This thesis examines the use of language and social capital in Internet communities, specifically those communities on the Deep and Dark Web that use both Chinese and English to interact. Using both individual messages and group interactions, I have compared Chinese language patterns with those of English, as well as situations in which the two languages form a compromise, in this paper dubber "hacker creole". Examples were taken from two marketplaces, one English and one Chinese, two blogs, both Chinese, and eight forums, all of which included both Chinese and English language users. One screenshot came from an English-only forum on the Tor network, for the purpose of comparison. The analysis of language included an exploration of the development of reputations on the anonymous Internet, and how building a reputation, necessary to extended interaction in the Deep Web, leaves true anonymity out of the question for users. In addition, the system by which users build or destroy their own reputations is defined under the term social credit, instead of social capital, according to Professor David Garson's definition of social capital and foundational differences in the structure of the rules of reputation online. In addition, a comparison with modern Internet language and that of classical Chinese fiction author Shi Nai'an set a foundation for the historical precedent for underdog criminals as a society, instead of an offshoot or counterculture to society. The conclusion is one that many dystopian fantasies of the modern world deem almost inevitable. Modern economies are easily on the road to systems based on social credit, currencies that no longer take physical form. This is not necessarily a communist or capitalist situation, by necessity it does not fit into the polarized definitions now used to describe political and economic situations. People leverage their way into privileges and liberties with their reputation, and the compromise of language provides the lever.

A Foreigner's Guide to China, a creative project, is a short novel that blends cultural analysis and linguistic study in a collective investigation of modern China. As China grows at an unprecedented pace, many Americans still remain ignorant of life and development in a foreign place on the other side of the world. The project is an attempt to help mesh cultural lines and aid students, travelers, and businesspeople travelling to China for the first time. Therefore, the main goal of the entire project is to provide an actual guidebook that can be read prior to going to China or while in the country. The project is divided into two main types of chapters: cultural analysis and advice giving on day to day life in China, and linguistic study that adopts a more academic approach. Both types of chapters use my personal anecdotes to give both context and a sense of reality to the advice I include in the project. While very different in their styles, the two types of chapters ultimately work towards the same end: explaining differences and similarities between Chinese and American cultures, and giving a cultural opening from which to expand understanding. The novel is written in a lighthearted and humorous tone that attempts to soften the often seemingly offensive overtone that appears when analyzing cultures side by side. Topics include landing advice, transportation, cuisine, working life, and school life, as well as Mandarin Chinese tones, politeness, and dialects. Overall, the project has a more cultural outlook with a heavier focus on those sections.

My dissertation primarily investigates the vast literary corpus of “Qiantang meng”

錢塘夢 (A dream by Qiantang River, 1499, QTM hereafter), the earliest preserved

specimen of the Chinese vernacular story of the “courtesan” 煙粉 category, which

appears first in the mid-Hongzhi 弘治period (1488-1505). The story treats a Song

scholar Sima You 司馬槱 (?) who traveled in Qiantang and dreamed of a legendary Su

Xiaoxiao 蘇小小, a well-educated and talented courtesan who supposedly lived during

the Southern Qi 南齊 (479-520). Fundamentally, I am concerned with how and why an

early medieval five-character Chinese poem, questionably attributed to Su Xiaoxiao

herself, developed across the later period of pre-modern Chinese literary history into an

extensive repertoire that retold the romantic stories in a variety of distinctive literary

genres: poems, lyric songs, essays, dramas, ballads, vernacular stories, miscellaneous

notes, biographical sketches, etc. The thematic interest of my research is to evaluate how

travel and dream experiences interactively form a mode whose characteristics could help

develop a clearer understanding of biji 筆記 (miscellaneous notes) as a genre which is

representational and presentational, exhibiting a metadramatic textual pastiche that

collects both fact and fiction. The timeless popularity of QTM storylines reflect and

express the trope of the “travel and dream” experience. This is something of a “living”

complex of elements through which a textual community in later generations can

reconstruct their authorial and cultural identity by encountering, remembering and

reproducing those elements in the form of autobiographical and biographical expression

of a desiring subject. Travel and dream experiences are cross-referenced, internally

dialogical, mutually infiltrating, and even metaphorically interchangeable. They are

intertwined to create a liminal realm of pastiches in which we can better examine how the

literati in the Yuan (1271-1368), Ming (1368-1644) and Qing (1644-1911) dynasties

formed their own views about a past which shapes and is shaped by both collective and

individual memory. Such retellings both construct and challenge our understanding of the

complex networks of lexical and thematic exchange in the colloquial literary landscape

during the late imperial period.

Since Ruth Benedict introduced the dual concepts of “shame culture” and “guilt culture,” far Eastern Asian societies have placed more emphasis on such “shame culture.” However, Wolfram Eberhard has indicated that Ruth’s dualism may be questionable, and he has pointed out that there are several documents composed by non-Confucian elites that are available to study. Furthermore, Paul Ricoeur claims that language, especially that in confession, is the best source to study to understand guilt and shame cultures. Thus, I would like to study confessional writings in early Daoism. These so-called confessional writings include the Personal Writs to the Three Officials, the zhang-petition in the Celestial Master tradition, and the ci-declaration in Lingbao rituals. If the Personal Writs documents a true practice in history, it should contain the most itemized and profound “feeling of guilt” according to the earlier texts. Most petitions recorded in Master Vermilion Pine’s Almanac only include some formula for confessional words rather than specific confessions. But, I have found some flexible sections, which may be reserved for specific confession, in these formulaic petitions. I also explore two anecdotes about specific confessions in the Six Dynasties to support my claims. I discuss the format, structure and functions of the ci-declaration, an ancient but new writ system in Lingbao retreats. By far the majority of confessions in Lingbao tradition are public and formulaic, but the Lingbao scripture also contains personal confession. Much like the petition, the ci-declaration is personal but contains formulaic writing.

Many researchers have pointed out that sentence complexity plays an important role in language maturity. Using cohesive devices is a critical method to composing complicated sentences. Several grammatical researchers give cohesive devices different definitions and categories in the perspective of pure linguistics, yet little is known about the Chinese learners' acquisition situations of cohesive devices in the field of Teaching Chinese as a Foreign Language (TCFL). Combined with these definitions and pedagogical theories, the acquisition situations of four grammatical features of cohesive devices and eleven logical relations are discussed in this thesis. This thesis expects that through discovering different features of cohesive devices among different student levels, educators of Chinese will gain a more comprehensive understanding of the acquisition orders and features of conjunctive devices. In this study, I examine the teaching orders of cohesive devices in selected textbooks from first-year Chinese through fourth-year Chinese. Three groups of students were required to complete two essays based on the same topics and prompts. Twenty-eight valid writing samples are examined in total, including ten writing samples from fourth-year students, another ten from third-year students, and eight from second-year students. The results show that there are no obvious differences among the three levels of students in their use of certain grammatical features and logical relations of cohesive devices. Students in these three levels have difficulty understanding how to connect paragraphs together fluently and accurately in their compositions. Pedagogical implications include some suggestions about designing instructional writing assignments in order to give more clearly pedagogical instructions for teaching cohesive devices. In addition, comprehensible directions that explain which logical relations should be taught every academic year are proposed.

This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.

ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback.

This paper explores the development of newspapers and serialized novels in Meiji era Japan (1868 - 1912). A theoretical discussion of the role of newspapers in the evolution of culture and society provides background for an analysis of the history and development of the newspaper in Japan. The primary focus is on the rapid development of newspapers and their contribution to the extensive changes in society during the Meiji period. Newspapers both contributed to and were influenced by the development of Japanese society. Finally, the paper applies the theoretical understanding and historical perspective to the analysis of two Meiji serialized novels, one from the beginning of Meiji and one from the end of the era. These novels reveal that Meiji Japan was concerned with creating a general public and establishing an image of a "Japanese nation" that had not previously existed. Takahashi Oden yasha monogatari (1878-1879), by Kanagaki Robun (1829 - 1894), shows how society excluded groups in order to strengthen the majority of people's identification with Japanese society's norms at the beginning of Meiji. Kokoro (1914), by Natsume Souseki (1867 - 1916), uses the shared experience of the death of Emperor Meiji to pull all Japanese into an inclusive social group, and solidify the image of what it meant to be part of Japan in the modern era.