The role of L2 WTC and accommodative encounters with locals in Mainland Chinese students’ sociocultural adaptation to Hong Kong
Bibliographic record
Abstract
It remains unclear what role language use and communication with locals play in Mainland Chinese students’ (MCSs’) sociocultural adaptation to Hong Kong. To address this gap, the present study took a language and social psychology approach by invoking Communication Accommodation Theory (CAT) and Willingness to Communicate in a Second Language (L2 WTC). Survey data were collected from 372 MCSs. A path analysis model delineated the relationships between MCSs’ Cantonese confidence, Cantonese WTC, accommodative encounters and contact with locals, and their sociocultural adaptation. The follow-up multiple regression analysis examined the paths between accommodative encounters and the variables they directly predicted (i.e. Cantonese confidence and quality of contact). The results revealed that among the CAT strategies of interpretability, discourse management, interpersonal control, and emotional expression, emotional expression carries the most weight in predicting Cantonese confidence and quality of contact. The findings offer fresh theoretical insights and valuable practical implications.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".