Unit 2-1:
LEXICAL FEATURES
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Sources of New Hong Kong
English Words
Borrowings from local languages
(Cantonese – e.g. dimsum, kwailo,
taipan, etc.)
English lexical items adapted or created
for the local situation (e.g. abode
seeker, Legco, etc.)
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Some Common HKE Words
i) Borrowings from Cantonese:
Dimsum – tidbits, delicatessen
Chongsam – a long lady’s dress with slit sides
Mahjong – a game
Fengshui – geomancy (lit. ‘wind and water’)
Kwailo – foreigner (esp. Caucasian)
Laisee – a red envelope containing money (as a
gift, for good luck)
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(ii) Standard English words with meanings or
collocations peculiar to Hong Kong English:
Astronaut -- a HK person who has emigrated overseas
with his/her family, but returns to work in HK,
and frequently flies between the two places.
Abode seeker – a person from mainland China with
family ties in HK seeking permanent residence
there.
To play computer – to use the computer for
recreational purposes (e.g. surfing the Net,
chatting via e-mail and ICQ, downloading music
and video, playing computer games, etc.)
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(iii) Rare English words current in HK:
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Lexical Similarities with
Chinese English
In addition to lexical items and
meanings unique to HKE, there are also
many similarities between HKE and
Chinese English, since Hong Kong and
China share (basically) the same culture
and language.
See ‘Chinese English’ (Prof. Wang
Yueping), Unit 3
(c) 2004 Tony T.N. Hung, Waseda University Digital Campus Consortium
Pragmatic Features
Many similarities also with Chinese
English
See especially ‘Chinese English’ (Prof.
Wang Yueping) Unit 8 on Pragmatics,
and Unit 5 on Socio-cultural differences.
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Hong Kong English
Unit 2-2:
GRAMMAR (1):
NOUNS & SUBJECTS
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HKE an ‘Interlanguage’?
HKE typically incorporates linguistic
features of the Target Language
(English) and the speaker’s First
Language (Cantonese)
Also incorporates features arising out of
language acquisition factors, including
over-generalisation, simplification, etc.
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SOME COMMON GRAMMATICAL FEATURES
OF HONG KONG ENGLISH
(Examples taken from university students’ writings)
I. SUBJECT-RELATED FEATURES
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(2) MISSING SUBJECT
1. ^ felt angry with people
2. Moreover, ^ can help us to
communicate concisely.
3. Beside, ^ can enhance my English
standard.
4. As a junior marketing executive, ^
find speaking fluent English is
necessary.
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COMMENT:
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(2) MISSING SUBJECT
1. ^ felt angry with people
2. Moreover, ^ can help us to
communicate concisely.
3. Beside, ^ can enhance my English
standard.
4. As a junior marketing executive, ^
find speaking fluent English is
necessary.
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(3) ‘PSEUDO-PASSIVE’
CONSTRUCTIONS
1. And it can find in carrots.
2. It cannot produce by the body.
3. So freedom should grant to the
citizens.
4. The Housing and Development Board
has set up in order to provide ...
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COMMENT:
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II. THE NOUN PHRASE
(1) ARTICLE OMISSION
1. The majority of ^ respondents agreed
that executives should have...
2. Most of ^ plants were giant plants.
3. This drug can inhibit ^ development
of cancer.
4. It is used by ^ human body.
5. His father took ^ bath twice a day.
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COMMENT:
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(2) REDUNDANT ARTICLES
1. Half of them agree that the writing
ability is also important.
2. Super Carrot can inhibit the cancer.
3. Finally, the coal was formed.
4. So we should save the energy to save
the coal.
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(3) RELATIVE CLAUSES
1. The early symptom of people ^ lack of
vitamin A is…
2. One of the plant ^ contains carotenes
is called...
3. The heat ^ came from the earth
would make the mud become rock.
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COMMENT:
In Chinese, relative clauses have no relative
pronouns (like who, which, etc. in English),
and they precede the noun head. E.g.:
ENGLISH: [The student who won the
scholarship] was overjoyed.
CHINESE: [The won the scholarship student]
was overjoyed.
HKE: ‘The student ^ won the scholarship]
was overjoyed.
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Hong Kong English
Unit 2-3:
GRAMMAR (2): VERBS
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VERBS & VERB PHRASES
IN HONG KONG ENGLISH
The Verb is the most important part of
the sentence
It gives rise to many errors because of
its complexity – Tense, Aspect, Modality,
Voice, Transitivity, etc.
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(1) FINITE vs. NON-FINITE
1. About 16 percent of them being
neutral with that
2. I went to the park and see her playing
football.
3. Would Kevin stopped seeing his
friends?
4. More than 50% did not agreed that...
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COMMENT:
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(2) AUXILIARIES
1. We were asked 30 chief executives
about what is the necessary...
2. I am agree with you.
3. I am strongly recommend this book to
all of you.
4. Why they go to the center of the
earth?
5. She thinks she not know.
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COMMENT:
There are no primary auxiliaries (like be and
do) in Chinese.
(i) In examples (4-5), auxiliaries are not
required in negative and interrogative
sentences (exactly as in Chinese).
(ii) In sentences (2-3), auxiliaries can
apparently take on an ‘emphatic’ function,
similar to the English do (‘I am agree with
you’ = ‘I do agree with you’).
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(3) PRESENT/PAST PARTICIPLES
1. It was useful to cause the remained
part of the plants to...
2. A survey conducting among 30 chief
executives reveal that…
3. A million years ago, there were many
giant plants grown on the Earth.
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COMMENT:
It was mentioned in Unit 2-2 that HKE lacks
an active/passive distinction. As modifiers,
the difference between present participles
(eg ‘the boring lecture’ = ‘the lecture bores
people’) and past participles (eg ‘the bored
students’ = ‘the students are bored’) is
essentially one of active (with the modified
noun as the subject) vs. passive verb (with
the modified noun as the original object).
This distinction is apparently lacking in
these examples from HKE.
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(4) TRANSITIVE/INTRANSITIVE
1. The figure raises.
2. The financial crisis deteriorated the
economy of Hong Kong.
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COMMENT:
Though there is a transitive vs.
intransitive distinction in Chinese,
certain verbs are marked transitive or
intransitive in a way different from
standard English. This is more a lexical
problem than a systematic grammatical
problem.
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(5) PHRASAL VERBS
1. Questionnaires dealing ^ the
importance of the qualities for...
2. It can provide us ^ enough vitamin A
3. …children that suffer ^ permanent
blindness.
4. They are concerned ^ each other.
5. They argue ^ each other.
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COMMENT:
(c) 2004 Tony T.N. Hung, Waseda University Digital Campus Consortium
Hong Kong English
Unit 2-4:
GRAMMAR (3):
SENTENCE STRUCTURE
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(1) COORDINATION
1. Vitamin A is also called retinol, ^ occurs naturally
in plants.
2. The lower part was the vegetation, ^ this
vegetation was up to 5kms.
3. Coal is the most important fuel in our daily life, ^ it
has been used for a long time.
4. His father was very clean, ^ do not need to have a
bath.
5. However, giant plants died many years later, thus
the plants decomposed gradually.
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COMMENT:
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(2) PREDICATORS
1. They concerned about each other.
2. Gavin afraid to say that.
3. The respondents disagreed educating
abroad and attractive appearance
important.
4. Most of them agreed that capable of
working in a team is important.
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COMMENT:
In Chinese, both verbs and adjectives can
function as the predicator (head of the
predicate), but in English, only verbs
can.
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(3) SUBORDINATORS
1. There are different opinions about ^
leadership ability, writing ability and selling
ability important or not.
2. More than 50% of sample disagree ^
attractive appearance is necessary for...
3. Africa countries adapt super carrot and find
^ the super carrot can inhibit…
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COMMENT:
As in the case of missing relative
pronouns, Chinese also lacks
subordinators (like whether, that, etc.)
for subordinate clauses.
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(4) EXISTENTIAL CONSTRUCTIONS
(i) There is/are…
There are over 80% of them agreed with
that.
There are about 23 percent of them
disagreed with the importance of leadership
ability.
There are students study in the library.
There were more and more competitors
entered the market.
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COMMENT:
In Chinese, the existential construction is
formed simply by adding the existential
marker you (literally ‘have’) to the
beginning of a regular sentence with an
indefinite subject – exactly as in the HKE
sentences (1-4), e.g.
[There are] + [over 80% of them agreed
with that].
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(ii) EXISTENTIAL VERB (have)
1. Normally, it had about 30 metres high.
2. It includes some giant plants that
have 30 meter high.
3. There had some environmental
changes.
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COMMENT:
(c) 2004 Tony T.N. Hung, Waseda University Digital Campus Consortium
Recommended Reading for
Units 2-2 to 2-4
Hung, T.T.N. ‘Interlanguage analysis and
remedial grammar teaching’. Papers
in Applied Language Studies, Vol.5,
pp.155-168. Hong Kong Baptist
University, 2000.
(c) 2004 Tony T.N. Hung, Waseda University Digital Campus Consortium