1. name) or for their literal meaning in itself (e.g. Sunny, Grace, Victor).

Some names
are references to other people, such as Bill (Gates) or John (Lennon) (Duthie, 2007).
2. Uniqueness: As Chinese naming culture enables parents to choose not from a fixed
set of names, but to create a name from a much wider range of possible words,
names in China are considerably more unique then in western countries. Singularity
also becomes a feature strived for in the choice of a Western name, sometimes
leading to a change in name, if the own name is perceived as too common (Duthie,
2007).
3. Memorability
4. Simplicity: As one reason for choosing an English name is, to make it easier to be
addressed by non-Chinese speakers, a name easy to remember and to pronounce is
desirable.
These criteria are very close to the ones identified by Zhu and Millward (1987) and Duthie
(2007) as criteria to choose Chinese given names. The choice for a particular English name
thus follows a Chinese naming tradition rather than a Western one (Henry, 2012; Wang,
2009).

With a higher level of English proficiency and an arising need of using the name in a
university or working context, the first Western name is often re-evaluated. As Duthie (2007)
explains in her study on Chinese business professionals, in this sector the English name is
commonly used not only by foreign colleagues but also by other native Chinese speakers
and even with the partner at home. It, therefore, moves from being a fun-to-use-nickname to
a much more serious level of identification.

English Names as Expression of Lifestyle

Use of English and English names is considered to indicate a certain mentality and way of
life. To the professionals interviewed by Duthie (2007), the use of English names manifests
their belonging to the group of successful business people and is thus a status symbol.

In the same way, Wang (2009) argues, that choosing an English name, much like acquiring
English language skills, is an investment in the future. The author reasons that the
acquisition of a Western name represents a commitment to a certain lifestyle and the hope
for particular prospects. Even those, who do not use their English name in everyday life, plan
on doing so if an appropriate situation, such as working in a foreign company, arises. It can
thus be seen as an “investment in imagined communities.” Similarly, the acquisition of
English names may be an involvement strategy to feel more connected and accepted by this
community.

Another vital aspect leading to this practice lies in the nature of Chinese naming traditions
and understanding: The mode of address always suggests a specific relation between the
interlocutors. Addressing someone by his given name implies a very intimate relationship or
a downward communication while using the family name is perceived as quite formal. This
hierarchical way of addressing is avoided by the use of English names, which creates a more
equal relation among friends or business partners (Duthie, 2007; Li, 1997).

In her work Wang (2009) treats the collectivist mentality promoted in Chinese culture as
another reason to pick up an English name, in order not to be a burden for the foreign people
one interacts with. Furthermore, in university and working contexts it is essential, to realize
when one is addressed, which might be difficult if the Chinese name is constantly
pronounced wrong and to be remembered by teachers or colleagues to avoid awkwardness
when talking to or about someone (Duthie, 2007; Wang, 2009).

A Gap in the Research

English nicknaming in a Chinese speaking context has been researched on a student
(Wang, 2009) and a professional (Duthie, 2007) level, however, Mainland China has mostly
been the focus of study. The last piece of research highlighting the importance of English
names in Hong Kong dates from 1997 (Li, 1997), which was just after the handover to China.
I believe since then, perception of English and English names as well as of the Hong
Kongese identity have changed, making a new investigation focusing on the link between
these two relevant.

With my research, I would like to explore the importance given to English names by local
university students, as they are the first generation to be raised after the handover. During
the interviews, on the individual level, I focus on the acquisition of the Chinese and English
names, the situations in which both are used and feelings about the names. On a more
general level, I want to know what makes a “good name” and to what extent participants see
a difference between English naming practice in Hong Kong and Mainland China.

Names as markers of identity have been discussed in existing research (Chan, 2002; Li,
1997; Thompson, 2006), however with the prevalence of the unofficial English names as the
mode of address the questions of identity and identification is particularly interesting.

This paper adds to the concept of cultural, linguistic and symbolic capital regarding the use
of names and contributes to existing theories such as the INT and the IMT by applying parts
of the concepts to names and their significance to identity, negotiation of intimacy and
cultural context.

Methodology
I used qualitative interviews to gather data about the use and perception of English and
Chinese names. Interviews were conducted in April 2019 in an informal setting; they lasted
40 to 70 minutes. The conversation took place in English and was recorded for later analysis.

My six participants were recruited through convenience sampling by personal acquaintance.

All of them are undergraduate students at the University of Hong Kong studying in the
Faculty of Science, Arts or Social Science. Five of the participants learn an additional
language (German) as a major, minor or in their free time. Four participants are female, two
are male, the age ranged from 18 to 22, hence all of them were raised after the handover. All
participants grew up in Hong Kong and were educated at public schools.

After the interview, participants were asked to fill out a short questionnaire about their names
and how they would introduce themselves. The results and some additional information on
the participants can be obtained from the appendix.
Data Analysis
Acquisition and Use of Names
In contrast to previous research, it has become common in Hong Kong that parents choose
an English name for their kids at birth. The name might already be used in a family context or
kindergarten, but for the latest in English lessons in primary school. If one does not have an
English name, this is the place to get one. It will either be chosen by oneself or even given by
the teacher. Participant 3 said that teachers would suggest “or, I can call it ‘force’ those
students to adopt an English name.”

The use of the English name as a mode of address increases with the increasing use of
English as a MOI in school. In many cases, the English name is used for lessons conducted
in English and the Chinese name for Chinese speaking context. During secondary school,
both names are used, while all participants claimed that at university, they only use their
English name and often do not even know the Chinese name of their friends.

The English name is the one, people introduce themselves with in almost all occasions.
Especially with new acquaintances or not very close friends, only the English name is
considered relevant.

“You can’t go wrong if you call people by their English name. It won’t be too rude.
And it’s more appropriate if you meet for the first time.” (Participant 5)

“English nicknames are… how should I say?... a good way to address others.”
(Participant 2)

The Chinese name, on the other hand, is reserved for more private settings. It is used with
family and close friends. In search of a good Chinese name for their children many parents
consult feng shui masters or fortune teller for advice. Participants explained that the
meaning, the number of strokes and the balance of the elements from the Chinese
ontology are important. Parents often receive a list of possible names from which they
choose one for their child. Chinese naming in Hong Kong is in line with the findings from
other researches. Participants usually know the literal meaning of their names and the hopes
their parents wanted to express through the name.

“Parents can give their children a lot of wishes or hopes. […] for 100 [people with
the same Chinese name], there can be 100 meanings.” (Participant 2)

“Your name is about your destiny, about your life, your whole life, so they [parents]
are really serious in picking.” (Participant 5)