A331 - TMA3 - Final - v2 All Accept

Student’s name: TANG CHUN LEUNG, JAYSON
Student number: S12606154
Course Title: (LANG A331) Language and Society In Hong Kong
Tutor’s name: YAU SIU HO, THOMAS
Assignment Number: ASSIGNMENT 3
Date of submission: 19th April 2023
DECLARATION
I have read and understood the University policy on plagiarism.
I declare that this thesis is my own work and has not been submitted in any form for another
degree or diploma at any university or other institution of tertiary education.
Information derived from the published or unpublished work of others has been acknowledged in
the text and a list of references is given.
Signature:.................TANG CHUN LEUNG JAYSON...................................................................
Date:......................................19th April 2023...........................................................................

The use of English by residents living in my neighbourhood (Central and Western district) in
Hong Kong
1. Introduction
Neighbourhood refers to a district within a city that forms a particular community surrounding
our home. There exist three groups of overlapping speech communities in my neighbourhood:
the Chinese speech community, the English-speaking community and minority speech
communities. (HKMU, 2022, 1:16) While interacting with people in the neighbourhood, the
language being used usually varies with our backgrounds and the context of communication.
Concerning such a situation, Hongkongers would adjust and decide their linguistic behaviour
accordingly, i.e. to adopt English/Chinese/other languages or to mix codes, making the use of
English become a hotly-discussed topic in Hong Kong. There has been much research effort
devoted to the use of English in Hong Kong. This sociolinguistic study aims to conduct
qualitative research to improve our understanding of the factors affecting the use of English by
Hongkongers. We will focus our resources on conducting qualitative research with residents
living in my neighbourhood (Central and Western District).
The report is divided into the following parts: Section 2 states our research question and
hypotheses. Section 3 conducts a literature review. Section 4 provides the methodology of our
study. Section 5 presents the data and key factors affecting where, when, on what subject, and
with whom my neighbours would use English. Section 6 further discusses how age and education
affect the use of English. Section 7 is our conclusion.
2. Research Question and Hypotheses

Our key research question is to identify the key factors affecting where, when, on what subject,
and with whom my neighbours would use English. We hypothesize that people living in my
neighbourhood would use English in spoken or written form in daily life, with colleagues
during working hours or with friends in leisure conversation, ranging from authentic talks to
social media messages. Also, younger people or people with higher education levels will be
associated with higher usage of English. Figure 1 depicts the causal linkage in our hypothesis:
Figure 1 The Hypotheses
In our sociolinguistic research, the investigation concentrates on employing qualitative research

to study the linguistic behaviour of residents living in my neighbourhood (Central and Western
District), so as to address our research question. In particular, we would like to conduct a survey
to ask about the backgrounds and the context of communication of my neighbours, and then
further conduct transcript analysis to infer what are the backgrounds and contexts that will affect
my neighbours’ use of English.
3. Literature Review
Kachru has classified different varieties of “world Englishes” into the Inner Circle, the Outer
Circle, and the Expanding Circle (Figure 2) according to “the type of spread, the pattern of
acquisition, and the functional domains in which the English language is used across cultures
and languages”. (Kachru,1985, P.12).
Figure 2: Kachru’s three concentric circles model (1985)

As indicated by the Basic Law, English is reaffirmed as a ‘co-official’ language in Hong Kong
society (Hong Kong Basic Law, Article 9) and the HKSAR government’s language policy is to
build a civil service with the ability to bi-literate in English and Chinese and to be trilingual in
English, Cantonese and Putonghua. (South China Morning Post September 18, 1995). Such
importance of English in the HKSAR is not only due to English as a lingua franca, but also due
to the historical reason that Hong Kong had been colonized by the British Empire from 1841 to
1997, making the English language more superior than other languages in this international and
financial hub, producing the influence that still exists in society even after the handover. This
conforms to the model of Kachru’s three circles of English that categorizes the status of English
in Hong Kong as the one in the Outer Circle, i.e. the city/country of a former British colony
where English is commonly adopted in the government sectors and functions as a second
language with a prestigious status in social life. So, the use of English is common in different
social communicative contexts in Hong Kong, especially in the domain of education,
government, business and judiciary.
Meanwhile, Lin (1996) indicated the use of English is limited at a personal level for some
Hongkongers, probably because of the predominance of spoken Cantonese as the major medium
of communication in the territory. Dr David Li (1999) even pointed out the fact that Cantonese
and ‘mixed code’ dominate spoken interactions in the civil service and the Chinese readership of
English-language newspapers is relatively small. However, Bacon-shone and Bolton (2005)
released a survey (conducted in 2003) that suggests Hong Kong Chinese people would employ
English for a wide range of tasks both at work and in their free time in recent years, from writing
reports at the office to chatting with friends. The significance of English in the working domain
of Hongkongers is further suggested by Evans (2010), indicating people working in the four
major industries of Hong Kong tend to use English more than Chinese for communication,
particularly when reading and writing company emails, speaking in formal seminars and
exhibitions etc., which illustrates the use of English has almost become a linguistic habit in the
city, playing an important part in the aspects of multiculturalism and multilingualism in today’s
Hong Kong.
In recent years, the literature has identified the extent of how much English usage Hongkongers
encounter in the personal domain depends on their background (e.g. educational level, social
class, age and working industry) and the communicative context (e.g using purpose). Our
research contributes to the literature by conducting qualitative interviews to study the context
under which people in my neighbourhood use English. Also, our research contributes to the
understanding of key factors affecting the use of English in my neighbourhood, based on
surveying residents living in Central and Western District. Participants were asked about when,
where, with whom, and on what subject they usually use English in order to examine how the use
of English relates to one’s background and the context of communication.
4. Methodology
A qualitative approach is adopted to conduct our research because it facilitates a deeper
exploration of Hongkongers’ linguistic behaviour and stimulates rewarding experiences for both
researchers and participants. (DeMarrais, 2004) The findings were derived from the in-depth
interview of 30 Hong Kong Chinese residents who are my neighbours living in Central and
Western District, with various backgrounds. The survey was executed in the district from
December 2022 to February 2023 with two procedures:
(i) Recruited interviewees by knocking on neighbours’ doors for permission or carrying out
street interviews;
(ii) Conducted real-time face-to-face interviews with participants.
Each participant was asked to answer six semi-structured questions in English or Cantonese,
including a basic question for acquiring his/her background information (based on which the
surveyed participant can be confirmed as the resident of my neighbourhood) and the other five
open questions for understanding his/her linguistic behaviour of using English in daily life. See
Appendix 1 for the interview questions. Each interview lasted for about 30 minutes. All
interviewees were made aware of their right to skip questions or withdraw at any stage of the
interview. We also asked for their permission to tape-record the interview. All the dialogues
were translated into English for transcript analysis. See Appendix 2 for the five transcripts.
4.1 Target Participants

Our main target is my neighbours in Central and Western District, who are adults in their
economically active ages (aged 18-60). The collected data will be analyzed from the perspectives
of the participants’ personal backgrounds (e.g. age, education level) and the communicative
context related to their use of English.
5. Data presentation and analysis
We perform transcript analysis and extract information that is directly related to our research
questions and hypotheses.
5.1. Demographic Information
There were fifteen women and fifteen men participating in the interview. Table 1 shows their
demographic information. All of them are aged between 18 and 60, being economically active,
with various highest levels of educational qualification attainment as shown in Figure 3. The
majority of them are in the age group of 31- 40 as shown in Figure 4.
Table 1: Background information of the interviewees (n=30)

Figure 3
Figure 4
5.2. Where (in what situation) do people in my neighbourhood use English?
As for the situation that people in my neighbourhood use English, the majority stated that
English is commonly employed when they are working (80%), writing Emails (67%) or engaging
in social media (50%) as shown in Table 2. Some representative responses are attached below:
“No matter during my working time with my colleagues and to my students or my leisure time
when I communicate using Whatsapp and Facebook, I use English.” (Respondent 001, Q4)
Yet only 30% respondents tend to use English for leisure conversations as indicated in another
representative response:
“I mainly use English at work when meeting a few walk-in customers in my company but it is not
frequent … Normally, I use Cantonese for leisure chat.” (Respondent 002, Q3)
This suggests a significant proportion of my Hong Kong Chinese neighbours (70%) are not keen
on using English for social interactions authentically.
Table 2: Number of respondents who use English in the following situation
(can choose more than 1)

5.3. When and how much time do people in my neighbourhood use English?
As for the period my neighbours use English, Table 3 illustrates that over half of respondents
adopt the English language when they work with colleagues during working hours in the daytime
(around 53.3-56.7%). For conversations with friends (or other social purposes) in leisure time,
Table 3 shows that respondents use English increasingly from early morning till night time, with
the greatest use during “happy hour” (around evening) (40%). A standard response is attached
below:
“I sometimes use English at home, chatting with some of my relatives from overseas at night by
phone call. Also, I use English when I work in HSBC during day work … I also use English to
have social connections, like talking to my past secondary schoolmates from an international
school in the evening…” (Respondent 005, Q3)
Table 3: Number of respondents who use English in the following time section situation
5.4. With whom do people in my neighbourhood use English?
As with whom my neighbours use English, the majority stated that English is frequently
employed when communicating with colleagues (80%) and customers (76.7%) at work as shown
in Table 4. Meanwhile, a significant proportion of respondents (36.6%) would use English as the
medium to communicate with professors/tutors and classmates in tertiary institutes. A
representative response is attached below:
“At work, I speak simple English like “Hello” … to greet a few customers and type documents in
English for my colleagues. But I seldom use it for my personal use.” (Respondent 002, Q4)
Another target my neighbours usually use English with is those whose mother tongues are not
Chinese, such as foreign domestic helpers or tourists on the streets, which comprises 40% of the
total number of respondents. A representative response is attached below:
“I adopt English with my friends who cannot speak Chinese, or foreign tourists who ask
directions.” (Respondent 003, Q4)
Table 4: Number of respondents who use English with the following people situation
5.5. On what subject do my neighbourhood use English?
As for the domain in which people in my neighbourhood use English, Table 5 explicitly shows
that most of the respondents would adopt the English language for tasks at work (80%).
“As I am a teacher, I always use English about education issues at work like teaching the
lessons. I also keep using English when I further advance my studies in universities.”
(Respondent 004, Q5)
Around half of the respondents would use English for their academic study or for solving tasks in
their livelihood as indicated in another standard response:
“I use English to give instructions to my part-time Pilipino maid so as to let them understand my
order.” (Respondent 002, Q4)
Meanwhile, 40% respondents would use English for leisure, not only for face-to-face interactions
with friends, but also for online entertainment as indicated in the representative response below:
“… the use of English can cover all different topics of my personal domain, ranging from
watching the news or movies online, online networking, travelling, playing western board games
with online opponents…” (Respondent 001, Q5)
Table 5: Number of respondents who use English on the following subject situation
6. Discussion and commentary
This section further analyzes the transcripts in depth and highlights the importance of age and
education level in accounting for my neighbours’ linguistic behaviour of using English.
6.1. The impact of age on the use of English by people living in my neighbourhood
To explore how age affects the linguistic behaviour of using English by my neighbours, we sort
out data from 30 transcripts of interviews to perform analysis. For each of the age group from 18-
30, 31-40, 41-50 and 51-60, I computed the average number of hours spent using English in a
week per respondent (for whom have reported their weekly hours spent using English in the
survey), we discover that the average time spent using English weekly for respondents decreases
with age group, from 35.4 hours per week for respondents aged 18-30 to 1.75 hours per week for
respondents aged 51-60, as shown in Figure 5.
Figure 5 The average time spent using English weekly for respondents of different ages
The average number of hours spent using English in a

week per respondent for different age groups
40
35.4
35
30 28
Number of hours
25
20 17.25
15
10
5
1.75
0
18-30 31-40 41-50 51-60
Age Group
We can also observe the phenomenon why younger people are associated with a higher usage of
English by contrasting a representative response from a young respondent and another from an
old respondent below:
“People around me tend to speak English. They are my overseas relatives, colleagues, clients,
friends from both secondary international school or university. Some of them are native English
speakers while some are used to speaking English rather than Cantonese in daily life.”
(Respondent 005, aged 26, Q4)
“The race of my conversation opponent is the main reason for me to employ English. Usually, if
he/she is not Chinese or not able to speak Cantonese, I communicate with him/her in English. Yet
I seldom use it for my personal use because most of my friends and relatives can speak
Cantonese.” (Respondent 002, aged 52, Q6)
Their responses reveal that younger Hongkongers are more likely to adopt English since the use
of English has already immersed the major aspects of their lives (work, leisure, study), compared
with older Hongkongers. This is by reason of returnees of Hong Kong Chinese families from the
Inner Circle countries and the increasing popularity of British-style international schools. Bolton
(2003) explains a significant number of Hong Kong Chinese returning from English-speaking
countries like the UK would keep their language practice of using English with their friends and
families, which fosters their next generations to speak English as their mother tongue and prefer
studying in international schools. It builds a very strong network of English usage among such
young Hongkongers.
In addition, globalization and the effect of Internet communication have sped up the use of
English among young Hongkongers because they belong to the group that is more likely to learn
and accept global innovative ideas, which are spread in digital English, than others. Such factors
not only help the younger generation create international minds and outlooks but also increase
their daily use of English. (HKMU, 2022, 4: 11)
6.2 The impact of education attainment on the use of English by people living in my
neighbourhood
We also explore the impact of education attainment on the use of English by my neighbours. For
each level of education attainment (primary school, secondary school, associate degree, bachelor,
master, and doctoral degree), I computed the average number of hours spent using English in a
week per respondent (for whom have reported their weekly hours spent using English in the
survey), we observe that the average time spent using English weekly for respondents increases
with their education levels, from 3 hours per week for respondents with primary school
qualification to 38 hours per week for respondents with doctoral school qualification, as shown in
Figure 6.
Figure 6 The average time spent using English weekly for respondents with different
educational backgrounds
The average number of hours spent using English in a
week per respondent with different educational
backgrounds
40 36.6 38
35
29.75
30
25
20
14.5
Number of hours
15
9.67
10
5 3
0
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re re or
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or
e
or
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or
e
olo olo e e e e
ho ho g re g re g re g re
sc sc de de de de
y ry r r l
ar a te
d lo te ra
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P co so Ba
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Se As
Highest educational qualification attained
We observe the phenomenon that a person with a higher level of education is associated with a
higher usage of English, which can be shown by contrasting the representative response from a
respondent with an associate degree level and a respondent with a doctoral degree:
“I mainly use English at work when meeting a few walk-in customers in my company but it is not
frequent. There are more proficient English-speaking colleagues responsible for that. Normally,
I use Cantonese for leisure chat.” (Respondent 002, with an associate degree, Q3)
“I use English during my work, as I am a university lecturer. I also need to use English when I
reply emails… when I am having leisure conversation with my friends either through Facebook
and Whatsapp, I am using English. And this can occur all time during a day.” (Respondent 001,
with a doctoral degree, Q3)
The above contrast further conveys that Hongkongers with higher qualifications tend to use
English in their daily lives. Yeung (2020) indicated English is adopted as the medium of
instruction in major courses in tertiary education, which has provided more opportunities for
people with higher education levels to use English for study. Such a factor makes those with
higher academic backgrounds become more proficient in the English language, giving them
confidence and willingness to use it. On the other hand, people with high academic backgrounds
are highly associated with those jobs involving the context of professional English usage, such as
lawyers and international bankers, where English is necessary for serving intra-ethnic/inter-
ethnic communicative purpose among staff or between workers and global clients. (HKMU,
2022, 4:12) This increases the use of English in their daily lives and parallels to the findings of
Bacon-shone and Bolton (2005).
Hence, this section provides solid support to two additional hypotheses suggested in section 2,
that is, younger people or people with higher education levels are associated with higher usage of
English, showing an in-depth explanation of why different people have different linguistic
behaviours on when, where, on what subject, and with whom they use English in Section 5.
7. Conclusion
This research examines where, when, with whom and on what subject people in my
neighbourhood use English by conducting qualitative interviews. We have asked economically-
active respondents in the neighbourhood semi-structural questions to get information on their use
of English and the factors affect it. Our hypothesis argues that people in my neighbourhood
would use English with the colleagues during working hours and friends in leisure conversation.
Younger people or people with higher education level are associated with a higher English usage.
Through qualitative interviews and transcript analysis, we validate these hypotheses.
References
Bacon-Shone, J, and Bolton, K (2005) ‘Bilingualism and multilingualism in the HKSAR: Hong
Kong’s changing linguistic profile’, International Symposium on Bilingualism: Linguistic,
Psycholinguistic and Sociolinguistic Perspectives, The University of Hong Kong, June 18, 2005.
Bolton, K. (2003). Hong Kong English: Autonomy and Creativity. Hong Kong: Hong Kong
Univerity Press.
DeMarrais, K. (2004). Foundations for Research. In K. DeMarrais & S. D. Lapan (Eds.),

Foundations for Research (pp. 51–68).
Evans, S. (2010). Language in Transitional Hong Kong: Perspectives from the Public and Private
Sectors. Journal of Multilingual and Multicultural Development, 347-363.
Hong Kong Metropolitan University (2022) ‘Unit 1 The Hong Kong speech community’ in
LANG A331 Language and Society in Hong Kong, Hong Kong: HKMU.
Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language in the
outer circle. In R. Quirk and H. Widowson (Eds.), English in the world: Teaching and learning
the language and literatures (p. 11-36). Cambridge: Cambridge University Press.
Li, D C S (1999) ‘The functions and status of English in Hong Kong: A post-1997 update’,
English World-Wide, 20: 67–110.
Lin, A. M. Y. (1996). Bilingualism or linguistic segregation? Symbolic domination, resistance,

and code-switching in Hong Kong schools. Linguistics and Education, 8(1), 49-84.
Yeung, M. (2020). The use of English as a medium of instruction in higher education in post-
colonial Hong Kong -perceived realities and issues. Taiwan Journal of TESOL, 39-64.
Appendix 1: Interview Questions
The use of English by residents living in my neighbourhood

(Central and Western district) in Hong Kong
Qualitative Interview
Document background:
• Reference number:
• Gender (M / F):
• Interview date and time:
• Interview location:
Topic Guide:
• Good afternoon. We are students from Hong Kong Metropolitan University
• We are doing a survey to study the use of English by local inhabitants living in
different neighbourhoods in Hong Kong.

• Would you mind spending around 30 minutes to answer our questions?
• We will ask you six open questions. The survey is both anonymous and confidential. And
you might skip any question that you do not want to answer.
• We will take notes on your answers. Could we also tape record the interview process? We
will destroy the tape-record after transcription.
Questions:
Part I: Background Information
1. Might I ask you about your age group, your highest education attainment, your living district
and the industry you engage?
Part II: Linguistic Behaviour of using English

2. For each week, what is the amount of time you use English?
3. Where (in what situation) and when do you spending time using English?
4. With whom do you usually use English?
5. What are the content and subject when you use English?
6. Lastly, would you like to add some words on the factors that would affect where, when, with
whom and on what subject you use English?
This is the end of the interview. Thank you very much for you time!
Appendix 2: Interview Script (Respondent 1)

• Reference number: 001
• Gender (M / F): M
• Interview date and time: 31st December, 2022 (13:12)
• Interview location: City Hall, Central
Topic Guide:
• Good afternoon. We are students from Hong Kong Metropolitan University.

Questions:
1. Might I ask you about your age group, your highest education attainment, your living district and
the industry you engage?
I am 36. My highest education level is a PhD. I live and work both in the Central and Western District. I
am a university Professor.
I use English around 30 hours each week.
I use English during my work, as I am a university lecturer. I also need to use English when I reply
emails. Usually this occurs during the daytime, for both morning and the afternoon during weekdays.
On the other hand, I also use English in social media. For example, when I am having leisure conversation
with my friends either through Facebook and Whatsapp, I am using English. And this can occur all time
during a day.
No matter during my working time with my colleagues and to my students or my leisure time, when
I communicate using Whatsapp and Facebook, I use English.
During my job, it’s related to the subjects I teach, which is Economics. In contrast, in my daily life, the
use of English can cover all different topics of my personal domain, ranging from watching the news or
movies online, online networking, travelling overseas with friends, playing western board games with
online opponents, etc.
Usually, when I communicate with my younger friends, I tend to use English more. Similarly, when I talk
with a guy with a higher education level, there is also a higher chance for me to use English.

• Gender (M / F): F
• Interview date and time: 31st December, 2022 (13:48)
• Interview location: City Hall, Central
Topic Guide:

Questions:
I am 52. I am a clerk in a private trading enterprise. My highest education level is an Associate Degree. I
live in Sheung Wan.

I use English less than an hour each week.
I only use English at home when I communicate with my part-time maid. Usually this occurs during the
daytime on Saturday.
I mainly use English at work when meeting a few walk-in customers in my company but it is not frequent.
There are more proficient English-speaking colleagues responsible for that. Normally, I use Cantonese for
leisure chat.
With my part-time maid and to a few customers at work.
I use English to give instructions to my part-time Pilipino maid so as to let them understand my order. At
work, I speak simple English like “Hello” or “Good morning” to greet a few customers and type
documents in English for my colleagues. But I seldom use it for my personal use.
The race of my conversation opponent is the main reason for me to employ English. Usually, if he/she is
not Chinese or not able to speak Cantonese, I communicate with him/her in English. Yet I seldom use it
for my personal use because most of my friends and relatives can speak Cantonese.

• Interview date and time: 7th January, 2023 (10:02)
• Interview location: Jing Tai Garden, 27 Robinson Road, Central
Topic Guide:

Questions:
1. Might I ask you about your age group, your highest education attainment, your living
district and the industry you engage?
I am a 58-year-old housewife. My highest education level is secondary school. I live in the Mid-levels.

I use English for around 30 minutes weekly.
I use English at home, usually for the purpose of watching English TV news or reading online English
news for leisure in the evening. I also use English when I chat with my friends who are from Thailand on
the streets or at coffee shops, probably during daytime. I meet them once a month, usually on Fridays.
I adopt English with my friends who cannot speak Chinese, or foreign tourists who ask directions.
When I watch English TV news, I write down some English words/ phases that I don’t know and I then
look up the dictionary to check the meanings to understand what the news is about. When I communicate
with my foreign friends from Thailand, I always type English words or sentences on Whatsapp.
It really depends on my friends’ race. If I make more friends from non-Chinese speaking communities, I
would use more English.

• Interview date and time: 7th January, 2023 (12:47)
• Interview location: Jing Tai Garden, 27 Robinson Road, Central
Topic Guide:

Questions:
I am 31. I am a teacher of a secondary school. My highest education level is master degree. I live in
Robinson Road.

I use English around 21 hours per week.
I use English with my colleagues and students at school during daytime at work. Sometimes, I use English
to order food in restaurants in Soho area at night. I also use English to write e-mails or documents all day.
With my colleagues, students, students’ parents and sometimes friends

As I am a teacher, I always use English about education issues at work like teaching the lessons. I also
keep using English when I further advance my studies in universities. Sometimes I have small talks with
colleagues and friends, most probably related to daily life topics.
When I meet people who don’t speak Chinese or I think they cannot speak Chinese, I will use English.
Normally, when I meet the one who can speak Chinese, I won’t use English. When I come across the
social websites in English, I have to use English to read it. When the atmosphere is all in English, it also
affects me to use English.


• Gender (M / F): M
• Interview date and time: 21st January, 2023 (17:30)
• Interview location: Pacific Coffee at 1 Seymour Road, Central
Topic Guide:

Questions:
2. Might I ask you about your age group, your highest education attainment, your living
district and the industry you engage?
I am 23. My highest education level is a Bachelor degree. I live and work both in the Central and Western
District. I work in HSBC.

I use English over 60 hours each week.
I sometimes use English at home, chatting with some of my relatives from overseas at night by phone call.
Also, I use English when I work in HSBC during day work since over half of my colleagues are from
Europe and the North America. I also use English to have social connections, like talking to my past
secondary schoolmates from an international school in the evening or having leisure talks with my
university friends on Facebook or Line for the whole day. Instagram is another tool that I almost post
English comments. However, I sometimes use abbreviated English words which are not as “correct” as
the traditional grammar.
People around me tend to speak English. They are my overseas relatives, colleagues, clients, friends from
both secondary international school or university. Some of them are native English speakers while some
are used to speaking English rather than Cantonese in daily life.
I use English in my company when I have meeting with my colleagues and clients. I use English for
causal talks with friends in personal domain too
I tend to use English more when talking to colleagues using English as their mother tongues. When I meet
my friends in some restaurants which only provide English menu or English-speaking waiters, I am forced
to use English to order food.

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Student’s name: TANG CHUN LEUNG, JAYSON

Student number: S12606154

Course Title: (LANG A331) Language and Society In Hong Kong

Tutor’s name: YAU SIU HO, THOMAS

Assignment Number: ASSIGNMENT 3

Date of submission: 19th April 2023

I have read and understood the University policy on plagiarism.

Signature:.................TANG CHUN LEUNG JAYSON...................................................................

Date:......................................19th April 2023...........................................................................

2. Research Question and Hypotheses

In our sociolinguistic research, the investigation concentrates on employing qualitative research

Figure 2: Kachru’s three concentric circles model (1985)

4.1 Target Participants

5.1. Demographic Information

Table 1: Background information of the interviewees (n=30)

5.2. Where (in what situation) do people in my neighbourhood use English?

Table 2: Number of respondents who use English in the following situation

(can choose more than 1)

(can choose more than 1)

5.5. On what subject do my neighbourhood use English?

(can choose more than 1)

6. Discussion and commentary

The average number of hours spent using English in a

Highest educational qualification attained

DeMarrais, K. (2004). Foundations for Research. In K. DeMarrais & S. D. Lapan (Eds.),

Lin, A. M. Y. (1996). Bilingualism or linguistic segregation? Symbolic domination, resistance,

Appendix 1: Interview Questions

The use of English by residents living in my neighbourhood

• Interview date and time:

• Good afternoon. We are students from Hong Kong Metropolitan University

different neighbourhoods in Hong Kong.

Part II: Linguistic Behaviour of using English

4. With whom do you usually use English?

The use of English by residents living in my neighbourhood

• Reference number: 001

• Interview date and time: 31st December, 2022 (13:12)

• Interview location: City Hall, Central

• Good afternoon. We are students from Hong Kong Metropolitan University.

different neighbourhoods in Hong Kong.

I use English around 30 hours each week.

4. With whom do you usually use English?

Appendix 2: Interview Script (Respondent 2)

The use of English by residents living in my neighbourhood

• Reference number: 002

• Interview date and time: 31st December, 2022 (13:48)

• Interview location: City Hall, Central

• Good afternoon. We are students from Hong Kong Metropolitan University.

different neighbourhoods in Hong Kong.

Part II: Linguistic Behaviour of using English

I use English less than an hour each week.

4. With whom do you usually use English?

With my part-time maid and to a few customers at work.

Appendix 2: Interview Script (Respondent 3)

The use of English by residents living in my neighbourhood

• Reference number: 003

• Interview date and time: 7th January, 2023 (10:02)

• Interview location: Jing Tai Garden, 27 Robinson Road, Central

• Good afternoon. We are students from Hong Kong Metropolitan University.

different neighbourhoods in Hong Kong.

Part II: Linguistic Behaviour of using English

I use English for around 30 minutes weekly.

4. With whom do you usually use English?