazine writings in the 4 areas of writing.
Area of writing
Types of writing
A
N
percentage
Notes from the editor
18
4.04%
Information and knowledge
137
30.79%
5
1.12%
Sub-total
160
35.96%
Literature and language art
56
12.58%
Comics
83
18.65%
Sub-total
139
31.24%
News or products reports
68
15.3%
Games or exercises
57
12.8%
Sub-total
125
28.09%
Inputs from children readers
21
4.7%
Sub-total
21
4.7%
Total
445
100%
Interview reports of famous persons
B
C
D
Among the 445 pieces of writing, 160 of them (35.96%) are classified as in area
A, 139 (31.24%) in area B, 125 (28.09%) in area C and 21 (4.7%) in area D.
Writings in Area A, B and C are quite evenly distributed, and only a small amount of
writings is submitted by the children readers. For the different types of writing,
Information and knowledge has the highest percentage (30.79%).
It is observed
that the main purpose of these magazines is to provide information and to enrich
children’s knowledge.
It is agreeable to the mission statement or the positioning
25
remarks of each magazine listed on the cover page or on its webpage (see Table 3).
Table 3: Mission statement or positioning remarks of each magazine
Name of magazine
Mission Statement or Positioning Remarks
1.
Beanie
“Children’s lifestyle magazine”
2.
Cotton Tree
3.
Bu Bu G
Comprehensive, covering various of information
4.
Sundae Monthly
Comprehensive, covering various of information
5.
Whiz -kids Express Monthly
Comprehensive, covering various of information
6.
Net Kids
Comprehensive, covering various of information
7.
Yellow Bus
Comprehensive, covering various of information
8.
City Children’s Weekly
Comprehensive, covering various of information
9.
Robbi and friends
“A mini Environmental protection encyclopaedia”
10.
Whiz-kids Express Weekly
Comprehensive, covering various of information
“Children’s literature”
Eight out of the ten magazines have claimed themselves as a comprehensive
magazine, covering a variety of functions. The other two have literature or
environmental education as their major concerns.
Cotton Tree is a children’s
magazine on Chinese literature, and most of the content are stories and poems.
As
the magazine provides a lot of good examples, readers are expected to sharpen their
writing ability and develop their language competence by reading it. Robbi and
friends is a magazine which aims to promote the concept of environmental protection
to its readers.
Children are expected to learn more knowledge of sustainable
development by reading it.
None of the ten magazines is only for leisure reading.
All of them aim to provide various useful information and knowledge for their
children readers.
Most of them have some educational purposes.
26
4.2 Frequencies of low language used in the selected magazines
With reference to Shao’s classification (1996), the writing styles of the written
language used in the magazine articles can be divided into 4 levels according to their
lexical and syntactical features.
In addition to degree of Cantonese used in Shao’s
classification (1996), the features of code mixing is also a criterion in deciding the
levels of the written language.
Level1: the articles are written in Standard Chinese only;
Level2: the articles are written mainly in Standard Chinese with occasional use
of Cantonese terms, phrases and sentence structures, or mixed-code
only;
Level3: the articles are written in Standard Chinese with frequent use of
Cantonese terms, phrases or sentences, or mixed-code;
Level4: the articles are written in Cantonese, using Cantonese terms, phrases
and sentences, or mixed code mainly.
These four levels of written languages represent the different degree of the
language varieties, ranging from the high language of Level1 to the low language of
Level4.
In this study, the writing style of each piece of writing is analyzed and
classified into one of the four levels of written language according to its lexical and
syntactical features.
Analyzing the language variety of the 20 issues of magazines,
27
it is found that among the 445 pieces of writing, 352 of them (79.1%) were written in
Level1 style only.
76 of them (17.08%) are in Level2 style and 17 of them (3.82%)
are in Level3 style. None of them is written in Cantonese only, i.e. Level4 style.
The use of low variety of written language seems to be not so serious in these
magazines for children, although none of the magazines was completely written in
Standard Chinese.
Figure 3: Levels of writing style in the 20 issues of magazines:
Name of magazine
pieces
of
writings
counted
Level1
Level2
Level3
Level4
1.
Beanie
42
22(52.38%)
17(40.48%)
3(7.14%)
0
2.
Cotton Tree
28
26(92.86%)
2(7.14%)
0
0
3.
Bu Bu G
50
36(72%)
12(24%)
2(4%)
0
4.
Sundae Monthly
24
23(95.83%)
1(4.17%)
0
0
5.
Whiz-kids Express Monthly
56
55(98.21%)
1(1.79%)
0
0
6.
Net Kids
54
47(87.03%)
4(7.41%)
3(5.56%)
0
7.
Yellow Bus
41
31(75.61%)
9(21.95%)
1(2.44%)
0
8.
City Children’s Weekly
34
23(67.65%)
9(26.47%)
2(5.88%)
0
9.
Robbi and friends
34
28(82.35%)
6(17.65%)
0
0
82
61(74.39)
15(18.29%)
6(7.32%)
0
445
352(79.1%)
76(17.08%)
17(3.82%)
0
10. Whiz-kids Express Weekly
Total
By comparing the use of low language on magazine-based, it is found that there
is a great difference in the levels of writing styles among the ten selected magazines.
Some magazines are written mainly in high varieties while some have more materials
written in low language partially at least (Levels2 and 3).
Over 90% of the writings
in Whiz-kids Express Monthly (98.21%), Sundae Monthly (95.83%) and Cotton Tree
28
(92.86%) are written in Level1 style, i.e. in Standard Chinese.
Only a small
portions of the articles in Cotton Tree (7.14%, 2 pieces of writing), Sundae Monthly
(4.17%, 1 piece of writing) and Whiz-kids Express Monthly (1.79%, 1 piece of
writing) were written with Level2 style of writing.
Even the dialogues in the
comics were written in Standard Chinese in these three magazines. Cotton tree is a
magazine on Chinese literature with a large amount of stories and poems, while
Sundae Monthly and Whiz-kids Express Monthly are more comprehensive with a
variety of information and types of writing.
Less than 80% of the writings in Beanie (52.38%), Bu Bu G (72%), Yellow Bus
(75.61%), City Children’s Weekly (67.65%) and Whiz-kids Express Weekly(74.39%)
are written in Level1 style.
Among them, about half (47.62%) of the articles in
Beanie are written with Level2 or 3 styles of writing. Beanie claims itself as a
life-style magazine introducing different products, activities and life experience for
its young reader.
Thus, its content and presentation skills are more relaxing.
Perhaps the purpose of the magazine may have impact on the writing style chosen.
It is also noted that no more than 10% of the writings in the magazines studied
are written in Level3 styles, i.e. frequently using Cantonese terms, phrases or
sentences, or using non Chinese terms.
Whiz-kids Express Weekly (7.32%), Beanie
(7.14%) City Children’s Weekly (5.88%) and Net Kids (5.56%) are the four
29
magazines using a higher proportion of low variety of language, while Cotton Tree,
Sundae Monthly, Whiz-kids Express Monthly, and Robbi and friends do not have any
examples of using Level3 style in their writings. Thus, in average, less than 5% of
the writings are written with frequent use of dialect terms, phrases or sentence
structure, or foreign terms, while about 80% of the magazine articles are written in
high variety of language using Standard Chinese exclusively. It seems that the use
of low variety of written language is not alarmingly high, comparing to the case of
newspaper articles, comic books and magazines for teenagers (Snow, 2004).
4.3 Frequencies and nature of low language used in different areas of
writing
The use of low variety of written language is not equally distributed in the four
areas of writing. Low variety of written language is frequently used in Area D of
the magazine writings, which contains the inputs from the children readers.
One
third of the writings in this area are written with a frequent use of Cantonese terms,
phrases or sentence structures, or foreign terms, which less than 40% of those inputs
from the children readers are written in Standard Cantonese.
For the other three
areas of writing, about 80% of the writings are written in Standard Chinese.
However, there is a big difference among the different genres of writing found within
30
the same area.
In Area A, dialect terms, phrases, sentence structures or mixed-codes
are more frequently used in the interview reports of famous persons (60%) than in
notes from the editor (16.67%), or articles delivering information and knowledge
(21.17%). In Area B, comics (30.12%) employ much more dialect features than
those writings for literature or language arts (1.79%).
In Area C, 20.59% of the
news or products reports (17.65%) are written in Level2 styles, while less than 10%
of the writings in the section of games and exercises share the same writing style (see
Figure 4).
Figure 4: Levels of writing style in different areas of writing:
Area
A
Types of writing
N
Level1
Level2
Level3
Level4
Notes from editor
18
15(83.33%)
3(16.67%)
0
0
Information and knowledge
137
108(78.83%) 27(19.71%)
2(1.46%)
0
0
0
2(1.25%)
0
0
0
Interview reports of famous persons
B
C
D
5
2(40%)
3(60%)
Sub-total
160
125(78.13%) 33(20.63%)
Literature and language art
56
55(98.21%)
Comics
83
58(69.87%) 18(21.69%)
7(8.43%)
0
Sub-total
139
113(81.3%) 19(13.67%)
7(5.04%)
0
News or products reports
68
54(79.41%) 14(20.59%)
0
0
Games or exercises
57
52(91.23%)
4(7.02%)
1(1.75%)
0
Sub-total
125
106(84.8%)
18(14.4%)
1(0.8%)
0
Inputs from children readers
21
8(38.1%)
6(28.57%)
7(33.33%)
0
Sub-total
21
8(38.1%)
6(28.57%)
7(33.33%)
0
Total
445
352(79.1%) 76(17.08%)
17(3.82%)
0
1(1.79%)
31
Figure 5: Pieces of writing using low language in 4 different areas of writing
Types of writing (pieces of writing using low language / total number of pieces of writing)
Area A
Name of magazine
Area B
Area C
Total no.
pieces
of writings
Inputs from using low
children
language
readers
Area D
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature and
language art
Comics
News or
products reports
Games or
exercises
1.
Beanie
0/2
10/20
2/2
1/2
3/6
2/6
1/2
1/2
20/42
2.
Cotton Tree
0/2
0/2
0/0
0/12
0/2
1/4
0/2
1/4
2/28
3.
Bu Bu G
1/2
1/13
0/2
0/2
6/11
3/9
1/9
2/2
14/50
4.
5.
0/2
0/4
0/0
0/8
0/4
1/4
0/2
0/0
1/24
0/2
1/24
0/0
0/13
0/5
0/6
0/4
0/2
1/56
6.
Sundae Monthly
Whiz-kids Express
monthly
Net Kids
0/2
1/12
0/0
0/4
1/16
1/8
0/8
4/4
7/54
7.
Yellow Bus
0
8/25
0/0
0/3
0/0
0/2
2/9
0/2
10/41
8.
City Children’s Weekly
2/2
2/6
0/0
0/2
3/10
4/11
0/3
0/0
11/34
9.
10.
Robbi and friends
Whiz-kids Express
Weekly
0/2
3/18
1/1
0/2
2/4
0/1
0/6
0/0
6/34
0/2
2/13
0/0
0/8
10/25
4/17
1/12
4/5
21/82
3/13
28/137
3/5
1/56
25/83
16/68
5/57
12/21
93/445
Total:
32
4.3.1 Examples of low language used in Area A
In area A, 60 % of the interview reports of famous persons are in Level2.
However, it should be noted that there are only 5 pieces interview reports of famous
persons.
Nearly 20% of articles delivering information and knowledge are written
in Level2 and 3 styles.
Information technology, especially information from the
internet, is a very hot topic in each children magazine.
Many of the cases in using
low language are about the technical terms of computer and information technology,
for example:
(1)
進入
網頁
後，
click "project" 或
zeon3jap6 mong5jip6 hau6 click
enter
homepage after click
再
click 你
有
“project” waak6 “new project”
project or
new project
興趣
zoi3 click nei5 jau5 hing3ceoi3
then click you have interested
"new project"
做
的
手工
zou6 dik1 sau2gung1
do LW craft
After you have entered the homepage, click “project” or “new project” and then
choose the craft that you are interested in.
(Yellow Bus, Feb, 2005.
(2)
記得
要
填
Type of writing: Information and knowledge)
上
真實
的
e-mail，否則
就
gei3dak1 jiu3 tin4 soeng5 zan1sat6 dik1 e-mail fau2zak1 zau6
remember have fill up real
LW e-mail otherwise will
法
啟用。
faat3
way
kai2jung6
use
無
mou4
no
Remember to fill in a valid e-mail address, otherwise it cannot be used.
33
(City Children’s Weekly, Oct, 2004.
Type of writing: Information and knowledge)
Terms related to information technology like “click” in example (1) and
“E-mail” in example (2) usually appear in these magazines.
It cannot be denied that
sometimes English terms are more convenient as they are more common than their
Chinese equivalents.
However, some magazines (e.g. Net kids) still use the Chinese
terms “dim2 gik1” (點擊 click) and “din6 jau4” (電郵 E-mail) instead of “click”
and “E-mail”.
This shows a very different attitude towards the use of foreign
language among the magazines selected in this study:
(3)
點擊
「連
dim2gik1
click
lin4
sin3 soeng5 mong5
zik1
ho2
connect line to
internet immediately okay
線
上
網」
即
可﹗
Simply click “connect to the internet”!
(Net kids, Feb, 2005.
Type of writing: Comics)
Low language may also appear in the captions of illustrations and also in the
speech bubbles of those comic characters:
(4) 我
哋
ngo5 dei6
I
PL
終於
獨立
喇!
zung1jyu1 duk6lap6
laa3
finally
independent PRT
We become independent finally.
(Beanie, Nov, 2004.
Type of writing: Information and knowledge)
34
Example (4) is a caption of a cartoon illustration, when the cartoon character
seems to be the representative symbols of the magazines.
The cartoon character,
likes a host of a TV programme, introduces information to the readers through
dialogues in the illustration.
example,
Cantonese terms are often used in the dialogues.
“ngo5 dei6” (我哋 we), which is a Cantonese term,
instead of the
Standard Written Chinese term “ngo5 mun4” (我們 we) is used in example (4).
seems to be a new trend that printed media use the oral mode in writing.
kind of writing, features of spoken Cantonese such as particles
For
It
In this
“laa3” (喇)and
“wo3” (喎) are frequently adopted.
Besides, colloquial terms are often used in the articles in Area A:
(5) 這
ze2
This
個
圈
很
實
淨
go3 hyun1 han2 sat6 zeng6
CL loop
very hard clean
This loop is very firm.
(Yellow Bus. Feb, 2005.
(6) 為
要
搶
Type of writing: Information and knowledge)
得
汽水，
大家
都
施展
了
精彩
wai6 jiu3 coeng2 dak1 hei3seoi2 daai6gaa1 dou1 si1zin2 liu5 zing1coi2
To have rob get soft drink they
all
show PFV nice
又
無
厘
頭
的
伎倆
jau6 mou4 lei4 tau4 dik1 gei6loeng5
and no
meter head LW techniques
They show their nice and unimaginable techniques in order to get the soft drink.
(Yellow Bus, Feb, 2005. Type of writing: Information and knowledge)
35
(7) 於是
愈
吃
愈
肥， 愈
長
愈
肉， 是
為
jyu1si6 jyu6 hek3 jyu6 fei4 jyu6 zoeng2 jyu6 juk6 si6 wai4
Then
more eat
more fat more grow more meat is as
肥
屍
fei4 si1
fat
corpus
大
隻
daai6 zek3
big
CL
He eats a lot, then he becomes fatter and fatter, knows as “fat-head.”
(Yellow Bus, Nov, 2004.
Type of writing: Information and knowledge)
In examples (5) and (6), “sat6 zeng6”(實淨 firm) and “mou4 lei4 tau4”(無厘頭
unimaginable ) are colloquial terms in Hong Kong.
In example (5), “sat6” (實 hard)
has the meaning of “firm” but “zeng6” (淨 clean)does not have this meaning.
zeng6”(實淨 hard and clean) as a whole means firm.
“sat6
“sat6 zeng6”(實淨 hard) in
standard Chinese is “gin1 ngaang6”(堅硬 hard). In example (6), “mou4 lei4 tau4”
(無厘頭 unimaginable) means unimaginable. The Chinese equivalent is “(naan4 ji5
soeng2 zoeng6” (難以想像 unimaginable ).
In examples (7), the sentence consists of three language varieties, include
Classical Chinese, Standard Written Chinese and Cantonese slang.
which this example is found, is about old Hong Kong.
As the article, in
A Classical Chinese word
phrase (“si6 wai4”(是為 as)) is used to represent a classical mood.
However, “fei4
si1 daai6 zek3”(肥屍大隻 fat and big) is a colloquial term, which is seldom used in
formal writing.
These colloquial terms are only comprehensible to the
36
Cantonese-speaking readers, and even local Hong Kong people only. The use of
dialect and colloquial terms in writing can help express ideas in a more direct and
familiar way.
It may help to increase the local flavor of the articles and increase
local readers’ interest in reading (Shi, 2000).
If “mou4 lei4 tau4” ( 無厘頭
unimaginable) and “fei4 si1 daai6 zek3”(肥屍大隻 fat and big) are replaced by
Standard Chinese, much of the local flavor will be lost and the author might not be
able to express his or her idea in such a lively way.
4.3.2
Examples of low language used in Area B
In area B, only 1.8% of articles on literature and language art are written in
Level2 style.
It seems that literature and language art are considered as a very
serious topic by the editors, and hence should be written in Standard Chinese only.
comics and literature and language art are in the same area, but there is a great
difference between them.
Nearly 30% of comics are written in Level2 and 3 styles.
For example:
(8) 她
把
照片
畫
花
了!
taa1 baa2 ziu3pin2 waak6 faa1
liu5
she on
photo
draw
flower PRT
She scribbled the photo
(Bu Bu G, Oct, 2004.
Type of writing: Comics)
37
(9) 今日
我
gam1jat6
today
生日，
大
曬﹗
ngo5 saang1jat6 daai6 saai3
I
birthday
big all
Today is my birthday, so I have all the privileges.
(City Children’s Weekly, Feb, 2005.
Type of writing: Comics)
Low languages in comics appear not only in word level but also in sentence
level. In example (8) and (9), Cantonese terms are used in the sentence.
faa1”(畫花
“waak6
scribble) is a colloquial term, which should be “tou4 wu1” (塗汙
scribble) in Standard Chinese.
In example (9) “daai6 saai3”(大曬 the biggest) is a
colloquial term which means to behave in a bossy way.
The sentence structure of
examples (9) is the same as those of spoken Cantonese.
As dialogue is the main presentation form in comics, the use of Cantonese terms
and sentence structure are quite acceptable.
However, many magazines such as Net
Kids still choose to use Standard Written Chinese in comics.
(10) 大
啡
熊
剛
好
吃
完
那
大
daai6 fei1 hung4 gong1 hou2 hek3 jyun4 naa5 daai4
Big brown bear
just
alright eat finish that big
芒果
大
的
daai4 dik1
big
LW
pancake
mong4gwo2
pancake
mango
pancake
The big mango pancake has just been eaten by the great brown bear.
(Beanie, Oct, 2004.
Type of writing: Literature and language art)
38
In example (10), it shows the use of low language in Literature and language art.
There are only 3 cases of low language used in this type of writing, and all of them
are found in Beanie. In this example, “pancake” can be written as 班戟 (baan1
gik1) or 烙餅 (lok3 beng2) in Chinese standard written term, but the writer chose to
use the English term instead of the Chinese one. The English term “pancake”is
often found in daily conversion of people in Hong Kong.
4.3.3
Examples of low language used in Area C
In area C, more articles are written in Level2 and 3 styles:
(11) 我
外表
雖然
斯文
又
害羞
，
但
最
愛
ngo5 ngoi6biu2 seoi1jin4 si1man4 jau6 hoi6sau1 daan6 zeoi3 oi3
I
appearance although
gentle also
shy
but
most like
搞
笑
啊!
gaau2 siu3
make laugh
aa3
PRT
Although I look gentle and shy, I am very humorous!
(Whiz-kids Express Weekly, Oct, 2004.
(12) 很
大
Type of writing: News or products reports)
鑊
han2 daai6 wok6
very big
wok
A great trouble!
(Yellow Bus, Feb, 2005. Type of writing: Games or exercises)
39
(13) 你
發
雞
盲
嗎﹖
nei5 faat3 gai1
maag4 maa1
You show chicken blind PRT
Are you blind?
(Yellow Bus, Feb, 2005.
Type of writing: Games or exercises)
In example (11), “gaau2 siu3”(搞笑 humorous) is a colloquial term, it means
“being humorous”.
It should be “dau6 jan4 faat3 siu3”(逗人發笑 humorous) in
Standard Chinese. This is a caption of a picture in an article about news or products
reports.
The use of Cantonese term “gaau2 siu3”(搞笑 make someone laugh)
makes the sentence more interesting.
In examples (12) and (13), “daai6 wok6”(大鑊 in great troubles), “faat3 gai1
maag4”(發雞盲
blind) are slang. “Wok6”(鑊 a bowl-like pan)usually means a
cooking device.
However, “Wok6”(鑊) may also means a problem or a trouble that
someone should be held accountable for.
“zou1 gou1”(糟糕
“Maa4 faan4”(麻煩
trouble) and
trouble) are Standard Written Chinese terms which have similar
meaning as “daai6 wok6”(大鑊 in great troubles).
blind) means fail to see something.
“Faat3 gai1 maag4”(發雞盲
In the piece of writing where these two
examples are found, the slang phrases are multiple choice answers in a “Q and A”
contest.
Sometimes, code mixing in sentence is a must because the English term can
serve some special functions:
40
(14) DIY 創意
FUN
滿
DIY cong3ji3
DIY creative
mun5
full
FUN
FUN
To do it yourself is a creative work full or fun.
(Cotton tree, Jan, 2005.
Type of writing: News or products reports)
This example is an article introducing a handicraft work.
meaning: “funny” and “mark”.
in Chinese phonologically.
“Fun” has two
The sound of “fun” is the same as “fan1”(分 mark)
This is a loanword that has the meaning of the English
word “fun” and, last but not least, such usage shows the playful creativity which is at
work.
4.3.4
Examples of low language used in Area D
A very large percentage of articles, stories or letters from children readers in
area D is written in Level2 and 3 styles (61.9%). Most of the magazines published
the articles, stories or letters submitted by their readers.
Some magazines (e.g. Bu
Bu G and Cotton Tree) may correct mistakes in the readers’ writing while other
magazines (e.g. Net Kids) may quote without any corrections. It is found that
children readers usually use a large amount of colloquial Cantonese and sometimes
English in their submissions:
(15)
她們
兩
個
都
叫
我
唔好
taal1mun4
they
loeng5 go3 dou1 giu3 ngo5 ng4hou2
two
CL all ask me don’t
同
另外
tung4 ling6ngoi6
with another
41
一
個
玩
jat1 go3
one CL
，還要
wun6
play
說
waan4jiu3
also
她
的
壞
話。
syut3 taa1 dik1 waai6 waa6
say
she LW bad
things
The two girls ask me not to play with another girl, they also say something
bad of her.
(Net kids, Feb, 2005.
(16) 我
係
Type of writing: Inputs from children readers)
第三
次
寫
信
來
的， 我
有
啲
ngo5 hai6 dai6saam1 ci3 se2 seon3 loi4 dik1 ngo5 jau5 di1
I
be
third
time write letter come LW I
have some
問題
想
問
嚇
妳﹗
man6tai4 soeng2 man6 haa5
question want
ask
PRT
nei5
you.
This is the third time that I write a letter to you. I want to ask you some
questions.
(Whiz-kids Express Weekly, Mar, 2005.
(17) d 成績
差
咗， d 老師
d sing4zik1 caa1 zo2
the result
bad PFV
脾氣
又
差
Type of writing: Inputs from children readers)
(特別
係 班
主任)
d lou5si1 (dak6bit6 hai6 baan1 zyu2jam6
d teacher especially be class master
喎， 成日
話
因為
呢 間
school
pei4hei3 jau6 caa1 wo3 sing4jat6 waa6 jan1wai6 nei1 gaan1 school
temper also bad PRT always
say
because this CL school
係 very top，所以
marks 係
hai6 very top so2ji5 marks hai6
be
very top so
marks be
要
好
好
先
得。
jiu3 hou2 hou2 sin1 dak1
need very good first can
My academic result is worse than before. Teachers, especially my class
master, always lose her temper. They always say that students should get
higher marks as this is a top school.
42
(Whiz-kids Express Weekly, Mar, 2005.
Type of writing: Inputs from children readers)
These three sentences show some common phenomenon of written Cantonese.
Cantonese particles such as “wo3”(喎) and “haa5”(嚇), which mark the orality of the
tone, are used in these sentences. Large amount of code mixing elements such as
“D”, “school” and “marks” are used.
Moreover, not only Cantonese terms are used,
the sentence structures are completely the same as those of written Cantonese.
4.4 Cases of low language used in the selected magazines
In the above sections, the number of the pieces of writing and the percentages of
those writings in each magazine and then in each area of writings are reported and
analyzed. However, different pieces of writing may contain a different number of
sentences which are written in low language. In order to have a clear picture on
how frequent low language is used, the total number of cases in using low language
varieties are counted on the sentence level. A feature of low language such as the
use of a dialect or foreign term, phrase and structure in a sentence is counted as a
case of low language. As the counting is sentence-based, a sentence with more than
one features of low language is still counted as one case.
The degree of low
language used within a sentence will further be analyzed.
There are altogether 201 cases in using low language from 20 magazines.
43
There is a large difference in the use of low language among the 20 magazines (See
Fig. 6).
Among the 201 cases, 27.86% of them are found in Whiz-kids Express
Weekly and 24.38% in Beanie, while only 1% of them are found in Cotton Tree, 0.5%
in Sundae Monthly and 0.5% in Whiz-kids Express Monthly.
Taken account of the
number of pieces of writing using low variety of written language, it is found that
Cotton Tree, Sundae Monthly and Whiz-kids Express Monthly contain only one case
of low language used in each piece of writing written in level, 2 or 4 styles, while
averages of cases using low language ranged from 2.45 to 2.67 are observed in
Beanie and Whiz-kids Express Weekly which contain more than half of the cases
using low language among the ten children’s magazines selected in this study (see
Fig. 7).
This shows that some magazines such as Beanie and Whiz-kids Express
Weekly are more tolerant to the use of low language in their writings.
Figure 6: Summary of cases using low language in each magazine
Name of Magazine
No. of cases using
low language
percentage
Beanie
49
24.38%
Cotton Tree
2
1%
Bu Bu G
23
11.44%
Sundae Monthly
1
0.5%
Whiz-kids Express Monthly
1
0.5%
Net Kids
16
7.96%
Yellow Bus
21
10.45%
City Children’s Weekly
24
11.94%
Robbi and friends
8
3.98%
Whiz-kids Express Weekly
56
27.86%
Total
201
100%
44
Figure 7: Cases per piece of writing in different magazines
Name of Magazine
pieces of
writings using
low language
No. of cases
using low
language
Cases per piece
of writing
Beanie
20
49
2.45
Cotton Tree
2
2
1
Bu Bu G
14
23
1.64
Sundae Monthly
1
1
1
Whiz-kids Express Monthly
1
1
1
Net Kids
7
16
2.29
Yellow Bus
10
21
2.1
City Children’s Weekly
11
24
2.18
Robbi and friends
6
8
1.33
Whiz-kids Express Weekly
21
56
2.67
Total
93
201
2.16
4.5 Cases of low language used in the different areas of writing
There is also a great difference in the use of low language among different areas
of writing (See Fig. 8).
Among 201 cases, 30.85% are comics, 27.36% are articles
providing information and knowledge and 18.91% are readers’ input, while 1.49%
are articles on literature and language art, notes from the editor and interview reports
of famous persons. Taken account of the number of pieces of writing using low
variety of written language, it is found that note from editor and interview reports of
famous persons still contain the lowest average (only one case per piece of writing)
of low language used in each piece of writing written in level 2, 3 or 4 styles, while
an average of 3 cases is recorded for the articles on literature and language art.
Actually all the three cases are in the same article, Soap Theatre (肥皂劇場 fei4 zou6
45
kek6 coeng4), found in Beanie.
For the other 55 articles on literature and language
art, no more cases of low language used can be found.
For the three types of
writings which most cases using low language are found, averages of cases per piece
of writing ranged from 2.2 to 3.17 are observed (see Fig. 9).
games or exercises, an average of 2.2 cases is observed.
For the articles on
This shows that the writers
of certain types of writing, such as comics and games, in the children’s magazines
selected in this study tend to use more low variety of written language. Children
themselves also use more low language in their writing, as reflected in the inputs
from children readers in these magazines.
Figure 8: Summary of cases using low language in different areas of writings
Area
A
B
C
D
No. of cases using
low language
Percentage
Notes from the editor
3
1.49%
Information and knowledge
55
27.36%
Interview reports of famous persons
3
1.49%
Sub-total
61
30.35%
Literature and language art
3
1.49%
Comics
62
30.85%
Sub-total
65
32.34%
News or products reports
26
12.94%
Games or exercises
11
5.47%
Sub-total
37
18.41%
Inputs from children readers
38
18.91%
Sub-total
38
18.91%
Total
201
100%
Types of writing
46
Figure 9: Cases per piece of writing in 4 areas of writing
Area
A
B
C
D
No. of writings
using low
language
No. of cases
using low
language
Cases per piece
of writing
Notes from the editor
3
3
1
Information and knowledge
28
55
1.96
Interview reports of famous persons
3
3
1
Sub-total
34
61
1.79
Literature and language art
1
3
3
Comics
25
62
2.48
Sub-total
26
65
2.5
News or products reports
16
26
1.63
Games or exercises
5
11
2.2
Sub-total
21
37
176
Inputs from children readers
12
38
3.17
Sub-total
12
38
3.17
Total
93
201
2.16
Types of writing
47
Figure 10: Number of cases using low language in different types of writing of different magazines
Types of writing (cases using low language / pieces of writing using low language / total number of pieces of writing)
Area A
Name of magazine
Area B
Area C
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature and
language art
Comics
News or
products reports
Games or
exercises
Area D
Inputs
from
children
readers
Total
1.
Beanie
0/0/2
28/10/20
2/2/2
3/1/2
9/3/6
5/2/6
1/1/2
1/1/2
49/20/42
2.
Cotton Tree
0/0/2
0/0/2
0/0/0
0/0/12
0/0/2
1/1/4
0/0/2
1/1/4
2/2/28
3.
Bu Bu G
1/1/2
1/1/13
0/0/2
0/0/2
14/6/11
4/3/9
1/1/9
2/2/2
23/14/50
4.
5.
0/0/2
0/0/4
0/0/0
0/0/8
0/0/4
1/1/4
0/0/2
0/0/0
1/1/24
0/0/2
1/1/24
0/0/0
0/0/13
0/0/5
0/0/6
0/0/4
0/0/2
1/1/56
6.
Sundae Monthly
Whiz -kids Express
monthly
Net Kids
0/0/2
2/1/12
0/0/0
0/0/4
1/1/16
2/1/8
0/0/8
11/4/4
16/7/54
7.
Yellow Bus
0/0/0
14/8/25
0/0/0
0/0/3
0/0/0
0/0/2
7/2/9
0/0/2
21/10/41
8.
City Children’s Weekly
2/2/2
3/2/6
0/0/0
0/0/2
14/3/10
5/4/11
0/0/3
0/0/0
24/11/34
9.
Robbi and friends
0/0/2
4/3/18
1/1/1
0/0/2
3/2/4
0/0/1
0/0/6
0/0/0
8/6/34
10. Whiz-kids Express Weekly
0/0/2
2/2/13
0/0/0
0/0/8
21/10/25
8/4/17
2/1/12
23/4/5
56/21/82
Total:
3/3/18
55/28/137
3/3/5
3/1/56
62/25/83
26/16/68
11/5/57
38/12/21
201/93/445
48
4.6 Degree of low language used
As there are differences in the degree of the low language used within a sentence
among the 201 cases,
a 5-rating scale is developed to categorize the cases
according to the extent low language features such as dialect or foreign terms,
phrases or sentence structures are used in each sentence. The description of the
5-rating scale is as follow:
1— The sentence has only one dialect or foreign term.
2— The sentence has more than one dialect or foreign terms, or a dialect or
foreign phrase.
3— The sentence is partially written in dialect or foreign language structure.
4— The sentence is mainly written in dialect or foreign language structure with
some Standard Chinese terms or features.
5— The sentence is completely written in low language.
The distribution of the cases is characterized by its “W-shape”.
Among the
201 cases, Rating 1, i.e. only one dialect or foreign term is used, has the largest
number of cases (75 cases, 37.31%), but Rating 2, i.e. more than one dialect or
foreign terms are used, is only one-third of Rating 1 (26 cases, 12.94%). Then the
number of cases (40 cases, 19.90%) raises again in Rating 3, i.e. written partially in
dialect or foreign language structure, but drops again to 17 cases (8.46%) in Rating 4,
i.e. written mainly in dialect or foreign language structure. At last, the number of
cases raises to 21.39% in Rating 5. In other words, the rest 43 cases are completely
49
written in Cantonese.
Figure 11: Degree of the low language used in the 201 cases found
Rating
total no.
of cases
Name of magazine
1
2
3
4
5
1.
Beanie
49
21(42.86%)
7(14.29%)
11(22.45%)
5(10.20%)
5(10.20%)
2.
Cotton Tree
2
1(50%)
1(50%)
0
0
0
3.
Bu Bu G
23
7(30.43%)
4(17.39%)
5(21.74%)
1(4.35%)
6(26.09%)
4.
Sundae Monthly
1
0
0
0
1(100%)
0
5.
Whiz-kids Express monthly
1
1(100%)
0
0
0
0
6.
Net Kids
16
6(37.5%)
1(6.25%)
2(12.5%)
2(12.5%)
5(31.25%)
7.
Yellow Bus
21
10(47.62%)
2(9.52%)
5(23.81%)
3(14.29%)
1(4.76%)
8.
City Children’s Weekly
24
8(33.33%)
4(16.67%)
3(12.5%)
1(4.17%)
8(33.33%)
9.
Robbi and friends
8
5(62.5%)
2(25%)
0
0
1(12.5%)
56
16(28.57%)
5(8.93%)
14(25%)
4(7.14%)
17(30.36%)
201
75(37.31%) 26(12.94%) 40(19.90%)
17(8.46%)
43(21.39%)
10. Whiz-kids Express Weekly
Total:
Figure12: Degree of the low language used in different areas and types of writing
Area
A
B
C
D
total no.
of cases
Types of writing
Rating
1
2
3
4
5
0
1(33.33%)
1(33.33%)
0
1(33.33%)
11(20%)
6(10.91%)
2(3.64%)
0
1(33.33%)
0
Notes from the editor
3
Information and knowledge
55
27(49.09%) 9(16.36%)
Interview reports of famous persons
3
1(33.33%)
Sub-total
61
28(45.90%) 11(18.03%) 12(19.67%) 7(11.48%)
Literature and language art
3
2(66.67%)
Comics
62
Sub-total
1(33.33%)
0
0
0
21(33.87%) 7(11.29%) 14(22.58%)
1(1.61%)
19(30.65%)
65
23(35.38%) 7(10.77%) 15(23.08%)
1(1.54%)
19(29.23%)
News or products reports
26
11(42.31%) 6(23.08%)
6(23.08%)
2(7.69%)
1(3.85%)
Games or exercises
11
4(36.36%)
3(27.27%)
2(18.18%)
2(18.18%)
Sub-total
37
15(40.54%) 6(16.22%)
9(24.32%)
4(10.81%)
3(8.11%)
Inputs from children readers
38
9(23.68%)
2(5.26%)
4(10.53%)
5(13.16%) 18(47.37%)
Sub-total
38
9(23.68%)
2(5.26%)
4(10.53%)
5(13.16%) 18(47.37%)
Total:
201
75(37.31%) 26(12.94%) 40(19.90%) 17(8.46%) 43(21.39%)
0
1(33.33%)
3(4.92%)
Among the 43 cases rated as Rating 5, 17 of them are found in Whiz-kids
Express Weekly, which is composed of 30.36% of the 56 cases of low language used
50
in the magazine.
Another 8 cases are found in City Children’s Weekly, which is
composed of 33.33% of the 24 cases of low language used in the magazine. Six
more cases, i.e. 26.09% of the total 23 cases, are found in Bu Bu G. Each of Net
Kids and Beanie contributes another 5 cases to the list, which are 31.25% and
10.20% of their total cases responsively.
Only one case is found in Robbi and
friends and also in Yellow Bus, which is 12.5% and 4.76% of their total cases
responsively. (see Fig. 11). Although Cantonese or foreign terms or phrases appear in
all the magazines selected in this study, some magazines are more tolerant to the use
of Cantonese sentence structures in their writing. The frequency of low language
used in a magazine does not necessarily reflect the degree of Cantonese features
being used in its writing. Rating 5 cases cover nearly one third of the cases of low
language used in the magazine Whiz-kids Express Weekly, which contains the largest
group of cases using low language. However, Beanie, which has the second largest
group of cases using low language, has only 5 cases rated as Rating 5, which cover
only 10.20% of all the 49 cases found in the magazine.
Regarding the types of writing, nearly all the Rating 5 cases are found in comics
(19 cases) and inputs from children readers (18 cases).
The rest of the cases are
scarcely distributed in the articles on information and knowledge and games or
exercises (2 cases) and in an article on notes from the editor, news and products
51
reports (1 case). In other words, 30.65% of the comics, 47.37% of the inputs from
children readers, 3.64% of the articles on information and knowledge, 33.33% of
notes from the editor, 18.18% of the articles on games or exercises and 3.85% of
news and products reports have used Cantonese sentence structures in their writings.
It is quite understandable that comic writers who tend to use dialogue type of writing
use more Cantonese terms, phrases and even sentence structures in their writing.
However, the children writers themselves tend to use more Cantonese terms, phrases
and sentence structures in their writings (See Fig. 10). Out of the 21 pieces of
writing submitted by the children writer, 12 of them contain low variety of written
language and a total of 38 cases are recorded. Among the 38 cases, nearly half of
them are written in Cantonese structures.
However, these 38 cases are written by
four children only. In other words, less than 20% of the children writers tend to use
Cantonese terms, phrases and sentence structures in their writing.
.
In the following paragraphs, examples of different degrees of low language used
will be listed and discussed.
4.6.1 Rating 1 and 2 examples
Ratings 1 and 2 include those sentences where the low variety of languages
appears in lexical level only. These sentences contain one or more than one dialect
52
or foreign terms, or a dialect or foreign phrase. Most of cases in these categories
come from two types of writing, i.e. comics and articles on information and
knowledge.
(18) 那 同學
的確
惹 人 討厭 ， 是
抵
打
的!
naa5 tung4hok6 dik1kok3 je5 jau4 tou2jim3 si6 dai2 daa2 dik1
That classmate really
make man angry , is deserved beat PRT
That classmate is so annoying that he is deserved to be beaten.
(Whiz-kids Express Weekly, Oct, 2004.
Type of writing: Information and knowledge.
Rating: 1)
(19) 有
冇
想
過
用
成語
jau5 mou5
soeng2 gwo3 jung6
have not have think PFV use
你
自己
的
去
創作
一
個
sing4jyu5
heoi3 cong3zok3 jat1 go3
Chinese idiom to
create
one CL
故事﹖
nei1 zi6gei2 dik1 gu3si6
you oneself LW story
Have you ever thought about creating your own story by using Chinese idioms?
(City Children’s Weekly. Oct, 2004.
Type of writing: Comics
Rating: 2)
In examples (18) and (19), “dai2 daa2”(抵打 ought to be punished), “jau5
mou5”(有冇 Do you have?) and “soeng2 gwo3”(想過 think about) are colloquial
Cantonese terms.
The writers tend to write the whole sentence in Standard Written
Chinese with colloquial Cantonese terms inserted.
In example (18), “dai2”( 抵 ought) is a colloquial term, the meaning of
53
“dai2”(抵) is “to be deserved”. It should be “goi1 daa2”(該打 being deserved to
be beaten) instead of “dai2 daa2”(抵打 being deserved to be beaten) in Standard
Written Chinese.
In example (19), “mou5” (冇 do not have) is a colloquial term, which should be
“mut6 jau5 ”(沒有) in Standard Written Chinese.
Colloquial terms that should only be used in spoken Cantonese, also appear in
magazines:
(20) 這
幅
作品
實在
超
有
水準
啊﹗
ze2 fuk1 zok3ban2 sat6zoi6 ciu1 jau5 seoi2zeou2 aa3
This CL product really
super have standard
PRT
This is a high quality product!
(Beanie, Nov, 2004.
(21) 構
圖
gau3
tou4
composite picture
Type of writing: News or products reports Rating: 2)
超
酷
呢﹗
ciu1
huk6 ne1
super cool PRT
The composition of the picture is very good!
(Beanie, Nov, 2004.
Type of writing: News or products reports
“ciu1”(超 super) is a verb or an adjective originally.
Rating: 1)
In example (20) and (21),
“ciu1”(超) is used as an adverb of degree, the function and meaning of “ciu1”(超) is
same as “ciu1 kap1”(超級 super), but the word “kap1” (級) is omitted.
People
usually use “ciu1”(超) to show “very” or “super” in spoken Cantonese, for example
54
“ciu1 ging6”(超快 very fast) very fast and “ciu1 gou1”(超高 very high) means very
tall.
In example (14), “huk6”(酷 cool) is Taiwanese term, it is translated from a
English word “cool”.
“huk6”(酷) in Chinese means “brutal” or “strong”, but
“huk6”(酷) in here means “cool”.
Moreover, foreign terms are also easy to find in these magazines:
(22) 原來
寵物
jyun4loi4 cung2mat6
Originally pet
PIZZA
都
可以
吃
啊
dou1
also
ho2ji5 hek3 PIZZA aa3
can eat
pizza PRT
Pet can eat pizza!
(City Children’s Weekly, Oct, 2004. Type of writing: Information and knowledge
(23) 原來
周汶錡
姐姐
也
是
My Melody 的
Rating:1)
Fans，難
jyun4loi4 zau1man4kei4 ze4ze1 jaa5 si4 My Melody dik1 fans, naan4
Originally Kathy Chow
sister also is My Melody LW fans, difficult
怪
她
My Melody 攬枕
見
及
guaai3
taa1 gin3 My Melody laam5zam2 kap6
strange she see My Melody cushion and
立即
愛
不
釋
毛
公仔
後
mou4 gung1zai2 hau6
feather doll
after
手。
laap6 zik1 oi3 bay1 sik1 sau2.
absolutely love no leave hand.
Kathy Chow is My Melody’s fans.
Melody very much.
(Bu Bu G, Oct, 2004.
She loves the pillow and doll of My
Type of writing: News or products reports
Rating:2)
In examples (22) and (23), “Pizza” and “Fans” are English terms that people
always use in daily conversation.
“Pizza” and “Fans” can be substituted by Chinese
55
term “bok6 beng2”(薄餅 pizza) and “zi1 ci4 ze2”(支持者 fans) but English terms
are more common than the Chinese equivalents in Hong Kong.
Thus, people tend
to use those English terms rather than the Chinese ones.
Sometimes some foreign terms are too frequently or commonly used in daily
conversation in Hong Kong that these terms cannot be easily identified:
(24) 外星人
一 家
三
口，
包括
爸爸、
媽媽
Ngoi6sing1jan4 jat1 gaa1 saam1 hau2
baau1kut3 baa3baa1
ET
one family three mouth include
father
maa4maa1
mother
BB。
及
Kap6 BB
and
baby
The ET’s family includes father, mother and their baby.
(City Children’s Weekly, Feb, 2005.
(25) 爹哋
教
過
我
怎樣
Type of writing: News or products reports Ratng:1)
結
網，
我
絕
de1di4 gaau3 gwo3 ngo5 zam2joeng6 git3 mong5 ngo5 zyut6
daddy teach PFV
me
how
spin net
I
absolutely
不可以
失敗
bat1ho2ji5 sat1baai6
cannot
fail
Daddy has taught me how to spin a net, I can’t fail.
(Whiz-kids express, Mar 2005.
Type of writing: Comics
Rating:2)
In examples (24) and (25), these sentences are written in Standard Written
Chinese with mixed code.
“BB” is a borrowed spoken form originated from the
56
English word, “baby”. It is very common in Hong Kong spoken language.
In
example (25), “爹哋” (dei1 de4 father) is translated directly from the English word,
“daddy”. The high variety of daddy should be “baa4 baa1”(爸爸 father).
Unlike
BB, daddy has its written Cantonese forms such as “爹哋” or “爹地” or “爹 D” (dei1
de4 father).
It should be noted that “哋”, “地”, or “D” are the phonological
borrowings of the sound “di” in the word, “daddy”, while “爹” is actually the spoken
form of “baa4 baa1”(爸爸 father) or “fu6 can1” (父親 father) in ancient Chinese.
These cases can show the code-switching situation and how widely English is used in
the daily life in Hong Kong.
4.6.2 Rating 3 and 4 examples
Ratings 3 to 5 include those sentences where the low variety of language is not
limited to the lexical level but extends to the sentence structure level.
For Ratings 3
and 4, the sentences are partially or mainly written with obvious syntactical features
of dialect.
Most of cases in these categories are from two types of writing, i.e.
comics and information and knowledge.
(26) 瑤瑤
不小心
跌
了 落
大
水渠
，笑
死
我 們。
jiu4jiu4 bat1siusam1 dit3 liu5 lok6 daai6 seoi2keoi4 siu3 sei2 ngo5mun4
YoYo
careless
fall PFVdown big drain
laugh die I PL
As YoYo has fallen into a big drain, we can’t stop laughing at her.
(Beanie, Oct, 2004.
Type of writing: Information and knowledge Rating:3)
57
(27) 請
問
樂富
cing2 man6 lok6fu3
Please ask Lok Fu
哪兒
最 早 有
得 賣
Bu Bu 子?
naa5ji4 zeoi3 zou2 jau5 dak1 maai6 Bu Bu zi2?
where most early have get sell Bu Bu G?
May I ask at which location in Lok Fu the magazine Bu Bu G was first sold in
Lok Fu? Or
May I ask at which location in Lok Fu the magazine Bu Bu G can be purchased
at the earliest convenience when it will be released in Lok Fu?
(Bu Bu G, Oct, 2004.
Type of writing: Input from children readers
Rating:4)
In examples (26) and (27), parts of the sentences are written in spoken form.
In example (26), “dit3 liu5 lok6”(跌了落 fall into) is the spoken form of the SWC
phrase, “diu6 zeon3” (掉進 fall into). The syntactical pattern of “dit3 liu5 lok6”(跌
了落) is the same as the Cantonese pattern “dit3 zo2 lok6”(跌咗落) even though the
Cantonese character “zo2”(咗) is replaced by a SWC character “liu5”(了). Similarly,
the structure of “Siu3 sei2 ngo5 mun4” (笑死我們 can’t stop laughing) is also the
same as the spoken Cantonese phrase, “siu3 sei2 ngo5 dei6” (笑死我哋) which SWC
counterpart is “zan1 taai3 waat6 kai1 liu5” (真太滑稽了).
In example (27), the spoken form of the Cantonese clause, “lok6 fu3 naa5 ji4
zeoi3 zou2 jau5 dak1 maai6 Bu Bu zi2” (樂富哪兒最早有得賣 Bu Bu 子) is mixed
with the SWC phrase, “cing2 man6” (請問). It is also noted that the SWC term,
naa5 ji4 (哪兒 where) was used instead of the Cantonese equivalents,
where).
(邊度
This example is a very interesting case as the use of the Cantonese clause
leads to a state of ambiguity.
The sentence seems to have two meanings:
1) at
58
which location in Lok Fu the magazine Bu Bu G was first sold in Lok Fu, or 2) at
which location in Lok Fu the magazine Bu Bu G can be purchased at the earliest
convenience when it will be released in Lok Fu?
This ambiguity can be avoided if
the sentence has been written in SWC: 1) “Ceng2 man6 ze3 bun2 zaap6 zi3 zeoi3
co1 zoi6 lok6 fu3 naa5 ji4 ceot1 sau6 nei4”(請問這本雜誌最初在樂富哪兒出售呢?
May I know at which location in Lok Fu the magazine Bu Bu G was first sold in Lok
Fu?), or 2) “Ceng2 man6 zoi6 lok6 fu3 dik1 naa5 jat1 dim3 zi2 zeoi3 faai3 ceot1
sau6 ze3 bun2 zaap6 zi3 dik1 zeoi3 san1 jat1 kei4 nei4” (請問在樂富的哪一店子最
快出售這本雜誌的最新一期呢? May I know at which location in Lok Fu the
magazine Bu Bu G can be purchased at the earliest convenience when it will be
released in Lok Fu?)
4.6.3 Rating 5 examples
(28) 條
路
好
窄
喎﹗
tiu4 lou6 hou2 zaak3 wo3
CL road very narrow PRT
The road is very narrow!
(Beanie, Oct, 2004.
(29) 煮
豆
唔
Type of writing: Information and knowledge
落 鹽，
zyu2 dau2 ng4 lok6 jim4,
Cook bean not add salt
驚
佢
唔 夠
Rating:5)
甜。
ging1 keoi5 ng4 gau3
tim4.
afraid it not enough sweet.
59
飯
後
來
一 點，
食
完
唔
俾
錢。
faan6 hau6 loi4 jat1 dim2, sik6 jyun4 ng4 bei2 cin4.
Meal after come a little bit eat after not pay
money.
Don’t add salt when cooking bean soup lest it will not be sweet enough. Taste
some soup after the meal. And don’t settle the bill!
(Beanie, Oct, 2004.
Type of writing: Comics
Rating:5)
In the examples (28) and (29), most of the sentences are written completely in
spoken Cantonese.
In SWC, example (28) should be written as “Ze3 jat1 tiu4 lou6
han2 haap6 zaak3 nei4” (這一條路很狹窄呢! The road is very narrow.)
In
example (29), the first two and the last sentences of the poem are written in Spoken
Cantonese, while the third sentence is written in Classic Chinese.
In SWC, the
sentences should be written as “zyu2 dau2 tong1 dik1 si4 hau6 bat1 jiu3 haa6 jim4,
min5 dak1 taa1 bin3 dak1 mut6 tim4 mei6, caan1 hau6 ho2 ji5 ban2 soeng4 jat1 se1,
daan6 gan2 gei3 bat1 bit1 fu6 cin4 ” (煮豆湯的時候不要下鹽，免得它變得沒甜
味，餐後可以品嚐一些，但緊記不必付錢。Don’t add salt when cooking bean soup
lest it will not be sweet enough.
Taste some soup after the meal.
And don’t settle
the bill!) The combination of Spoken Cantonese and Classic Chinese is a common
phenomenon in the post war period in Hong Kong, especially in the genre “saam kap
dai” during 1940-1960s (Snow, 2004).
60
4.7 Pragmatic functions of low language used
4.7.1 Expression of emphasis
The use of low language serves for a number of pragmatic functions. In the
cases found in the children’s magazines, some of them employ dialect terms or
colloquial terms to express an emphasis to what is being said.
For example, in
Example (20), the colloquial term, “ciu1” (超 super), is used to show an emphasis to
the quality of the product.
Actually, even if “ciu1” is not used, the sentence, “ze2
fuk1 zok3 ban2 sat6 zoi6 jau5 seoi2 zeou2 aa3” (這幅作品實在有水準啊 This is a
high quality product!) can still deliver an affirmation of the quality of the product.
Adding the Cantonese colloquial adverb of degree, “ciu1” (超 super), the quality of
the product is described vividly as a superb creation.
4.7.2 Principle of Economy
Some cases of low language used show that the dialect or colloquial terms are
employed for the principle of economy. In other words, employing a dialect or
colloquial term can save a bunch of words.
For example, in Example (9), the writer
choose the colloquial term “daai6 saai3”(大晒 have all the privileges ) instead of
the similar SWC expression, “nei3 mun4 dou1 jiu3 cyun4 ting1 ngo5 dik1 zi2 zi6”
(你們都要全聽我的指示 I have all the privileges and hence all of you should listen
61
to my command.)
4.7.3 Sense of Humour
For most of us, one of the main purposes for reading magazines is for leisure.
Readers usually feel more relax and comfortable if the ideas are expressed in a more
straight-forward and familiar way such as the use of the spoken form of language and
dialect terms, which are so common in their daily life.
Thus, some writers tended to
use spoken Cantonese in children magazines. It may help to express an idea in a
funny way or make the writing be funnier, in order to increase the local flavor of the
articles and increase local readers’ interest in reading (Shi, 2000).
The examples of
this function include Example (7) “fei4 si1 daai6 zek3”(肥屍大隻 fat and big) and
Example (13) “faat3 gai1 maag4”(發雞盲
blind).
In Example (30), a poem originally written by an ancient poet Cao Zhi (曹植) is
paraphrased. The writer adapted some of the content (the first two words actually)
and the genre. Then it is revised to express a new meaning in a funny way.
The use
of spoken Cantonese in “zyu2 dau2 ng4 lok6 jim4, ging1 keoi5 ng4 gau3 tim4. faan6
hau6 loi4 jat1 dim2, sik6 jyun4 ng4 bei2 cin4.” (煮豆唔落鹽，驚佢唔夠甜。飯後來
一點，食完唔俾錢。 Don’t add salt when cooking bean soup lest it will not be sweet
enough.
Taste some soup after the meal. And don’t settle the bill! ) generates a
62
sense of humour for local Cantonese readers who have some background knowledge
about the poems created by Cao Zhi (曹植).
Funny effect can also appear in sentences which are mixed with foreign terms.
In example (16) “DIY cong3 ji3 mun5 FUN” (DIY 創意滿 FUN, to do it yourself is a
creative work full of fun.), the sound of “Fun” is the same as “fan1”(分 mark) in
Chinese phonologically.
same time.
It can express 2 meanings (“funny” and “mark”) at the
In this case, “Fun” was used to replace the Chinese one in order to
create a funny but meaningful atmosphere.
4.7.4 Principle of convenience in reading and writing
To some extent, the use of foreign term (especially English) can increase the
readability of the article.
In some cases, foreign terms are preferred because they
are more convenient in writing and more common in daily communication than their
Chinese equivalents.
economy.
The use of foreign terms can also fulfill the principle of
The English expression may be preferred because it is shorter and thus
requires less linguistic effort compared with its Chinese/ Cantonese equivalents.
For example, in Example (1), “click” instead of “dim2 gik1” (點擊 click) is used, as
the English expression is very common in the everyday computer language in Hong
Kong while “dim2 gik1” (點擊 click) is the Chinese translation more commonly
63
appeared in Mainland China.
translation is bi-syllabic.
The English word is monosyllabic, while the Chinese
In addition, “click” is composed of five letters only, while
the glyph composition of the Chinese characters “dim2 gik1” (點擊 click) is much
more complicated, containing 34 strokes.
Similarly in Example (2), “E-mail” instead of “din6 jau4” (電郵 e-mail) is used,
as the English expression is much more common in daily use.
It is also noted that
“din6 jau4” (電郵 e-mail) is a contracted form of “din6 zi2 jau4 gin6” (電子郵件
e-mail).
And based on the principle of economy, even the English phrase, “e-mail
address”, which should be used according to the semantic context of the example, is
also reduced to “e-mail”.
Hence, it is quite comprehensible that the writer has not
chosen to use the Chinese translation, “din6 zi2 jau4 gin6 dei6 zi2” (電子郵件地址
e-mail address), which is much lengthy.
4.7.5 Sense of Caring by using tones in Parent-Child Talks
Some of the cases of low language used in the Children’s magazines may reflect
the choice of a motherly tone and childlike terms in parent-child talks which creates
a sense of caring in the writing.
(30) 有
些
人
問
我 ，已經 「大
個 仔」， 再
伸
大
jau5 se1 jan4 man6 ngo5, ji5ging1 daai6 go3 zai2 , zoi3 san1 daai6
have some people ask me, already big CL son
again extend big
64
手板
問
人
取
利 是， 是 否
很
「醜
死 怪」﹖
sau2baan2 man6 jan4 ceoi2 lei6 si6, si6 fau2 han2 cau2 sei2 gwaai3
palm
ask people get profit is , is not very ugly die monster
Someone asked me whether I feel shameful for demanding a “red packet”, as I
am no longer a small child.
(City Children’s Weekly, Feb 2005.
Topic: Notes from the editor. )
In Example (30), the dialect terms, “daai6 go3 zai2” (大個仔 an older child) and
“cau2 sei2 gwaai3” (醜死怪 shameful), are usually used in the conversions between
parents and their young children.
It is not uncommon to hear a young mother scold
a five years old boy for wetting the bed by saying, “nei5 gam3 daai6 go3 zai2 zung6
laai3 niu6, cau2 sei2 gwaai3” (你咁大個仔仲賴尿，醜死怪！You are not a small
kid now.
How come you still wet the bed?
Are you shameful?)
These two
dialect childlike terms can cause some negative emotions, if they are used so
straight-forward in a scolding manner.
However, in Example (30), the sentences
are said by an unmarried adult to himself describing the embarrassing situation when
he asks for a red packet during the Chinese New Year.
Unlike bedwetting,
receiving a red packet is a privilege of an unmarried person, no matter how old he or
she is.
Thus, employing those dialect childlike terms usually used in parent-child
talks may relieve the writer from the embarrassment and help him or her save one’s
face.
On the other hand, if the writer choose to substitute the dialect terms with
65
proper SWC equivalents such as “nin4 gei2 bat1 siu2 liu5”(年紀不小了 not a young
child anymore) and “zan1 diu6 lim5”(真掉臉 so shameful), then on the contrary to
the caring effect of using dialect terms, the sense of reproach is signaled.
4.7.6 Expression of moods
The use of spoken features can also help express the mood and the feelings of
the writer. In Example (17), a submission by a young reader to the magazine,
Whiz-kids Express Weekly, the use of “zo2”(咗) and “wo3”(喎) in “d sing4 zik1 caa1
zo2, d lou5 si1 (dak6 bit6 hai6 baan1 zyu2 jam6) pei4 hei3 jau6 caa1 wo3” (d 成績
差咗，d 老師 (特別係班主任) 脾氣又差喎！My academic result is worse than
before.
Teachers, especially my class master, always lose their temper.)
These
sentence-final particles, which are commonly found in spoken Cantonese, can help
express the sense of helplessness of the children writer. On the other hand, the
mood will be lessen, if not lost, if the sentences are written in SWC.
The SWC
phrases “sing4 zik1 caa1 liu5” (成績差了 My academic result is worse than before.)
and “pei4 hei3 jau6 caa1 liu5” (脾氣差了 Always lose their temper.) are not able to
convey the mood of helplessness.
In short, the expression of emphasis, the principle of economy, the sense of
humour, the principle of convenience, the sense of caring and the expression of
66
moods may be the pragmatic functions for what low languages are used in the
children’s magazines.
4.8 Mechanisms used to differentiate language varieties
In order to differentiate the language varieties, different mechanisms are
employed by different editors of the children’s magazines selected in this study.
Some editors tend to use the mechanism of punctuation marks in identifying the
dialect and foreign terms.
Open quotation mark and close quotation mark (i.e. “ ”
or 「」) are added in order to indicate the use of low language.
(31) 不過
專欄
「縮
水」， 是 為
了
For example:
在
有限
bat1gwo1 zyun1laan4 suk1
seoi2, si6 wai6
liu5 zoi6 jau5haan6
However column
decrease water is
because PFV in limit
的
篇
幅
裡， 放
進
更多
的
專欄。
dik1 pin1 fuk1 leoi5, fong3 zeon3 gang3do1 dik1 zyun1laan4
LW chapter CL inside, put
into
more
LW column
There is a decreasing in the length of each column because we have to
maximize the number of columns in the limited space in this magazine.
(Cotton Tree, Oct, 2004. Type of writing: Notes from the editor)
In this example, editors of Cotton Tree, a magazine for children’s literature, use
quotation marks to indicate the colloquial term “suk1 seoi2” (縮水 decreasing in
size). The original meaning of “suk1 seoi2” means clothes shrink in size after
67
washing.
This colloquial term is often borrowed to describe the decrease in size of
different substances or matters such as the actual area of a flat in comparison to its
construction area, the wages, the portion of food served in a restaurant. And in this
example, the length of different columns “suk1 seoi2” (縮水 decrease) in order to
maximize the number and variety of columns in the magazine.
Other magazines may adopt a similar mechanism of punctuation marks in
differentiating low language variety. However, the use of quotation marks in a
piece of writing may not necessarily be constant. In example (30), quotation marks
are used to indicate the dialect terms “daai6 go3 zai2” (大個仔 a boy who has
grown up) and “cau2 sei2 gwaai3” (醜死怪 be shameful).
However, “san1 daai6
sau2 baan2” (伸大手板 to extend the big palm), which is also a colloquial term, are
not put in
quotation marks.
The inconsistent use of the differentiation mechanism
may lead to the confusion of the features of SWC and written Cantonese, and hence
will diminish children’s capability in distinguishing the dialect terms and sentence
structures from the commonly used SWC.
Moreover, quotation marks are seldom used in highlighting the foreign terms.
Perhaps foreign terms can be identified so obviously and hence there is no need in
offering a differentiation mechanism.
Besides, it may also possibly illustrate that
68
the use of foreign terms in Chinese reading materials is more acceptable by local
people.
Other than using quotation marks, editors of the children’s magazines may use
other mechanisms to differentiate the language variety.
Editors of magazines such
as Bu Bu G and Cotton Tree usually correct and revise the articles submitted by their
children readers before publishing them.
Editors may change the words or phrases
which are in written Cantonese to SWC (See Table 4 and Figure 13).
Table 4: Examples of written Cantonese used by children writers and corrections
made by editors
Word choice of young writers
樂富哪兒最早有得賣 Bu Bu 子
May I ask at which location in Lok Fu
the magazine Bu Bu G was first sold in
Lok Fu?
Corrections made by editors
樂富哪兒最早可以買到 Bu Bu 子
May I ask at which location in Lok Fu
can I buy the magazine Bu Bu G at the
earliest convenience?
¾ 有得賣 “jau5 dak1 maai6” (being
¾ 可 以 買 到 “ho2 ji5 maai5 dou2”
sold)
(can buy)
Bu Bu G, Oct, 2004.
你們係甚麼星座﹖
What horoscope are you?
你們是甚麼星座﹖
What horoscope are you?
¾ 係“hai6” (be)
¾ 是 “si6” (be)
Whiz-kids express Weekly, Mar 2005.
69
Figure 13: Examples of corrections made by editors
Corrections are usually made at the lexical level only. Cotton Tree is the only
magazine trying to correct the errors in the children readers’ articles at sentence level.
Moreover, one of the article in this magazine, 奧雲週記 (Owen’s dairy), aims at
teaching children how to distinguish standard written Chinese and written Cantonese.
Cases stated in this article are very useful for children to learn how to differentiate
written Cantonese and standard written Chinese (see Table 5).
Table 5: Cases stated in Owen’s daily
Cantonese
衰 “seoi1”(bad)
夾份 “gaap3 fan2” (together)
擦膠 “caat3 gaau1” (rubber)
Standard written Chinese
壞 “waai6”
聯手 “lyun4 sau2”
橡皮 “zoeng6 pei4”
70
5
Conclusion
5.1 Summary of the findings
Analyzing the levels of writing styles in different areas of the 20 issues of the
magazines for children included in this study and also rating the degree of low
language used in the 201 cases using low language collected from these magazines, it
is found that there is an obvious difference in how much low language is used and
also how low language is used among the ten magazines for children included in this
study.
It is also found that there is a difference in how low language is handled and
what mechanisms are used to help readers differentiate language varieties among
these magazines.
This may indicate that there is a difference in the attitude of the
editors towards the use of low language variety and hence a difference in language
policy in these magazines.
Whiz-kids Express Monthly, Sundae Monthly and Cotton Tree are mainly written
in SWC.
Nearly no low language is found.
Just one or two cases are found in the
24, 26 and 56 pieces of writings in Whiz-kids Express Monthly, Sundae Monthly and
Cotton Tree respectively. Contrarily, more than 20% of the total pieces of writings
in Beanie (47.62%), City Children’s Weekly (32.35%), Bu Bu G (28%), Whiz-kids
Express Weekly (25.61%) and Yellow Bus (24.39%) have the traces of low language
used.
And more than half of the 201 cases using low language are found in
71
Whiz-kids Express Weekly (56 cases) and Beanie (49 cases), while City Children’s
Weekly (24 cases), Bu Bu G (23 cases) and Yellow Bus (21 cases) contribute another
one-third of the total cases.
In short, there is quite a great difference in how much
low language is used among the ten magazines.
Although there are a number of cases using low language, the degree of low
language used is quite mild.
Three-fourth of the cases are rated as Ratings 1 to 3,
while most of the cases rated as Ratings 4 and 5 appear in comics and inputs from
children readers where a more relaxed writing style is expected in these types of
writing.
Moreover, some choices of low variety serve pragmatic functions in the
writings which in return will help the writers express their ideas in a more effective
and vivid way and hence increase the impact and sometimes the readability of the
articles.
Some magazines may employ some mechanisms to help their children readers
differentiate the language varieties used.
However, among those magazines in
which most cases of low language used are found, only a few of them, namely Bu Bu
G and City Children’s Weekly, have demonstrated the use of these mechanisms.
For Beanie and Whiz-kids Express Weekly, the low language features are closely
mingled in the writing. It is quite difficult to tell whether the writers or editors are
aware of the language varieties they are adopting.
72
5.2 Implications of the study
Giving the evidences of low language used in these magazines, especially the
obvious dialect and code-mixing features in the inputs from the children readers,
some educators or language teachers may jump into conclusions that the language
competence, especially the writing skills, of the younger generation is at risk and will
be endangered by the frequent use of dialect in their reading materials. They tend
to assume that there is only ONE correct and acceptable written form of Chinese
national language, the Standard Written Chinese.
This assumption may be in the
spirit of the language policy of the Chinese government.
However, according to the
Bill on National Common Language and Characters (國家通用語言文字法) (cited
in Li, X.J. and J.C. Fei (2001),, there are only clear and detailed regulations on the
standardized form of Chinese simplified characters and words, the standardized use
of punctuation marks and numerals, the standardized phonological system of
Putonghua, and the standardized Romantization of Chinese Language. There is still
no standardized syntactic rule of SWC.
On the other hand, the Bill on National
Common Language and Characters (2000) stated Chinese citizens do not have the
duty to use the common Chinese language (SWC and Putonghua) in every occasion.
The status of dialects is also recognized and the use of dialects is also respected (Bill
on National Common Language and Characters, 2000).
73
On the contrary, there is an increase in studying of the different dialects in
China, as the linguistic, social and historical values of dialects are recognized by
more researchers and linguists (Cai, 1991; Ding, 2003; He, 2001; Huang, 2001; Li
and Fei, 2001; Tang, 2003; Qian, 2002; Wang, 2004; Xing, 2002; Xu, Wang, and Liu,
1996; Zhan, 1991; Zhan, 2003; and Zhou, 1993 ).
written form of Chinese.
After all, SWC is quite a young
It was proposed by a number of academics in the
movement of “To write what is spoken” in the early twentieth century to replace
written form of Classic Chinese (文言文), which was totally different from the
spoken language, Mandarin, a dialect in northern China. Before that, although most
of Chinese literature were mainly in Classic Chinese, there is a number of literature
flourished by employing various written dialects in their writings, including the four
most famous Chinese novels, namely The Dream of the Red Chamber (紅樓夢),
Marches forced to join the Liangshan Mountain Rebels (水滸傳), The Journey to the
West (西遊記) and The Romance of the Three Kingdoms (三國演義).
For
Cantonese, Yue ou (粵謳 The Cantonese love songs), for example, was written in by
Zhao, Ziyong (招子庸) in 1816, nearly a century before the birth of SWC. Thus, it
may not be appropriate to simplify a linguistic issue by condemning written
Cantonese as a sub-standard or grammatically wrong written form of Chinese and
prohibiting the use of written Cantonese in writing.
Additionally, it is also unwise
74
to neglect the lexical and syntactic differences between SWC which is the common
language of China, and Cantonese which is a regional dialect.
And it is also
reasonable for the dialect speakers to learn how to write in SWC in order to
communicate with the non-dialect speakers in the same country, while it is
comprehensible for dialect users to communicate among themselves in dialect terms
or structures or to adopt dialect terms or structures deliberately in their writing for
specific purposes.
5.3 Recommendations for language educators, writers and publishers
According to the objective of “reading to learn” proposed by Education and
Manpower Bureau of HKSAR, children magazines are expected to improve students’
language proficiency, SWC in specific.
It would be better if publishers can
minimize the use of low variety of language in their magazines.
However, the use
of low variety of language still can be accepted in some occasions, such as in comics.
Besides, low languages with pragmatic functions in order to reach some objectives
can also be accepted. It would be even better, if the editors can employ some
obvious mechanisms to help their readers to identify the dialect terms and structures
used.
Generally speaking, the low variety of written Cantonese or code-mixing is not
75
accepted by school teachers and language educators in formal education. However,
written Cantonese does exist.
And school teachers and language educators cannot
avoid their students to learn it from other sources. Therefore, teachers and language
educators may need to change their mindset.
Instead of condemning their students
for writing in the same way of how they (including the teachers and language
educators themselves) speak, teachers and language educators can help their students
understand the characteristics and history of their spoken and written language,
including the national common language and dialects.
They need to admit that
using dialect term or structure in writing is not a crime, which is not illegal according
to the Bill on National Common Language and Characters (2000). Furthermore,
they should admit that dialect terms and structures have always been employed in
Chinese literature and even literatures in other languages and that it is not uncommon
for people to use their spoken dialects in daily writing.
On the other hand, it would be better if teachers and language educators can
teach their students how to differentiate the lexical and syntactic forms of written
Cantonese and SWC.
Children’s magazines are good materials for teaching how to
differentiate language varieties.
Cases can be used to illustrate the differences
between SWC and written Cantonese.
Moreover, it is useful for teachers to explain
when and how dialects should be used in their writings, that is, what language variety
76
should be used in what types of writing.
5.4 Limitation of the study and needs for further study
The study of low language used is limited to the ten selected magazines for
children in Hong Kong.
Only two issues of each magazine are included.
It is not
able to give a conclusive description of how low language is used in each magazine.
A large sample of magazines may be needed if one wants to decide the severity of
low language used in these magazines.
Moreover, this study has not given a
thorough analysis of the low language used in magazines for different age groups or
magazines with specific purposes.
Thus, if the phenomena of written Cantonese
used in published materials will be studied, one needs to include different kinds of
magazines too.
In analyzing the levels of writing styles and rating the degree of low language
used, one can have a more objective way to describe how much written Cantonese is
employed in writing. More studies are needed in order to establish a more reliable
system of analysis.
Besides, the list of pragmatic functions of low language used
may be expanded, if more studies will be carried out in analyzing the use of low
language in magazines and perhaps also in other types of publication such as novels,
newspaper or even textbooks.
77
References
Adamson, B. and W.A. Lai (1997). ‘Language and the Curriculum in Hong Kong:
Dilemmas of Triglossia’. Comparative Education 33: 233-246.
Arokianathan, S. (1988). Language use in mass media. New Delhi: Creative
Publishers.
Bao, R. S. and Q. L. Mo (2003). 香港成人漫畫的書面粵語慣例 Xianggang Cheng
Ren Man Hua Shu mian Yueyu Guan Li (Example of written Chinese on
the comic books for adult in Hong Kong). In B. H. Zhan (Ed.). 第八屆國
際粵方言研討會論文集 Di Ba Jie Guo Ji Yue Fang Yan Yan Tao Hui
Lun Wen Ji (Collection of the 8th International conference on Cantonese
dialects). Beijing: Zhongguo she hui ke xue chu ban she, pp. 622-631.
Bauer, R (1988). ‘Written Cantonese of Hong Kong’. Cahiers de linguistique asie
orientale ,17: 245-293.
Britto, F. (1986). Diglossia: a study of the theory with application to Tamil.
Washington, D.C.: Georgetown University Press.
Bruche-Schulz, G. (1997). ‘Fuzzy Chinese: The status of Cantonese in Hong Kong’.
Journal of Pragmatics 27: 295-314.
Cai, Junming (1991). 潮洲方言詞匯普通話對照 Chaozhou fang yan ci hui: pu tong
hua dui zhao (Chao Zhou lexicon: Contrast to Putonghua). Hong Kong:
Wu Duotai Zhongguo yu wen yan jiu zhong xin, Zhongguo wen hua yan
78
jiu suo, Xianggang Zhong wen da xue.
Chen, Y.H. (1996). 粵方言與香港中文書面語的詞彙 Yue Fangyan yu Xianggang
Zhongwen Shumianyu de Cihui (Yue dialect and lexicon of Hong Kong
written Chinese). In yi jiu jiu qi yu Xianggang Zhongguo yu wen yan
tao hui lun wen ji bian ji wei yuan hui. (Ed.) 一九九七與香港中國語文
硏討會論文集 Yi jiu jiu qi yu Xianggang Zhongguo Yuwen Yantaohui
Lunwenji (Proceedings for the conference on 1997 issue and Chinese
language in Hong Kong). Xianggang : Xianggang Zhongguo Yuwen
Xuehui, pp. 142-146..
Coulmas, F. (1997). The handbook of sociolinguistics. Oxford: Blackwell Publishers.
Curriculum Development Council (2002). Basic Education Curriculum Guide:
Building on Strengths (Primary 1 to Secondary 3). Hong Kong:
Curriculum Development Council.
Ding, B.X (2003). 一百年前的蘇洲話 Yi bai nian qian de su zhou hua (The Su
Zhou dialect at the beginning of the twentieth century). Shanghai:
Shanghai jiao yu chu ban she.
Ferguson, C.A. (1996). Sociolinguistic perspectives: papers on language in society,
1959-1994. New York: Oxford University Press.
Fishman, J.A. (1970). Sociolinguistics: A brief Introduction. Massachusetts:
79
Newbury House Publishers.
Giglioli, P.P. (1972). Language and social context: selected readings.
London:
Penguin.
He, D.S. (2003). 漢語方言地理學 Han yu fang yan di li xue (Geography of Chinese
dialect). Shanghai: Shanghai jiao yu chu ban she.
Holmes, J. (1992). An Introduction to sociolinguistics. London: Longman.
Hou J.Y. (1996). ‘試論九七後普通話在香港的地位’ Shilun jiu qi hou Putonghua
Zai Xianggang de Diwei (The status of Putonghua in Hong Kong after
1997). 中國語文 Zhongguo yu wen (Chinese Language). Beijing: Ren
min jiao yu chu ban she 251:131-134.
Huang, B.R. (2001). 漢語方言語法調查手冊 Han yu fang yan yu fa diao cha shou
ce (A handbook for investigation on Chinese dialectal grammar).
Guangdong: Guangdong ren min chu ban she.
Krishnamurti. B. (1986). South Asian Language: Structure, Convergence and
Diglossia. Delhi: Motilal Banarsidass.
Li X.K. (1994). 廣 東 的 方 言 Guangdong de fang yan (Guangdong dialect).
Guangzhou: Guangdong ren min chu ban she.
Li, C.S. (1999). ‘The functions and status of English in Hong Kong’. English
World-Wide 20: 67-110.
80
Li, C.S. (2000). ‘Cantonese-English code-switching research in Hong Kong: a Y2K
review’. World Englishes 19: 305-322.
Li, J. S., Y. Z. Chen and Y. J. Xie (2000). 港式中文以粵語詞入文評議 Gangshi
Zhongwen yi Yueyu ci ru wen pingyi (Discussion on the use of Hong
Kong Cantonese in writing). In J. S. Li (Ed.), 香港語文教學策略
Xianggang yu wen jiao xue ce lüe (Language teaching strategies in Hong
Kong). Nanjing: Nanjing shi fan da xue chu ban she, pp.32-46.
Li, J.S. (2000). 普 通 話 、 粵 語 、 教 學 語 言 Putonghua, Yueyu, Jiao Xue
YuYan(Putonghua,Chinese and Medium of Instruction). In J. S. Li (Ed.).
香港語文教學策略 Xianggang yu wen jiao xue ce lüe (Language
teaching strategies in Hong Kong). Nanjing: Nanjing shi fan da xue chu
ban she, pp.25-31..
Li, Jiashu and Y. Z. Xie (1994). 漢語的特性和運用 Hanyu De Te Xing He Yun
Yong (The characteristics and use of Chinese language). Xianggang:
Xianggang da xue chu ban she.
Li, R.L. (2001). 漢語方言的比較硏究 Han yu fang yan de bi jiao yan jiu (An
research and comparison on Chinese dialect). Beijing: Shang wu yin shu
guan.
Li, W. (2000). The bilingualism reader.
London: Routledge.
81
Li, X.J. and J.C. Fei (2001). 語言文字規範使用指南 Yuyan wenzi guifan shi yong
zhi nan
(User guide of languages and words standard). Shanghai:
Shanghai ci shu chu ban she.
Lu, D.H., Y. Huang, X.Z. Yu (1998). ‘試論香港報紙新聞報道的語言問題’ Shilun
Xianggang bauzhi Xinwen Baodao de Yuyan Wenti (Discussion on the
language problem in the news report in Hong Kong newspaper). 中國語
文 Zhongguo yu wen (Chinese Language) 262:48-55.
Luke, K.K. (1998). Why two languages might be better than one: Motivations of
language mixing in Hong Kong. In M. Pennington (Ed.). Language in
Hong Kong at Century’s End. Hong Kong: Hong Kong University Press,
pp.145-160.
Luke, K.K. and J.C. Richards (1982). ‘English in Hong Kong: Functions and status’.
English World-Wide 3: 47-64.
Matthews, S. and V. Yip (1994). Cantonese: A comprehensive grammar. London;
New York: Routledge.
Paulston, C.B. and G.R. Trucker (2003). Sociolinguistics: The Essential Readings.
UK: Blackwell Publishing Ltd.
Pennington, M.C. (1998). ‘Colonialism's Aftermath in Asia: A Snapshot View of
Bilingualism in Hong Kong’. Hong Kong Journal of Applied Linguistics 3:
82
1-16.
Platt, J. T. (1977). ‘A model for polyglossia and multilingualism (with special
reference to Singapore and Malaysia)’. Language in Society 6: 362-78.
Qian, Z.Y. (2002). 漢語方言研究的方法與實踐 Han yu fang yan yan jiu de fang fa
yu shi jian (The research method and practice theory of Chinese dialect ).
Beijing: Shang wu yin shu guan.
Romaine, S. (2000). Language in society: an introduction to sociolinguistics. Oxford:
Oxford University Press.
Shao, J.M. (1996). 香港報紙用語的層次等級及其對策 Xianggang bauzhi Yongyu
de Cengci DengJi Ji Qi Duice (Level of language use in Hong Kong
newspaper and policy on it). In yi jiu jiu qi yu Xianggang Zhongguo yu
wen yan tao hui lun wen ji bian ji wei yuan hui. (Ed.), 一九九七與香港
中國語文硏討會論文集 Yi jiu jiu qi yu Xianggang Zhongguo yu wen
yan tao hui lun wen ji (Proceedings for the conference on 1997 issue and
Chinese language in Hong Kong). Xianggang : Xianggang Zhongguo yu
wen xue hui, pp. 204-212.
Snow, D. (2004). Cantonese as written language: the growth of a written Chinese
vernacular. Hong Kong: Hong Kong University Press.
Su J.Z. (2003). ‘香港中文報刊語言變異研究’ Xianggang Zhong wen Baokan
83
Yuyan Bianyi Yanjiu (An research on the change of language used in
Chinese newspaper in Hong Kong). 中國語言學報 Zhongguo Yuyan
Xuebao (The journal of the Linguistic Society of China) 134:134-146.
Tang, S.W. (2003). 漢語方言語法的參數理論 Han yu fang yan yu fa de can shu li
lun (A parametric theory of Chinese dialectal grammar). Beijing: Beijing
da xue chu ban she.
Wang, J. G. (2003). 香港粵語新詞的諸種形式 Xianggang Yueyu Xin Ci Zhu
Zhong Xing Shi (Different types of Chinese new words in Hong Kong).
In B. H. Zhan (Ed.), 第八屆國際粵方言研討會論文集 Di Ba Jie Guo Ji
Yue Fang Yan Yan Tao Hui Lun Wen Ji (Collection of the 8th International
Conference on Cantonese Dialects). Beijing: Zhongguo she hui ke xue
chu ban she, pp. 466-477.
Wang, R.D. (2004). 漢語方言修辭學 Hanyu fangyan xiucixue (Rhetoric of Chinese
dialect). Shanghai: Xue lin chu ban she
Wen, R.Z. (2001). 廣州方言古語選釋(合訂本) Guangzhou fang yan gu yu xuan shi
(he ding ben) (Collection of Guangzhou dialect and ancient Chinese).
Aomen: Aomen ri bao chu ban she.
Wu, M.Y. (1996).
現代漢語規範化和香港方言 Xiandai Hanyu Guifanhua he
Xianggang FangYan (The standardization of modern Chinese and the
84
Hong Kong dialect). In yi jiu jiu qi yu Xianggang Zhongguo yu wen yan
tao hui lun wen ji bian ji wei yuan hui. (Ed.) 一九九七與香港中國語文
硏討會論文集 Yi jiu jiu qi yu Xianggang Zhongguo yu wen yan tao hui
lun wen ji (Proceedings for the conference on 1997 issue and Chinese
language in Hong Kong). Xianggang : Xianggang Zhongguo yu wen xue
hui, pp. 142-146..
Xing, X.D. (2002). 神木方言硏究 Shenmu fang yan yan jiu (An research on
Shenmu dialect). Beijing Shi: Zhonghua shu ju.
Xu, J.L., Wang, F.X. and Liu, R.Q. (1996). 中國語言學現狀與展望 Zhongguo yu
yan xue xian zhuang yu zhan wang (The status and prospect of linguistic
in China). Beijing: Wai yu jiao xue yu yan jiu chu ban she.
Xu, Z.R. (1990). ‘中學生作文的詞彙現象’ Zhong Xuesheng Zuo Wen de Cihui
Xianxiang (Use of lexical items on composition of secondary school
student). 語 文 建 設 通 訊 Yuwen Jianshe Tongxun (Language
development) 31:3-4.
Zhan, B.H.i (1991). 漢語方言及方言調查 Han yu fang yan ji fang yan diao cha
(Chinese dialect and dialect investigation). Wuhan: Hubei jiao yu.
Zhan, B.H. (1996). ‘對香港語言問題的幾點思考’ Dui Xianggang Yuyan Wenti de
Jidian Sikao (Discussion on language in Hong Kong).
中國語文
85
Zhongguo yu wen (Chinese Language) 251:121-124.
Zhan, B.H. (2002). 廣東粵方言概要 Guangdong Yue fang yan gai yao (An outline
of Yue dialects in Guangdong). Guangzhou: Ji nan da xue chu ban she.
Zhan, B.H. (2003). 漫步語壇的第三個腳印：漢語方言與語言應用論集 Manbu
yutan de disange jiaoyin : Hanyu fangyan yu yuyan yingyong lunji (The
third steps on language: Collection of Chinese diatlect and application of
language). Guangzhou: Ji nan da xue chu ban she.
Zhan, B.H. (2003). 第八屆國際粵方言研討會論文集 Di Ba Jie Guo Ji Yue Fang
Yan Yan Tao Hui Lun Wen Ji (Collection of the 8th International
Conference on Cantonese Dialects). Beijing: Zhongguo she hui ke xue
chu ban she.
Zhang, H.N. (1972). 香港粵語語法的研究 Xianggang Yueyu yufa de yanjiu
(Research on the grammar of Cantonese). Xianggang : Xianggang Zhong
wen da xue.
Zhou, Z.M. (1993).方言校箋 Fang Yan jiao jian (A handbook of dialect). Beijing:
Zhonghua shu ju.
86
Websites
Hong Kong Bible Society (2005). http://www.hkbs.org.hk
Shanghai Chuban (2005). http://www.book.sh.cn
The Family Planning Association of Hong Kong (2005). http://www.famplan.org.hk/
87
Appendices
Appendix 1. Types of writing and levels of writing style in the 20 issues of
magazines
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
1.18
1.19
1.20
Beanie 豆豆 (Oct,2004)
Beanie 豆豆 (Nov,2004)
Cotton Tree 木棉樹 (Oct, 2004)
Cotton Tree 木棉樹 (Jan, 2005)
Bu Bu G 砵砵子 (Oct, 2004)
Bu Bu G 砵砵子 (Feb, 2005)
Sundae Monthly 雪糕新地 (Oct, 2004)
Sundae Monthly 雪糕新地(Mar, 2005)
Whiz-kids Express monthly 兒童快報月刊 (Oct, 2004)
Whiz-kids Express monthly 兒童快報月刊 (Mar, 2005)
Net Kids 至 net 小人類 (Oct, 2004)
Net Kids 至 net 小人類 (Feb, 2005)
Yellow Bus 黃巴士 (Nov, 2004)
Yellow Bus 黃巴士 (Feb, 2005)
City Children’s Weekly 兒童週刊 (Oct, 2004)
City Children’s Weekly 兒童週刊 (Feb, 2005)
Robbi and friends 哈比開心樂園 (Feb, 2005)
Robbi and friends 哈比開心樂園 (Mar, 2005)
Whiz-kids Express Weekly 兒童快報 (Oct, 2004)
Whiz-kids Express Weekly 兒童快報 (Mar, 2005)
app-1
app-3
app-4
app-5
app-6
app-8
app-10
app-11
app-12
app-14
app-16
app-18
app-20
app-22
app-23
app-24
app-25
app-26
app-27
app-30
Appendix 2. Cases using low language in each magazine
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Beanie 豆豆
Cotton Tree 木棉樹
Bu Bu G 砵砵子
Sundae Monthly 雪糕新地
Whiz-kids Express monthly 兒童快報月刊
Net Kids 至 net 小人類
Yellow Bus 黃巴士
City Children’s Weekly 兒童週刊
Robbi and friends 哈比開心樂園
Whiz-kids Express Weekly 兒童快報
app-33
app-37
app-38
app-40
app-41
app-42
app-44
app-46
app-48
app-49
88
Appendix 1.1
Name of magazine: Beanie 豆豆
Date of publication: Oct, 2004
Types of writing
Piece of writing
1 豆豆目錄
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
*
Inputs from
children
Level 1
readers
Level 3
Level 4
*
2 豆豆荳品特區
*
*
3 豆書館
*
*
4 豆豆新知
*
5 豆豆荳品特區
*
*
6 豆頻道
*
*
7 香港自由行
*
*
*
8 點心家族
*
9 我的豆豆日記
*
*
*
10 時興豆
*
11 樂施小豆豆
*
*
12 雙貓 O 麥
*
*
13 豆豆工房
*
*
*
14 好書館
*
15 豆豆工房
*
16 豆豆地理雜誌
*
17 豆豆荳品特區
*
*
*
*
18 豆樂園
19 little dynamites
Level 2
*
*
*
*
*
app-1
(Cont’d) Appendix 1.1
Name of magazine: Beanie 豆豆
Date of publication: Oct, 2004
Types of writing
Piece of writing
20 肥皂劇場
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
Level 3
Level 4
*
21 豆頻道
*
*
22 時興豆
*
*
23 豆樂園
Level 2
*
*
app-2
Appendix 1.2
Name of magazine: Beanie 豆豆
Date of publication: Nov, 2004
Types of writing
Piece of writing
1 豆豆目錄
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
Level 2
*
*
3 豆豆新知
*
4 荳語一分鐘
*
*
5 豆頻道
*
*
6 香港自由行
*
*
*
7 點心家族
*
8 我的豆豆日記
*
*
*
9 時興豆
*
10 好書館
*
*
*
11 雙貓 O 麥
*
12 豆豆工房
*
*
13 樂施小豆豆
*
*
*
14 豆樂園
*
15 little dynamites
*
16 豆豆地理雜誌
*
18 時興豆
19 豆樂園
Level 4
*
2 豆豆荳品特區
17 肥皂劇場
Level 3
*
*
*
*
*
*
*
*
*
app-3
Appendix 1.3
Name of magazine: Cotton Tree 木棉樹
Date of publication: Oct, 2004
Types of writing
Piece of writing
1 跟你俏俏說句話
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
Level 3
Level 4
*
2 遇上年糕和包子
*
*
3 木棉道遊樂場頒獎台 1
*
4 怪獸總動員
*
*
5 奧雲週記
*
*
*
6 木棉道遊樂場
*
*
7 小怪西遊記
*
*
8 重新愛上安徒生
*
*
9 笑林寺
*
*
10 我是未來大作家
*
11 木棉道遊樂場頒獎台 2
*
*
*
12 屁股上的皮很癢呀
*
*
13 童詩
*
*
14 小詩人壁報
15 網中作樂
Level 2
*
*
*
*
app-4
Appendix 1.4
Name of magazine: Cotton Tree 木棉樹
Date of publication: Jan, 2005
Types of writing
Piece of writing
1 跟你俏俏說句話
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
*
*
3 童詩
*
*
4 木棉道遊樂場頒獎台 1
*
5 妖怪總動員
*
*
7 遇上年糕和包子
*
*
*
*
*
*
*
*
*
12 小詩人壁報
13 小畫家藝廊
*
*
10 我是未來大作家
11 小怪西遊記
Level 4
*
*
6 木棉道遊樂場
9 笑林寺
Level 3
*
2 PUPPY
8 漢字魔法箱
Level 2
*
*
*
*
app-5
Appendix 1.5
Name of magazine: Bu Bu G 砵砵子
Date of publication: Oct, 2004
Types of writing
Piece of writing
1 砵砵子話
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
*
3 封面主題
*
*
*
*
5 小眼睛看地球
*
*
6 開心校園
*
*
*
8 明日小精英
*
*
*
*
10 番茄劇場之顧己及人
*
*
*
11 大大個為什麼
*
*
12 名人故事
*
*
13 IT 仔教電腦
*
14 四格漫畫
Level 4
*
4 新聞筆記簿
9 卡通專題
Level 3
*
2 砵砵子辦公室
7 語文教室
Level 2
*
*
*
15 砵砵子人物逐個捉
*
*
16 漫畫教室
*
*
17 畫廊集
*
*
18 game 開心遊樂場
*
*
19 紛 page
*
*
app-6
(Cont’d) Appendix 1.5
Name of magazine: Bu Bu G 砵砵子
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
20 joke 笑話
23 小型故事
Level 2
Level 3
Level 4
*
*
*
*
*
*
*
24 童話童真
*
25 即影即有
26 連載故事
Inputs from
children
Level 1
readers
*
21 生活小百科
22 新鮮大發現
Games or
exercises
*
*
*
*
*
app-7
Appendix 1.6
Name of magazine: Bu Bu G 砵砵子
Date of publication: Feb, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
1 直擊報導
2 砵砵子話
levels of writing style
News or
products
reports
Games or
exercises
*
Inputs from
children
Level 1
readers
*
*
4 封面專題
*
*
5 新聞筆記簿
*
*
6 大大個為什麼﹖
*
*
7 開心校園
*
8 成語故事
*
*
*
*
*
10 四格漫畫
*
11 05 小精英
*
*
12 香蕉劇場
*
*
*
13 畫廊集
*
14 game 開心遊樂場
*
15 joke 謎藏
*
16 砵砵子辦公室
*
17 生活小百科
*
19 小型故事
Level 4
*
*
18 新鮮大發現
Level 3
*
3 直擊報導
9 語文教室
Level 2
*
*
*
*
*
*
*
*
*
app-8
(Cont’d) Appendix 1.6
Name of magazine: Bu Bu G 砵砵子
Date of publication: Feb, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
20 童話童真
21 名人故事
22 名譽顧問專訪
Inputs from
children
Level 1
readers
*
*
Level 2
Level 3
Level 4
*
*
*
*
23 哈 HA 相
24 連載故事
Games or
exercises
*
*
*
*
app-9
Appendix 1.7
Name of magazine: Sundae Monthly 雪糕新地
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
1 封面特寫
2 目錄
News or
products
reports
Inputs from
children
Level 1
readers
Level 3
Level 4
*
*
*
*
5 動物故事
*
*
*
*
*
7 多元智能遊戲冊
*
*
*
*
9 威威小王子
*
*
10 故事新地
*
*
11 中英對照故事
*
*
12 10 月星辰
Level 2
*
*
4 雪糕姊弟事件簿
8 娥姐講場
Games or
exercises
*
3 兒歌精選
6 奇趣動物園
levels of writing style
*
*
app-10
Appendix 1.8
Name of magazine: Sundae Monthly 雪糕新地
Date of publication: Mar, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
1 封面特寫
2 目錄
News or
products
reports
Inputs from
children
Level 1
readers
Level 3
Level 4
*
*
*
*
5 動物故事
*
*
*
*
*
7 多元智能遊戲冊
*
*
*
*
9 威威小王子
*
*
10 故事新地
*
*
11 中英對照故事
*
*
12 3 月星辰
Level 2
*
*
4 雪糕姊弟事件簿
8 娥姐講場
Games or
exercises
*
3 兒歌精選
6 奇趣動物園
levels of writing style
*
*
app-11
Appendix 1.9
Name of magazine: Whiz-kids Express monthly 兒童快報月刊
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
1 封面特寫
4 本月專題
Games or
exercises
Inputs from
children
Level 1
readers
*
*
*
*
*
*
*
*
8 中英對照小故事
*
*
9 世界童話
*
*
*
11 快仔與亞麼
*
*
12 讀書樂
*
*
23 game book
*
*
*
14 阿怪的宇宙
*
*
15 布加加合唱團
*
*
*
17 小畫家
*
*
18 小作家
19 IT 工作坊
Level 4
*
*
16 知多一點點
Level 3
*
7 伊索寓言
10 中國名勝
Level 2
*
*
5 偵探故事
6 節目巡禮
News or
products
reports
*
2 詩情寫意
3 編者的話
levels of writing style
*
*
*
*
*
app-12
(Cont’d ) Appendix 1.9
Name of magazine: Whiz-kids Express monthly 兒童快報月刊
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
20 心理測驗
21 舞蹈天地
Comics
levels of writing style
News or
products
reports
Games or
exercises
*
*
22 小笑話
Inputs from
children
Level 1
readers
Level 2
Level 3
Level 4
*
*
*
*
23 兒童性教育
*
*
24 名人小傳
*
*
25 放眼世界
*
*
26 娥姐講場
*
*
27 奇趣世界紀錄
*
*
28 寰宇科學
*
*
app-13
Appendix 1.10
Name of magazine: Whiz-kids Express monthly 兒童快報月刊
Date of publication: Mar, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
1 封面特寫
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
2 詩情寫意
3 編者的話
levels of writing style
*
Level 4
*
*
*
*
*
5 本月專題
*
*
6 知多一點點
*
*
7 中英對照小故事
*
*
8 哲學故事
*
*
9 安徒生童話
*
*
10 偵探故事
*
*
11 詩詞賞析
*
*
12 讀書樂
*
23 game book
*
*
*
14 阿怪的宇宙
*
*
15 布加加合唱團
*
*
*
17 小畫家
*
*
18 小作家
19 放眼世界
Level 3
*
4 節目巡禮
16 當年本月大事
Level 2
*
*
*
*
*
app-14
(Cont’d ) Appendix 1.10 Name of magazine: Whiz-kids Express monthly 兒童快報月刊
Date of publication: Mar, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
20 小笑話
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
*
21 心理測驗
Inputs from
children
Level 1
readers
Level 2
Level 3
Level 4
*
*
*
22 兒童性教育
*
*
23 中國歷史人物
*
*
24 中國名勝
*
*
25 IT 工作坊
*
*
26 娥姐講場
*
*
27 奇趣世界紀錄
*
*
28 寰宇科學
*
*
app-15
Appendix 1.11
Name of magazine: Net Kids 至 net 小人類
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
1 至 net 專輯
2 編者的話
3 香港自由行
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
*
*
*
*
*
*
*
6 心理測驗
*
*
*
*
8 貨探動物園
*
9 故事廣場
*
*
*
10 傻探學堂
*
*
11 至 net 親子書房
*
*
12 繽紛著數區
*
*
*
*
14 繽紛著數區
*
15 卡通派對
*
16 卜蔔趣味館
*
19 lego 生化戰士
*
*
*
17 嘰喳嘰喳魔法市
18 繪本童話
Level 4
*
5 腦力特訓場
23 圍棋教室
Level 3
*
4 IQ 速遞
7 漫遊小網站
Level 2
*
*
*
*
*
*
app-16
(Cont’d ) Appendix 1.11 Name of magazine: Net Kids 至 net 小人類
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
20 阿 lok 與小強
21 普通話特區
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
Level 3
Level 4
*
*
*
22 生活英語
*
23 superkammo
*
*
24 笑話王國
*
*
25 新成語故事
*
*
*
26 大小水母交談室
*
27 傻探學堂(真相大白篇)
28 讀者園地
Level 2
*
*
*
*
*
app-17
Appendix 1.12
Name of magazine: Net Kids 至 net 小人類
Date of publication: Feb, 2005
Types of writing
Piece of writing
Notes from
the editor
1 雞雞告訴你人日的故事
2 編者的話
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
*
*
*
*
*
5 心理測驗
*
*
6 漫遊小網站
*
*
7 香港自由行
*
*
8 貨探動物園
*
9 故事廣場
*
*
*
10 傻探學堂
*
*
*
*
12 卡通派對
*
*
13 繽紛著數區
*
*
*
*
15 嘰喳嘰喳魔法市
16 繪本童話
Level 4
*
4 腦力特訓場
14 卜蔔趣味館
Level 3
*
3 IQ 速遞
11 圍棋教室
Level 2
*
*
*
*
17 lego 生化戰士
*
*
18 阿 lok 與小強
*
*
19 新成語故事
*
*
app-18
(Cont’d ) Appendix 1.12 Name of magazine: Net Kids 至 net 小人類
Date of publication: Feb, 2005
Types of writing
Piece of writing
20 雙語教學
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
Level 3
Level 4
*
21 superkammo
*
*
22 笑餐飽
*
*
23 笑話王國
*
*
24 double C 編輯室
*
25 傻探學堂(真相大白篇)
26 讀者園地
Level 2
*
*
*
*
*
app-19
Appendix 1.13
Name of magazine: Yellow Bus 黃巴士
Date of publication: Nov, 2004
Types of writing
Piece of writing
Notes from
the editor
Interview
Information
Literature
reports of
and
and
famous
knowledge
language art
persons
1 在晴朗的一天小紅帽姑娘再出發
2 silly
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
*
*
5 這是甚麼?
*
*
*
6 西餐禮儀
*
7 麥太家裡科學
*
8 信不信
*
*
9 點點知識
*
*
10 麥兜十萬個為甚麼
*
*
11 狀元的故事
*
*
12 美麗的文字
*
*
23 麥仲肥濕濕碎碎生活考
*
14 麥 o 麥做麥 o 麥
*
*
*
*
*
15 香港很不同
*
*
16 我鄉下興
*
*
17 對與不對
*
18 創意練習簿
19 亮麗心靈
*
*
Level 4
*
*
4 黃巴士好書推介
Level 3
*
*
3 short and beautiful
Level 2
*
*
*
app-20
(Cont’d ) Appendix 1.13
Name of magazine: Yellow Bus 黃巴士
Date of publication: Nov, 2004
Types of writing
Piece of writing
20 click 一 click
Notes from
the editor
Interview
Information
Literature
reports of
and
and
famous
knowledge
language art
persons
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
Level 2
Level 3
Level 4
*
21 mind game
*
*
22 眼花花
*
*
app-21
Appendix 1.14
Name of magazine: Yellow Bus 黃巴士
Date of publication: Feb, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
1 一年容易又新春
2 silly
Games or
exercises
Inputs from
children
Level 1
readers
Level 2
*
*
*
4 黃巴士好書推介
*
*
5 這是甚麼﹖
Level 4
*
*
3 short & beautiful
Level 3
*
*
*
6 麥太家裡的科學
*
*
7 信不信﹖
*
*
8 click 一 click
*
*
9 紅白藍是香港精神﹖
*
*
10 香港很不同
*
*
11 黃巴士專題
*
12 我鄉下興
*
*
23 狀元的故事
*
*
14 美麗的文字
*
*
15 麥仲肥濕濕碎碎生活考
*
*
16 西餐禮儀
*
*
*
17 對與不對
*
18 創意練習簿
*
19 mind game
*
*
*
*
app-22
Appendix 1.15
Name of magazine: City Children’s Weekly 兒童週刊
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
1 手舞足動迎中秋
2 編輯室
levels of writing style
News or
products
reports
Level 3
Level 4
*
*
*
*
5 雙語廣播
*
*
7 元氣一族
*
*
8 夢想號
*
*
9 大城小豆腐
*
*
*
*
11 星際幹探
*
*
*
12 小手大作頁
*
23 成語 fit 一 fit
*
*
6 奇妙世界周報
*
*
14 秋季動畫獎門人
*
*
*
*
*
16 我的最愛流行榜
*
17 玩具特集送禮物
*
18 遊戲基地
Level 2
*
*
4 腦力大激鬥
15 數碼王子周記
Inputs from
children
Level 1
readers
*
3 校園 sms
10 名人 see 鄉
Games or
exercises
*
*
*
*
app-23
Appendix 1.16
Name of magazine: City Children’s Weekly 兒童週刊
Date of publication: Feb, 2005
Types of writing
Piece of writing
1 編輯室
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Inputs from
children
Level 1
readers
*
*
*
Level 3
Level 4
*
*
4 貼堂區
*
*
5 元氣一族
*
6 大城小豆腐
*
*
7 聰明的雞
*
*
8 十二壯士
*
*
9 成語 fit 一 fit
*
10 ahdog x funland
*
*
*
11 星際幹探
*
*
23 玩具特集送禮物
*
14 數碼王子周記
*
15 遊戲基地
*
*
*
12 兒動大百科
16 新年眾樂樂
Level 2
*
2 腦力大激鬥
3 奇妙世界周報
Games or
exercises
*
*
*
*
*
*
app-24
Appendix 1.17
Name of magazine: Robbi and friends 哈比開心樂園
Date of publication: Feb, 2005
Types of writing
Piece of writing
1 目錄
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
*
Inputs from
children
Level 1
readers
Level 2
Level 3
Level 4
*
2 哈比開心樂園 lu lu 大逃亡
*
3 童心集
*
*
4 反鬥森林
*
*
5 你做得到
*
*
*
6 名人環保語錄
*
*
7 環保樂
*
*
8 環保常識問答
*
*
9 娃娃看天下
*
*
10 認識祖國
*
*
11 極地物語
*
*
12 親子郊遊樂
*
*
23 智多星秘笈
*
*
14 每月一試
*
*
15 機械小工程
*
*
16 環保小心意
*
*
17 遊戲特區
*
*
app-25
Appendix 1.18
Name of magazine: Robbi and friends 哈比開心樂園
Date of publication: Mar, 2005
Types of writing
Piece of writing
1 目錄
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
*
Inputs from
children
Level 1
readers
Level 2
Level 3
Level 4
*
2 哈比開心樂園大口復活
*
3 童心集
*
*
4 反鬥森林
*
*
*
5 將幸福帶給他
*
*
6 校園小記者
*
*
7 你做得到
*
*
8 名人環保語錄
*
*
9 娃娃看天下
*
10 親子郊遊樂
*
*
11 極地物語
*
*
12 環保常識問題
*
*
23 環保樂
*
14 每月一試
*
*
*
*
15 機械小工程
*
*
16 環保小心意
*
*
17 遊戲特區
*
*
app-26
Appendix 1.19
Name of magazine: Whiz-kids Express Weekly 兒童快報
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
1 森林家族故事
2 contents
Interview
reports of
famous
persons
Literature
and
language art
Comics
Games or
exercises
Inputs from
children
Level 1
readers
Level 3
Level 4
*
*
*
*
*
*
*
6 活動睇真 d
*
7 漫畫特區
*
*
*
*
*
9 追上潮流
*
*
10 玩具樂園
*
*
11 新產品
*
*
12 漫畫特區
*
23 漫畫特區
*
14 漫畫特區
*
15 漫畫特區
*
16 disney time
Level 2
*
*
4 芭比之真假公主
8 兒童故事
News or
products
reports
*
3 優先場
5 寰宇風情
levels of writing style
*
*
*
*
*
*
17 disney time
*
*
18 漫畫特區
*
*
19 漫畫特區
*
*
app-27
(Cont’d ) Appendix 1.19
Name of magazine: Whiz-kids Express Weekly 兒童快報
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
20 漫畫特區
*
*
21 兒快編輯室
*
*
22 漫畫教室
*
23 漫畫教室
*
*
25 心理測驗
*
*
*
*
*
*
28 編輯室
*
*
29 創作園
*
*
30 笑話
*
*
31 考 IQ
*
32 親子遊戲冊
*
33 健康孩子天
*
*
*
*
34 活動睇真 d
*
35 健康錦囊
Level 4
*
24 小手工
27 小畫廊
Level 3
*
*
26 父子神探
Level 2
*
*
*
36 每週話題
*
*
37 英語教室
*
*
38 娥姐講場
*
*
app-28
(Cont’d ) Appendix 1.19
Name of magazine: Whiz-kids Express Weekly 兒童快報
Date of publication: Oct, 2004
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
39 一網打盡
*
40 科學新知
*
41 童真世界
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
Level 2
Level 3
Level 4
*
*
*
*
app-29
Appendix 1.20
Name of magazine: Whiz-kids Express Weekly 兒童快報
Date of publication: Mar, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
1 封面特寫
*
*
2 優先場
*
*
3 contents
4 熱門話題
*
*
Level 4
*
*
*
7 漫畫特區
*
*
*
*
8 新產品
*
9 追上潮流
*
10 兒童故事
Level 3
*
5 迪士尼好戲連場
6 保護維多利亞港，由小朋友做起
Level 2
*
*
*
*
11 漫畫特區
*
*
12 漫畫特區
*
*
23 漫畫特區
*
14 漫畫特區
*
*
15 漫畫特區
*
*
16 兒快編輯室
*
*
17 漫畫特區
*
*
18 漫畫特區
*
*
19 父子神探
*
*
*
app-30
(Cont’d ) Appendix 1.20
Name of magazine: Whiz-kids Express Weekly 兒童快報
Date of publication: Mar, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
20 健康錦囊
21 Disney time
Comics
levels of writing style
News or
products
reports
Games or
exercises
Inputs from
children
Level 1
readers
*
*
*
23 Disney time
*
*
*
*
25 學校巡禮
*
*
26 每週話題
*
*
27 娥姐講場
*
*
28 科學新知
*
*
29 開心遊戲冊
*
*
30 心理測驗
*
*
31 考 IQ
*
*
32 小畫廊
*
*
33 玩具樂園
*
*
34 創作園
*
*
38 編輯室
*
*
36 漫畫教室
37 漫畫教室
Level 4
*
22 Disney time
35 英語教室
Level 3
*
*
24 Disney time
Level 2
*
*
*
*
*
*
app-31
(Cont’d ) Appendix 1.20
Name of magazine: Whiz-kids Express Weekly 兒童快報
Date of publication: Mar, 2005
Types of writing
Piece of writing
Notes from
the editor
Information
and
knowledge
Interview
reports of
famous
persons
Literature
and
language art
Comics
levels of writing style
News or
products
reports
Games or
exercises
39 的的亞信箱
Level 2
*
40 小手工
41 童真世界
Inputs from
children
Level 1
readers
*
*
Level 3
Level 4
*
*
*
app-32
Appendix 2.1 Name of magazine: Beanie 豆豆
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
1
Oct,2004
P.3
豆豆新知
*
2
Oct,2004
P.3
豆豆新知
*
3
Oct,2004
P.4
豆豆新知
*
4
Oct,2004
P.4
豆豆新知
*
5
Oct,2004
P.5
豆豆新知
*
6
Oct,2004
P.6
豆豆新知
*
7
Oct,2004
P.6
豆豆新知
*
8
Oct,2004
P.6
豆豆新知
*
9
Oct,2004
P.6
豆豆新知
*
10 Oct,2004
P.7
豆豆新知
*
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
即便有了很方便的電腦，有了很好聽的 mp3 機，
有了很好玩的 play station，上世紀發明的電視機
仍然是我們每一天放學回家的不二選擇。
那些有趣的電視節目，一幕接一幕，究竟是怎樣
變出來呢﹖為了看清楚，豆豆將帶你參觀兒童節
目的拍攝場地，ACTION﹗
正式拍攝，有何出錯或泡湯，只好 NG。
2
1
2
剛才我問過兒童台的高級編審 Stella 姐姐，一個
兒童節目由準備、拍攝至完成播出，大概需歷時
兩個星期左右，很有效率呢﹗
工作：最喜歡「搞搞新意思」﹗整個節目的意念、
內容、場景、對白，都從他們的大腦「搞」出來。
最難忘的一次：一次到大澳拍外景，瑤瑤不小心
跌了落大水渠，笑死我們。
對呀﹗今天我剛巧在隔壁拍<千福豆腐花>廣
告，他們由早上 9:30 拍至晚上 8:00，個個還龍
精虎猛呢﹗
最難忘的一次：一次拍騎馬外景，影我餵馬兒吃
草，很驚會沾到牠的口水，但對著鏡頭還是要強
顏歡笑。
記得剛做小主持時要試鏡，只是自我介紹也很緊
張，不斷 NG。
最難忘的一次：拍外景時要玩攀石，我第一次爬
得這樣高，雖然好驚，但仍要扮鎮定呢﹗
1
2
3
1
3
3
4
app-33
(Cont’d ) Appendix 2.1
Name of magazine: Beanie 豆豆
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
11 Oct,2004
P.7
豆豆新知
*
12 Oct,2004
P.7
豆豆新知
*
13 Oct,2004
P.12
香港自由行
*
14 Oct,2004
P.16
點心家族
15 Oct,2004
P.17
16 Oct,2004
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
最難忘的一次：有一趟到野生動物園拍外景，我
要坐在車籠中扮餵熊人，心裡直發毛呢﹗
最難忘的一次：有一次在廠拍攝時，頭頂的佈景
鏡突然爆了，玻璃就在我面前落下，好險﹗
3
3
條路好窄喎﹗
5
*
餃餃拳，超厲害﹗
1
點心家族
*
這是現在最流行的 hip hop 舞。
1
P.17
點心家族
*
這個叫 freeze(凝結)。
1
17 Oct,2004
P.17
點心家族
*
好悶
1
18 Oct,2004
P.17
點心家族
*
拜拜
1
19 Oct,2004
P.21 我的豆豆日記
*
20 Oct,2004
P.23
時興豆
*
21 Oct,2004
P.28
豆豆工房
*
22 Oct,2004
P.31
豆豆工房
*
23 Oct,2004
P.31
豆豆工房
*
扮男人呀，扮亞婆呀，越不像我本來的面貌，我
越愛扮。
一條龍超級收銀機﹗超感光條碼器，計算精確，
必能令顧客放心，老闆開心﹗
口痕痕、牙癢癢，有什麼可以 3 分鐘煮好﹖快快
弄個焦糖香蕉粒，保証你 3 分鐘有得食﹗
快樂時光過得特別快，又是時候和中秋講
「BYEBYE」﹗
哦﹗還有一個個月餅盒，怎樣辦﹖快快弄個豆豆
障礙模型賽，把荳品們逐個找出來﹗
4
4
3
4
3
app-34
(Cont’d) Appendix 2.1
Name of magazine: Beanie 豆豆
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
24 Oct,2004
P.33
豆豆工房
*
用最快的時間，把波子由"START POINT"運到各
荳品處。
2
25 Oct,2004
P.33
豆豆工房
*
START POINT，開始﹗
1
26 Oct,2004
P.33
豆豆工房
*
往回折返 END POINT，完成﹗
1
27 Oct,2004
P.37 豆豆荳品特區
煮豆唔落鹽，驚佢唔夠甜。飯後來一點，食完唔
俾錢。
5
28 Oct,2004
P.45
肥皂劇場
*
原來，在街角的麵包店，住了一位麵包羊 BB….
3
29 Oct,2004
P.47
肥皂劇場
*
忽然，一位小朋友大叫：「羊仔、羊仔呀﹗」
1
30 Oct,2004
P.47
肥皂劇場
*
大啡熊剛好吃完那大大的芒果 pancake
1
31 Oct,2004
P.53
豆樂園
32 Nov,2004
P.4
豆豆新知
*
33 Nov,2004
P.15
香港自由行
*
34 Nov,2004
P.20
點心家族
35 Nov,2004
P.20
36 Nov,2004
P.20
37 Nov,2004
P.22 我的豆豆日記
38 Nov,2004
P.24
*
*
八卦的水豆腐聽到小屋內傳來玉子豆腐、豆豉、
及豆點們的大笑聲
我想暴龍和我有著一樣的煩惱，就是難以替頭頂
抓癢啦﹗
1
1
千萬不可手多多，幫白千層「脫皮」啊﹗
2
*
對不起…老闆…我們…不敢了...
1
點心家族
*
打首印這麼大膽的意思，你們竟敢不預我一份﹖
3
點心家族
*
呵呵呵，老闆的首印當然要大一點﹗
1
若回家後飼主連十分鐘也不肯花，親自與狗仔練
習，狗仔又怎會服從你﹖
1
獎你大巴獎
5
時興豆
*
*
app-35
(Cont’d) Appendix 2.1
Name of magazine: Beanie 豆豆
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
39 Nov,2004
P.28
豆豆工房
*
零失敗的飲料，保証令家人朋友讚口不絕
1
40 Nov,2004
P.30
樂施小豆豆
*
我地終於獨立喇!
1
41 Nov,2004
P.31
樂施小豆豆
*
唔怕人蝦
5
42 Nov,2004
P.32
豆樂園
嘆一陣偵探題
3
43 Nov,2004
P.40 豆豆地理雜誌
*
從蚊化石中的血細胞分離出恐龍的 DNA..
1
44 Nov,2004
P.41 豆豆地理雜誌
*
45 Nov,2004
P.41 豆豆地理雜誌
*
46 Nov,2004
P.52
豆樂園
*
構圖超酷呢﹗
1
47 Nov,2004
P.53
豆樂園
*
這幅作品實在超有水準啊﹗
2
48 Nov,2004
P.53
豆樂園
*
各位人物也很生動，最最最喜歡橫額上的豆點
啊﹗
3
49 Nov,2004
P.53
豆樂園
*
絕對是人氣之作啦﹗
3
*
所以，科學家想到把恐龍的 DNA 殖入雌性鱹魚
體內，從而孵化出恐龍 BB﹗
既然暫時未能複製真的恐龍，先由我來扮吧﹗
吼﹗
2
1
app-36
Appendix 2.2 Name of magazine: Cotton Tree 木棉樹
Types of writing
Date of
publication
1
Jan,2005
2
Jan,2005
Page Piece of writing
木棉道遊樂場
頒獎台 1
我是未來
P.31
大作家
P.8
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
*
*
Example(s)
Rating
DIY 創意滿 FUN
2
OK﹗助人為快樂之本，我就幫幫你吧﹗
1
app-37
Appendix 2.3 Name of magazine: BU BU G 砵砵子
Types of writing
Date of
publication
Page Piece of writing
1
Oct,2004
P.0
砵砵子話
2
Oct,2004
P.1
砵砵子辦公室
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
*
*
3
Oct,2004
P.3
封面專題
*
4
Oct,2004
P.3
封面專題
*
5
Oct,2004
P.15
IT 仔教電腦
6
Oct,2004
P.17
四格漫畫
7
Oct,2004
P.18
8
Oct,2004
9
Example(s)
Rating
我們收到寄來「童話童真」的信實在太多了﹗為
免你們等到變長頸鹿，由十一月出版的《砵砵子
漫畫月刊》開始也設有「童話童真」這個環節，
刊登部份信件，你們記住要看看下期刊登預告
啦﹗
3
又會連自己的歲數都記錯
3
有誰不想過一個暖笠笠的冬天呢﹖讓大家認識
幾個不同款式的卡通毛公仔，它們肯定可以給你
溫暖呢﹗
原來周汶錡姐姐也是 My Melody 的 Fans，難怪
她見 My Melody 攪枕及毛公仔後立即愛不釋手。
1
2
活用 INTERNET 即時通訊
1
*
老闆仔扮食錢怪
5
四格漫畫
*
大件事喇﹗
5
P.18
四格漫畫
*
她把照片畫花了﹗
1
Oct,2004
P.18
四格漫畫
*
媽咪，怎樣辦呀﹖
1
10 Oct,2004
P.19
四格漫畫
*
哈哈﹗就快砌好了﹗
3
11 Oct,2004
P.19
四格漫畫
*
又要重新砌過了﹗
5
12 Oct,2004
P.39
童話童真
請問樂富哪兒最早有得賣 BUBU 子
4
*
*
app-38
(Cont’d ) Appendix 2.3
Name of magazine: BU BU G 砵砵子
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
*
Example(s)
Rating
我 IT 仔還可以為你們的照片「加工」
，成為搞笑
的「哈 HA 相」呢﹗
2
13 Oct,2004
P.49
即影即有
14 Feb,2005
P.14
成語故事
*
夜郎醒，夜郎勁，夜郎靚仔無敵冇得頂
5
15 Feb,2005
P.17
四格漫畫
*
原來是一千元的，發達啦﹗
1
16 Feb,2005
P.18
四格漫畫
*
咦﹖大豆，你去街街嗎﹖
1
17 Feb,2005
P.25
game 開心
遊樂場
VCD 套裝更附送老夫子、大蕃薯及秦先生 Q 版
figure 呢﹗
3
18 Feb,2005
P.29 砵砵子辦公室
*
食飯加打波，快活笑呵呵﹗
1
19 Feb,2005
P.29 砵砵子辦公室
*
米高峰，我們約了客人五點鐘，你準備一下吧﹗
2
20 Feb,2005
P.29 砵砵子辦公室
*
那對臭波鞋放在垃圾桶上，我以為你不要嘛...
3
21 Feb,2005
P.30
生活小百科
*
想分開水杯﹖ESAY 啦﹗
5
22 Feb,2005
P.36
童話童真
你有冇哥哥弟姐妹﹖
1
23 Feb,2005
P.49
哈 HA 相
多到郊外吸清新空氣，人都靚 D
2
*
*
*
app-39
Appendix 2.4 Name of magazine: Sundae Monthly 雪糕新地
Types of writing
Interview
Date of
Page Piece of writing Notes Information reports Literature
and
publication
from the
and
Comics
of
language
editor knowledge famous
art
persons
1 Mar,2005 P.32
3 月星辰
News or
products
reports
*
Inputs
Games or
from
exercises children
readers
Example(s)
我最鍾意影靚相，你看我多 sweet
Rating
4
app-40
Appendix 2.5 Name of magazine: Whiz-kids Express monthly 兒童快報月刊
Types of writing
Date of
publication
1
Oct,2004
Page Piece of writing
P.46
IT 工作坊
Informati
Notes
on and
from the
knowledg
editor
e
*
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
自己畫 SCREEN SAVER
Rating
1
app-41
Appendix 2.6 Name of magazine: Net Kids 至 net 小人類
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
1
Oct,2004
P.2
至 net 專輯
*
至 net 巴黎站
1
2
Oct,2004
P.2
至 net 專輯
*
至 net 小人類一定要見多識廣﹗
1
3
Oct,2004
P.6
IQ 速遞
*
朋友叫阿陳，阿陳的 MUN 同阿陳講，
1
4
Oct,2004
P.6
IQ 速遞
*
阿龍打佢亞媽，阿陳猛咁叫佢，佢都唔聽。
5
5
Oct,2004
P.6
IQ 速遞
*
醫生叫病人睇開 D，點解﹖
5
6
Oct,2004
P.20
繽紛著數區
*
全新至 IN 透明顏色
1
7
Oct,2004
P.22
繽紛著數區
*
ELLO 系列的各款 DIY 場景組合，可創造出動物
園、遊繅場、人氣時裝店等，甚至設計各式各樣
的人物和動物造型﹗
1
8
Oct,2004
P.43
生活英語
有一天，細佬佬跟媽媽到公園去散步。
1
9
Oct,2004
P.47
*
你是教書的，咁你教邊間小學﹖
4
10 Oct,2004
P.47
*
me：猜…唔知
2
11 Oct,2004
P.47
12 Oct,2004
P.47
13 Oct,2004
P.47
14 Feb,2005
P.4
大小水母
交談室
大小水母
交談室
大小水母
交談室
大小水母
交談室
大小水母
交談室
IQ 速遞
*
*
*
sorry，因為我成日錯字，所以嗰 d 靚靚貼紙是用
來傘住 d 錯字﹗
其實我 E 家是中一，如果再看那兒童週刊，會不
會俾人笑﹖
5
5
*
me：猜…會
1
*
有什麼是食得唔吞得，洗得唔晾得的﹖
4
app-42
(Cont’d ) Appendix 2.6
Name of magazine: Net Kids 至 net 小人類
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
15 Feb,2005
P.4
IQ 速遞
*
16 Feb,2005
P.47
double C
編輯室
*
Example(s)
Rating
哪一種衣物是表面上話自己無錢，其實擁有百萬
家財﹖
她們兩個都叫我唔好同另外一個玩，還要說她的
壞話。
3
3
app-43
Appendix 2.7 Name of magazine: Yellow Bus 黃巴士
Types of writing
Date of
publication
Page Piece of writing
1 Nov,2004
P.6
2 Nov,2004
P.13 麥太家裡科學
3 Nov,2004
P.27
4 Nov,2004
5 Nov,2004
6
Feb,2005
7
Feb,2005
8
Feb,2005
9
Feb,2005
10 Feb,2005
11 Feb,2005
SILLY
麥仲肥濕濕碎
碎生活考
CLICK 一
P.44
CLICK
CLICK 一
P.44
CLICK
一年容易
P.2
又新春
一年容易
P.3
又新春
一年容易
P.3
又新春
一年容易
P.3
又新春
一年容易
P.5
又新春
一年容易
P.5
又新春
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
趕快 CLICK 進來看看這部非比尋常的手提電話
的威力吧
假設在溫暖地帶用兩個乾電池，便能用 CD 機聽
四小時音樂，但在寒冷地區，兩個乾電池，也許
只能聽兩小時音樂呢。
*
*
*
假如你是愛好小狗的，就可以 click 到「dog」那
裡，看看可以用甚麼東西做出有關小狗的手工。
看準了現成品的圖片就 click 進去，自然會有詳
盡和可愛的圖解，讓你輕鬆上手。
*
1
2
於是愈吃愈肥，愈長愈肉，是為肥屍大隻
*
1
2
1
*
你發雞盲嗎﹖
4
*
a.雞佬的面
1
*
c.豬肉佬的腰
1
*
b.呀媽，我腳趾公腳甲生倒刺，好痛﹗
5
*
c.很大鑊
1
*
d.豬肉佬條腰
3
app-44
(Cont’d) Appendix 2.7
Name of magazine: Yellow Bus 黃巴士
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
12 Feb,2005
P.7
SILLY
*
13 Feb,2005
P.7
SILLY
*
14 Feb,2005
P.7
SILLY
*
15 Feb,2005
P.21
CLICK 一
CLICK
*
16 Feb,2005
P.21
CLICK 一
CLICK
*
17 Feb,2005
P.23
18 Feb,2005
紅白藍是香港
精神﹖
紅白藍是香港
P.23
精神﹖
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
含冤坐牢十年後，才等到有 DNA 測，證實兇手
另有其人。
為要搶得汽水，大家都施展了精彩又無厘頭的伎
倆
想看看他們的絕技，立即去到以下網頁，加入本
世界最 silly 的戰事吧﹗
CLICK 到「香港廣告聯合交易所」
，那裡有 4000
個廣告讓你搜尋，千萬不可以錯過啊﹗
進入網頁後，click"project"或"new project"，再
click 你有興趣做的手工，網站便會顯示那個手工
所需要的材料和製作步驟。
3
1
3
1
3
*
是大大粒可以吹響又有個窿的紅白藍薄荷糖﹖
4
*
這個圈很實淨
1
19 Feb,2005
P.32
黃巴士專題
*
奇異果會甩毛的
4
20 Feb,2005
P.32
黃巴士專題
*
香蕉是香甜白肉，無花無假
1
21 Feb,2005
P.45
創意練習簿
你也見過不少公司的 logo 吧﹖
3
*
app-45
Appendix 2.8 Name of magazine: City Children’s Weekly 兒童週刊
Types of writing
Date of
publication
Page Piece of writing
1 Oct, 2004
P.2
手舞足動
迎中秋
2 Oct, 2004
P.4
編輯室
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
*
*
Example(s)
Rating
跟爸爸媽媽玩玩遊戲，跟歌星唱唱歌打打機，不
是更難忘嗎﹖
1
YES 篤篤撐原來好得意•NO 怕老土不作新嘗試
2
3 Oct, 2004 P.38 成語 FIT 一 FIT
*
hello﹗
1
4 Oct, 2004 P.38 成語 FIT 一 FIT
*
等我表演先﹗
5
5 Oct, 2004 P.38 成語 FIT 一 FIT
*
等我計劃下一步棋放邊先﹗
5
6 Oct, 2004 P.38 成語 FIT 一 FIT
*
都計劃…成個鐘
5
7 Oct, 2004 P.39 成語 FIT 一 FIT
*
只要你避開行駛車輛，過到對面就完成﹗
3
8 Oct, 2004 P.39 成語 FIT 一 FIT
*
好似好好玩呀!
5
9 Oct, 2004 P.39 成語 FIT 一 FIT
*
點解 AHDOG 唔行﹖
5
10 Oct, 2004 P.39 成語 FIT 一 FIT
*
有冇想過用成語去創作一個你自己的故事﹖
2
11 Oct, 2004 P.45 數碼王子周記
*
再填上你的個人資料，記得要填上真實的
e-mail，否則就無法啟用。
1
12 Oct, 2004 P.45 數碼王子周記
*
原來寵物都可以吃 PIZZA 啊!
1
就快冬天了，你準備好換季沒有﹖
4
13 Oct, 2004 P.53
14 Feb, 2005
P.2
15 Feb, 2005 P.19
玩具特集送禮
物
編輯室
元氣一族
*
*
*
有些人問我，已經「大個仔」，再伸大手板問人
取利是，是否很「醜死怪」﹖
除了有超級大利是外，我還安排了不少豐富禮
物，好像美加 7 天遊、自助餐劵、dvd 機
5
1
app-46
(Cont’d) Appendix 2.8
Name of magazine: City Children’s Weekly 兒童週刊
Types of writing
Date of
publication
Page Piece of writing
16 Feb, 2005 P.19
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
*
栗子天使，話變就變，話點就點﹗
5
17 Feb, 2005 P.31 成語 FIT 一 FIT
*
我這麼 clever﹗練習兩天等於其他人練兩個月
喇﹗
3
18 Feb, 2005 P.32 成語 FIT 一 FIT
*
今日我生日，大曬﹗
5
19 Feb, 2005 P.32 成語 FIT 一 FIT
*
你生日雖然大曬，但我請你食飯，你這麼貪心，
得寸進尺，你用大肚腩打滾回家吧﹗
3
20 Feb, 2005 P.32 成語 FIT 一 FIT
*
有冇想過用成語去創作一個你自己的故事﹖
2
*
外星人一家三口，包括爸爸、媽媽及 BB。
1
*
全新的 figure 系列，相信亦會掀起收藏熱潮，
1
元氣一族
ahdog x
21 Feb, 2005 P.34
funland
玩具特集送禮
22 Feb, 2005 P.52
物
玩具特集送禮
23 Feb, 2005 P.52
物
24 Feb, 2005 P.56 數碼王子周記
*
*
全套 Q 版 figure，集齊了四個重要角色及三顆閃
亮寶石，極具收藏價值﹗
online game 愈出愈多，而且遊戲的資庫，比以前
更龐大。
2
1
app-47
Appendix 2.9 Name of magazine: Robbi and friends 哈比開心樂園
Types of writing
Date of
publication
Page Piece of writing
1
Feb,2005
P.17
反鬥森林
2
Feb,2005
P.27
娃娃看天下
3 Mar,2005
P.3
4 Mar,2005
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
*
5 Mar,2005
P.26 你做得到
6 Mar,2005
P.28
7 Mar,2005
P.37 環保樂
*
8 Mar,2005
P.37 環保樂
*
娃娃看天下
*
*
Example(s)
Rating
我覺得那款式有點老土呢﹗
1
大口：Bingo﹗「星期一」及「星期二」
。
1
*
又係我﹖
5
*
惟有搞搞新意思!
1
*
哈比開心樂園
大口復活
哈比開心樂園
P.3
大口復活
Inputs
News or
Games or from
products
exercises children
reports
readers
平日她懂得煮公仔麵和煎蛋，上了烹飪班後，就
懂得弄 pancake、果 tart、瑞士卷等，還試過弄給
親友吃，不過姨姨只說她的 pancake「平平、不
太滑」
。
「那 SAY CHEESE 吧﹗你們荷蘭人不是愛吃芝
士嗎﹖」
小兔女小碧：我曾經在這個網頁找到紅珠鳳蝶的
圖片，好像是 CLICK「香港物種」找到的。
花粉仔：我剛去了濕地，見到基圍，就 CLICK
「香港生境」
，用 MOUSE 指著基圍這兩個字，
字旁就出現基圍與魚塘的定義了，很方便
2
1
1
2
app-48
Appendix 2.10 Name of magazine: Whiz-kids Express Weekly 兒童快報
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
1
Oct,2004
P.10
漫畫特區
*
支針很大
4
2
Oct,2004
P.12
漫畫特區
*
針筒兄弟，對準快仔發射
3
3
Oct,2004
P.13
漫畫特區
*
有勁辣魚蛋賣
5
4
Oct,2004
P.13
漫畫特區
*
咦﹖辣魚蛋﹖就算趕時間都要吃﹗
5
5
Oct,2004
P.22
漫畫特區
*
6
Oct,2004
P.26
漫畫特區
*
7
Oct,2004
P.26
漫畫特區
*
8
Oct,2004
P.26
漫畫特區
9
Oct,2004
P.26
10 Oct,2004
我用了恐龍的 DNA 製成這隻機械寵物小恐龍，
它有齊所有真恐龍的特性。
我 daddy 在日本公幹時買給我的，是 hello
mini2004 年冬季限定版的書包。
做人要追上潮流﹗誰像你，連載初期便開始用的
書包，用到現在，老土﹗
3
*
老土怪看招
5
漫畫特區
*
的的亞，我要吃 CHEESE CAKE
1
P.26
漫畫特區
*
你真老土，只會吃 CHEESE CAKE
2
11 Oct,2004
P.26
漫畫特區
*
12 Oct,2004
P.26
漫畫特區
*
13 Oct,2004
P.39
漫畫教室
*
我走了，拜拜﹗
1
14 Oct,2004
P.43
父子神探
*
答案下期話你知
5
15 Oct,2004
P.46
編輯室
我係第三次寫信來的，我有啲問題想問下你妳﹗
5
每次吃 CHEESE CAKE 時，我都會想起我們徙
前回憶。我只是念舊和專一，才不是老土﹗
喂﹖莎莎，我才不是老土，我是念舊和專一，我
的書包盛載了我的校園回憶...
*
3
3
2
1
app-49
(Cont’d) Appendix 2.10
Name of magazine: Whiz-kids Express Weekly 兒童快報
Types of writing
Date of
publication
Page Piece of writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
16 Oct,2004
P.46
編輯室
*
啲人話我個英文阿好難讀，而且又幾難聽，你建
議我改個咩名好呢﹖
5
17 Oct,2004
P.46
編輯室
*
你個英文名有冇解釋呀﹖如果有，又係點解呀﹖
5
18 Oct,2004
P.46
編輯室
*
呢張信紙靚唔靚呀﹖
5
19 Oct,2004
P.46
編輯室
*
非常之 sorry，因為張信紙太細。
5
20 Oct,2004
P.46
編輯室
*
你鍾唔鍾意肉桂狗﹖（I：鍾意）
5
21 Oct,2004
P.46
編輯室
*
我啲字體靚唔靚呀﹖
5
22 Oct,2004
P.46
編輯室
*
我叫鄧詠楠，個個都叫我做 FE LE FA LA 放臭屁
5
23 Oct,2004
P.47
創作園
*
天使愛美紗裡的亞大，她的妹妹叫咩名字﹖
3
4
24 Oct,2004
P.47
創作園
*
小櫻收最後一張咭時，用了咩咭對付最後嗰一
張﹖
25 Oct,2004
P.47
創作園
*
小櫻的哥哥叫咩名字
3
26 Oct,2004
P.50
親子遊戲冊
你喜歡考驗自己的 IQ 有多高嗎﹖
4
27 Oct,2004
P.55
健康孩子天
謬誤：那同學的確惹人討厭，是抵打的﹗
1
28 Oct,2004
P.58
親子遊戲冊
小朋友，是否急不及待﹖現在，let’s go﹗
1
29 Oct,2004
P.62
健康錦囊
嗄…對呀，我和明仔踢完波
3
30 Oct,2004
P.66
一網打盡
得意 wallpaper 下載
3
31 Oct,2004
P.68
童真世界
我外表雖然斯文又害羞，但最愛搞笑啊﹗
1
*
*
*
*
*
*
app-50
(Cont’d) Appendix 2.10
Name of magazine: Whiz-kids Express Weekly 兒童快報
Types of writing
Date of
publication
Page
Piece of
writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
32 Oct,2004
P.68
童真世界
*
看我全身裝備，就知道我要安全地玩潛水喇﹗
3
33 Oct,2004
P.69
童真世界
*
請填妥表格，連同一幅生活照片放入信封內，寄
回香港柴灣豐業街 5 號華盛中心 13 樓 C 座《兒
童快報》收，我們會將你的靚樣刊登
1
34 Oct,2004
P.69
童真世界
*
信封面記得註明「童真世界」。
3
35 Mar,2005
P.10
漫畫特區
*
是不是外星 BB
1
36 Mar,2005
P.10
漫畫特區
*
從石頭爆出來的 BB
3
37 Mar,2005
P.18
新產品
媽咪，我要吃雪糕
1
2
*
38 Mar,2005
P.27
漫畫特區
*
才不呢﹗我想要多幾瓶魅力香水，那我天天都不
用洗澡，可以慳回不少水費。
39 Mar,2005
P.33
父子神探
*
答案下期話你知
3
40 Mar,2005
P.36
Disney Time
毋須理會是否看得明，只要坐在他旁邊就 OK。
3
41 Mar,2005
P.G19
漫畫教室
*
爹哋教過我怎樣結網，我絕不可以失敗
2
42 Mar,2005
P.G19
漫畫教室
*
嗚嗚…為什麼會這樣的﹖救命呀﹗爹哋﹗
1
43 Mar,2005
P.G20
編輯室
*
44 Mar,2005
P.G20
編輯室
*
*
hi﹗我叫”b_TODAY(TODAY 係花名黎嫁),今次
係第一次寫信俾你﹗希望你可以回應我既問
題…
我今年剛升上 form1, 我覺得 d 同學好似唔係好
想同我玩，分組都唔預我，又冇一個最 best ge
朋友喎﹗
5
5
app-51
(Cont’d) Appendix 2.10
Name of magazine: Whiz-kids Express Weekly 兒童快報
Types of writing
Date of
publication
Page
Piece of
writing
Informati
Notes
on and
from the
knowledg
editor
e
Interview Literature
reports of
and
Comics
famous language
persons
art
Inputs
News or
Games or from
products
exercises children
reports
readers
Example(s)
Rating
d 成績差左，d 老師(特別係班主任)脾氣又差喎，
成日話因為呢 d 間 school 係 very top,所以 marks
係要好好先得。
但每當我同 D 舊 FD PLAY 就好 HAPPY,真唔想
再 STAY 係 THIS SCHOOL,我想 STUDY 返 P.6
呀
45 Mar,2005
P.G20
編輯室
*
46 Mar,2005
P.G20
編輯室
*
47 Mar,2005
P.G20
編輯室
*
好姐姐，我點做好呀﹖
5
48 Mar,2005
P.G21 的的亞信箱
*
除了寫信，大家也可是 email 給我們。
1
49 Mar,2005
P.G21 的的亞信箱
*
我想問你們一些 question
4
50 Mar,2005
P.G21 的的亞信箱
*
me:mp3
2
51 Mar,2005
P.G21 的的亞信箱
*
me:有
1
52 Mar,2005
P.G21 的的亞信箱
*
me:twins, FIR, 方力申
1
53 Mar,2005
P.G21 的的亞信箱
*
me:德雅小學
1
54 Mar,2005
P.G21 的的亞信箱
*
你們的 email address 是什麼﹖
1
55 Mar,2005
1
56 Mar,2005
3
P.G23
童真世界
*
請填妥表格，連同一幅生活照片放入信封內，寄
回香港柴灣豐業街 5 號華盛中心 13 樓 C 座《兒
童快報》收，我們會將你的靚樣刊登
P.G23
童真世界
*
信封面記得註明「童真世界」。
5
5
app-52