The role of L2 WTC and accommodative encounters with locals in Mainland Chinese students’ sociocultural adaptation to Hong Kong
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it