A STUDY ON SPEECH ERRORS OF CANTONESE SPEAKERS

Peony LAU Pan Ying

(52186113)

Department of Chinese, Translation and Linguistics

City University of Hong Kong

In partial fulfillment of the requirements for CTL2204

Cecilia Y. H., CHAN

10 December, 2012

i

ABSTRACT

This paper examines speech errors among young native Hong Kong Cantonese speakers. The

study is based on a Chinese text, two picture books as well as a speech topic. Researcher

outlines several types of speech errors suggested by Fromkin (1971) and also occurrences of

hesitations and repairs. It is concluded that speech errors, hesitations and repairs often emerge

in both literary and colloquial readings. The study suggests that (1) types of speech errors

vary in different styles of speaking; (2) occurrence of repairs is related to the rate of speech;

and (3) hesitations seldom occur in reading aloud.

Keywords: Chinese, Cantonese, speech disfluency, speech planning, spontaneous speech,

automatic speech, speech error, stuttering, hesitation, monitoring, self-repair, instant

repair, anticipatory retracing, fresh start, repetition

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ACKNOWLEDGEMENTS

I am indebted to Cecilia Chan Yuet-hung, my professor of this course, for her teaching and

guidance throughout my research. She has solved every single problem of my research.

Without her, I would have been so lost that I could hardly proceed with my research. I

would like to give my special thanks to Dr. Lee Wai-sum and Professor Eric Zee Yun-yang.

They taught me a lot in phonetics and phonology, and aroused my interest in these fields. I

am especially grateful to Dr. Peppina Lee Po-lun and Mr. Tom Lai Bong-yeung, who have

always been my good teachers and friends, for their continuous support and help. It is them

who gave me much advice when I was at my study crossroads.

I thank all of my friends who helped me in this research, including Li Yan-chung, Wong

Hiu-lam, Wong Ching-fung, Ng Ka-chun, Chan Yik-lun, Wong Ka-wai and Cham Man-ho.

I particularly would like to express my deepest gratitude to Li Yan-chung, who provided a lot

of help intellectually. He was always there whenever I needed help or someone to chat with,

and he encouraged me during the days I burnt out. Wong Hiu-lam, being my friend and

fellow student in university, also helped pretty much in linguistics knowledge.

I am sincerely thankful to my parents, who have given me the greatest love and support in my

university life. They never demand me do well in schoolwork, but allow me do whatever I

want. Last but not least, I want to express my greatest love for God who has given me the

strength to go on with my university studies.

I dedicate this thesis to all the ones I love.

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TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

1. INTRODUCTION 1

1.1 DEFINITION AND LITERATURE REVIEW 1

1.1.1 Slips of the Tongue 1

1.1.2 Speech Disfluency 2

1.1.3 Structure of Self-repairs 3

1.2 AIMS OF STUDY 3

1.3 HYPOTHESIS 3

2. METHODOLOGY 5

2.1 DESIGN AND MATERIALS 5

2.1.1 Reading Aloud 5

2.1.2 Storytelling 5

2.1.3 Spontaneous Speech 6

2.2 RESEARCH PROCEDURES 6

2.2.1 Experiment Procedures 6

2.2.2 Transcription Procedures 7

2.3 SUBJECTS’ BACKGROUND 7

3. RESULTS 10

3.1 SPEECH ERRORS 10

3.1.1 Speech Errors in Task 1 11

3.1.2 Speech Errors in Task 2 16

3.1.3 Speech Errors in Task 3 32

3.2 HESITATIONS 43

3.2.1 Unfilled Pauses 43

3.2.2 Filled Pauses 44

3.2.3 Clearing of Throat 45

3.2.4 Lengthening of Sounds 45

3.2.5 Laughters and Breaths 46

3.3 REPAIRS 47

3.3.1 Instant Repairs 47

3.3.2 Anticipatory Retracing 47

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3.3.3 Fresh Starts 48

3.3.4 Repetitions 48

4. DISCUSSION 49

4.1 SPEECH ERRORS 49

4.1.1 Types 49

4.1.2 Distribution 50

4.1.3 Phonetic Variations 50

4.1.4 Literary Reading and Colloquial Reading 51

4.2 HESITATIONS AND REPAIRS 52

4.2.1 Types 52

4.2.2 Rates 52

4.2.3 Locations 53

4.2.4 Grammaticalization of Lexicon 54

4.3 LIMITATION 55

4.3.1 Ambiguity on Error Judgement 55

4.3.2 Weakness of Hesitation Study 56

4.4 FUTURE DIRECTIONS 56

5. CONCLUSION 57

REFERENCES 58

APPENDICES 60

I. TASK MATERIALS 60

i. Reading Aloud Text 60

ii. Storytelling Materials 61

1. 烏鴉喝水 61

2. 螞蟻和蟋蟀 64

II. TRANSCRIPTION NOTATIONS 67

III. TRANSCRIPTS 68

i. Subject A 68

ii. Subject B 71

iii. Subject C 73

iv. Subject D 75

v. Subject E 79

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1. INTRODUCTION

1.1 Definition and Literature Review

1.1.1 Slips of the Tongue

Speech errors, commonly called “slips of the tongue”, have been studied since before

the time of Freud. They tend to occur in highly regular patterns (Fromkin, The

non-anomalous nature of anomalous utterances, 1971; Garrett, 1975). Slips of the

tongue can be categorized into eight basic types (Hockett, 1967; Fromkin, The

non-anomalous nature of anomalous utterances, 1971; Garrett, 1975; Carroll, 2008),

including shift, exchange, anticipation, perseveration, addition, deletion, substitution

and blend. They can affect different kinds of linguistic units, such as phonemes,

morphemes and phrase (Boomer, 1968; Nooteboom, 1969). Hesitations, changes of

mind, repetition of sounds or words, and so forth, are also counted as errors, but they

are not part of the same class of slips of the tongue.

Table 1.1 Major Types of Slips of the Tongue

Type Example

1. Shift 藝術，是生存 (生死存亡)

2. Exchange jang4 san1 (人生: jan4 sang1)

3. Anticipation gak3 得 (覺: gok3)

4. Perseveration 精神 can4 面 (神: san4, 層: cang4)

5. Addition 自己係一個係點樣嘅人 (係一個點樣嘅人)

烏 ngaa1 (鴉: aa1)

6. Deletion 所以藝術家不能有錢，二不能自我感覺良好。(一不能有錢)

o5 o3 得 (我覺: ngo5 gok3)

7. Substitution 為表演形象 (形式)

可 lang4 (能: nang4)

seok6 於 (屬: suk6)

8. Blend 是互為表 lek1 (裡的)

tyun6 食 (斷: dyun6/tyun5)

Previous studies indicate that speech errors are more common when speakers are

nervous or under stress, tired, anxious, or drunk. Some people are more prone to

speech errors than others.

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1.1.2 Speech Disfluency

During linguistic planning, there are often cycles of hesitation and fluency.

Linguistic planning is very cognitively demanding. Studies suggest that sentences

are not planned in their entirety before the initiation of speech (Lindsley, 1975).

Hesitation helps speakers decide what to say next (Bortfeld, Leon, Bloom, Schober, &

Brennan, 2001), as we express a portion of intended message, pause to plan the next

portion, articulate, and so on. (Beattie, 1983). On the other hand, it also happens

because of high uncertainty (Lounsbury 1965, Brennan and Schober 2001). Levelt’s

(1983) study support this hypothesis by finding that pauses occurred more often

before low-frequency words.

The sheer number of words from which we choose also influence hesitation pauses

(Taylor, 1976). Schachter et al. (1991) examined the number of filled pauses in

lecturers in humanities, social science and natural science. The findings of the

experiment suggest that humanists use far more filled pauses in their lectures than

scientists do, as there are fewer synonyms of science terms.

Hesitations are presented on two levels – suprasegmental and segmental.

Suprasegmental hesitations can be in the form of paralinguistic means, such as

coughing and laughing; presegmental means, such as filled pauses, lengthening of

sounds, glottal stop, etc.; and unfilled pauses (silent pause). Segmental hesitations

are pauses with discourse markers or repetitions.

According to Mahl’s (1987) research, disturbances of spontaneous speech are

positively related to the speaker’s anxiety. However, there is no significant evidence

that filled pauses increase with anxiety.

The rate of FPs is correlated to gender. Shriberg’s (1994) study shows that men

produced significantly higher rates of filled pauses than women. In light of the view

that filled pauses may serve to hold the floor, an inference is men may tend to control

the floor more than women.

For hesitations, there are various forms, such as editing expressions (Hockett, 1967;

Carroll, 2008), which are also known as fillers (Maclay & Osgood, 1959). Examples

are /uh/ and “I mean”. Clearing of throat and silence pauses could also be hesitation

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markers.

1.1.3 Structure of Self-repairs

Levelt (1983, 1984, 1989) analyzed three ways of restarting. The first one is called

instant repairing, which is to replace the troublesome item with a new one. The

interruption can be delayed; instant repairs do not require immediate interruption.

Another way is anticipatory retracing. It is to retrace to and repeat some word prior

to the troublesome element. The third way is by making a fresh start. The speaker

drops the original syntactic structure and starts with a new construction. There is

also a special type of fresh start – prespecification, which is to start with fresh

material but still repeat part of the original utterance.

1.2 Aims of Study

This research aims at collecting and analyzing spontaneous errors, hesitations and repairs

in speech production, and examines their amount and locations in reading aloud,

storytelling and spontaneous speech. By comparing the number of occurrences of

speech errors in formal speech and casual speech, I would like to account for the

differences.

Apart from studying the nature of speech errors, I would like to investigate the factors

that may influence the frequency of speech errors and why some people are more prone to

speech errors than others. Several hypotheses would be proposed in the next section.

On the other hand, I would like to find out where hesitations and repairs appear and

whether there are regular patterns on the occurrences.

1.3 Hypothesis

This research suggests that speech errors occur in all types of speech, but their amount

and types vary in different speech styles.

A hypothesis on stylistic aspects is proposed. As spontaneous speech requires more

linguistic planning, which is very cognitively demanding, repairs and hesitations might be

more frequent in informal and casual discourse contexts as in storytelling and

spontaneous speech. It is assumed that more hesitations would be found in casual

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speaking style – correlating with brainstorming from mental lexicon – than in the part of

reading aloud. Repairs would be found in both reading aloud and casual speaking, in

which those in reading aloud are due to mispronunciation or related to sight-reading of

the text, while those in casual speaking are owing unclear organization or thoughts.

In terms of suprasegmental features, it is suggested that slow speaking rate is associated

with fewer speech errors (Carroll, 2008).

Lastly, although Schachter et al. (1991) states that speech disfluency does not depend on

which subject the speaker is in, I propose that subjects studying language or linguistics

would have better speech performance than those stuying pure science or engineering.

Analyses would be made in terms of the amount of speech errors and disfluency.

No hypothesis is made on sociolinguistic aspects as the all subjects are of the same gender,

while information of their economic background was not collected.

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2. METHODOLOGY

2.1 Design and Materials

This paper will look into speech performances of native Hong Kong Cantonese speakers.

Experiments on subjects were carried out. Three tasks are required to complete by the

subjects:

2.1.1 Reading Aloud

The first task aims at recording speech sounds in the most formal style when

speakers are supposed to be very aware of their articulation, intonation and fluency

of speech. A text of purely Chinese words should be used in this part. To ensure

the text is new to all subjects, the text should not be from famous books or writers.

Plus, the words used in the text should not be too difficult lest subjects do not know

how to pronounce, but the words and syntax of the text should not be too easy or

there would be very few speech errors and little amount of disfluency. A text of

about 450 words extracted from a preface “飢餓、斷食與藝術” (“Hunger, Fasting

and Art”) written by Dung Kai-cheung for a drama performance, was selected. The

passage is written in modern Chinese in a moderate level of difficulty. Subjects

were asked to read aloud the text formally and literarily for about 2 minutes without

former preparation.

2.1.2 Storytelling

Task 2 aims at recording subjects’ colloquial speeches in a casual, relaxed and

informal style. As it requires subjects’ imagination to construct an intact story, pure

pictures or cartoons without words should be used. Researcher discovered that

most comics contain descripting text, while those without text are often too short or

not easy to understand. Two short picture story books were chosen at last. They are

“烏鴉喝水” (“The Crow Drinks Water”) and “螞蟻和蟋蟀” (“The Ants and the

Cricket”). Subjects were asked to tell the two stories informally and colloquially

for 3-5 minutes, based on the pictures in the books and elaborate with their own

imagination.

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2.1.3 Spontaneous Speech

The last task aims at studying speech in the most casual and extemporaneous way.

A topic is specified by researcher. Some points should be considered while setting

the topic. First, the spontaneous speaking ability might differ among subjects.

Plus, the topic should not be discipline-specialized so that there would not be any

bias against certain subjects. In light of the above factors, a common question has

been set: “談談你對大學生活的目標和願望，以及在你眼中有意義的大學生活。”

(“As a university student, what are your goals and wishes in your university life, and,

how do you think is a meaningful university life?”) Subjects were asked to give an

improvisation informally and colloquially for 3-5 minutes, immediately after he had

been told the topic.

2.2 Research Procedures

2.2.1 Experiment Procedures

Experiments were carried out on an individual basis, with a briefing session before

the interview. A quiet place was arranged by researcher for every subject.

Background information of the subject was inquired, and subjects were reminded to

speak in merely Cantonese, in tasks 2 and 3, if possible. All subjects are told to

perform the three tasks in the sequence of this: reading aloud, spontaneous speech

and finally storytelling.

Researcher started the sound recorder. The reading passage was given to the

subject and he was instructed to read a part of it. Then, researcher told the subject

the specified speech topic, and the subject should perform a spontaneous speech

promptly, without any preparation time. Lastly, researcher gave the subject the first

picture book, instructing that he should tell a story from the pictures and describe

each picture as much as he could. With no time glancing through the book, the

speaker should tell the first story. After finishing the first book, researcher

immediately guided the subject tell the second story, as the sound recording

continued.

All speeches were measured with a stop watch in Sony Xperia Ion mobile phone.

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All interviews were recorded using the phone recorder.

2.2.2 Transcription Procedures

All recordings were transcribed in Jyutping, the Cantonese Romanization system

designed and proposed by the Linguistic Society of Hong Kong (LSHK) (The

Linguistics Society of Hong Kong - The Jyutping Scheme, 1993). Unless

necessary, IPA symbols would not be not used in transcripts as the phonetic and

phonology variations of speech sounds are not main foci of this research.

For unfilled pauses (UFPs), the lengths of short UFPs (less than 1.0 second) were

not recorded. Durations of longer ones (over 1.0 second) were estimated roughly,

as this research does not demand the precision of the quantitative data on the span of

pauses.

As for filled pauses (FPs), the distribution of FPs was determined in the following

way: if an FP occurred between two phrases, it was analyzed as being at the

beginning of the second phrase, rather than at the end of the first one. Filler sounds

of subjects which cannot be transcribed in Cantonese characters are marked as uh

(/ə/), um (/əm/), hm (/hm/) or mm (/m/). The filler sound /ɛː/ is transcribed as “誒”

as in the Linguistic Corpus of Mid-20th Century Hong Kong Cantonese (香港二十

世紀中期粵語語料庫 - Word 詞語: 誒, 2012).

All transcription notations used in this research is attached in the appendices.

2.3 Subjects’ Background

Five subjects are invited for the research. The following personal information of

speakers was collected for data analysis.

1. Gender

All speakers must be of the same gender for similar linguistic performances. In

this research, all subjects are male. Gender, as a sociolinguistic variable, affects the

rate of fillers produced. In Shriberg’s (1994) study, men produced significantly

higher rates of filled pauses than women.

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2. Age

In this research, “age” is set to be an independent variable, so all subjects should be

of similar age. Age correlates to cognitive, motor and perceptual functioning,

which may affect speech performance. According to Bortfeld et al. (2001), older

speakers have more difficulty retrieving words than younger speakers do, although

the ability to define words may improve with age. Plus, regarding the difficulty of

the passage for task 1, subjects should have acquired enough Chinese knowledge.

Therefore, in this research, speakers aged between 20 and 21 years old (those who

were born in 1991) are selected to guarantee similar linguistic performances.

3. Handedness

All subjects ought to have the same handedness because of the fact that brain

dominance of right-handed people and that of left-handed people are different, hence

influencing their language processing ability. In this research, right handed

subjects are selected because of their popularity.

4. Educational background

Similar educational background of subjects should be ensured. Current university

students are chosen for adequate knowledge of Chinese and full language

development.

5. Program of study

University program that the speaker is studying might have an impact on his/her

language ability such as usage of vocabularies. For example, it is suggested that

students studying engineering or mathematics may not have the same level of

language performance as students in Language or Linguistics do. Researcher hopes

to compare their differentiations under this hypothesis. Plus, students in humanities

may make more self-repairs in spontaneous speech than students in engineering.

6. HKALE Chinese oral examination grade

It is assumed that language ability correlates with the amount of speech errors,

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hesitations and repairs. (There are definitely other factors leading to speech errors

and self-monitoring.) One’s language ability could partly be reflected by oral

examination grade. Though one’s oral grade might not be a strong evidence for his

speaking performance, but it is still recorded as reference.

Apart from the above stratifications, all subjects are healthy native Hong Kong Cantonese

speakers who are born in and reside in Hong Kong. Also, they possess normal reading

and speaking ability and normal intelligence. None of them have any history of speech

and language disorders, such as dyslexia or cerebral dysfunction.

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3. RESULTS

3.1 Speech Errors

In this section, errors for each of the three tasks are listed. The “Speech Error Sample”

column shows only the core part where the error occurs, which is usually either sentence

constituents or phrases. The “Remarks” column makes notes on the possible triggers or

causes of an error, or the correct form. It may also refer to a previous similar speech

error.

Here are the basic keys of eight types of speech errors:

S – Shift; E – Exchange; N – Anticipation; P – Perseveration; A – Addition; D – Deletion;

T – Substitution; B – Blend

To distinguish different linguistics types of speech errors, small letter alphabets “m”, “p”,

“c”, “t”, “o” or “i” are added after the error key if applicable. A “p” stands for phoneme

or sound level; an “m” stands for morpheme or word level; a “c” stands for constituent or

phrase level; a “t” stands for tonal or any other suprasegmental levels; and an “o” means

that the error is one occurred across two different linguistic levels. There is a special

deletion error where a sound is cut off abruptly, leaving an incomplete sound segment.

These cases are represented by an “i”.

Here are some rules and constraints on defining speech errors:

1. Incomplete sound segments or sounds which the meaning is unclear are marked in

italics, while mispronunciations are in parentheses after the target character.

2. If the error type is vague and undefined, a question mark is added in the “Type”

column.

3. If the source or original target of an error is unclear, a question mark is added in the

“Remarks” column.

4. If the error type is ambiguous, all possibilities are listed and ordered by their

likelihood, with a slash (“/”) between the possible types.

5. In this research, the sounds of sentence final particles (SFP) are not considered. For

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instance, for the particle “呢”, pronunciations of “ne1” and “le1” are both accepted.

Variations of sounds and tones of most SFPs are not considered to be speech errors.

6. Similar to rule 5, Sounds and tones of all editing expressions are not analyzed. Even

if one pronounced “ze1 e6” in the editing expression “即係”, the lazy pronunciation

would not be considered.

7. A colloquial reading of a character instead of its literary reading in task 1 is counted

as a speech error. However, tonal assimilation in vernacular speech, such as

pronouncing “當然” as “dong1 jin2”, is not regarded as error.

8. For deletions of sounds, every omitted phoneme counted as one deletion error. For

example, for a mispronounced “lan4” in “bat1 nang4”, Tp occurred twice, as the onset

/n/ was substituted by a /l/ and the coda /ng/ was replaced by a /n/.

9. For deletion of sounds, say, in “與 s- 生俱來”, the “s” sound is produced but cut off

abruptly. Situations like this are counted as only one deletion error. The deletion

of the original sound segment (Dp) and the deletion of the word (Dm) that would have

been uttered otherwise are combined to a deletion error for incomplete sound segment

(Di).

10. Unclear utterances are not analyzed.

3.1.1 Speech Errors in Task 1

Table 3.1 List of all speech errors occurred in Task 1

# [Speaker].

[Error no.] Speech Error Sample Type Remarks

A01 ×3 飢餓（o6） Dp ngo6

A02 狀（zon6）態 Tp zong6

A03 描述一（at1）種 Dp jat1

A04 這一（a1）內涵 Dp, Dp jat1

A05 當（don1）中 Tp dong1

A06 並不一定包括 Tm 含

A07 並不（ba1）b- {.}一定包含 Dp bat1

A08 並不 b- {.}一定包含 Di 不一定包含

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A09 因為對藝術 Dc 飢餓藝術家

A10 因（ja1）為 Dp jan1

A11 捱餓一點難度都沒有 Tm 也

A12 而又（a4）同時 Dp, Dp, Pt jau6

A13 所以藝術家不 Dm 一不能

A14 嚴格來說{.}是可以 s- Tc, Di Line skip

是慢性自殺

A15 jek4──{.}嚴格來說 Tp 嚴? (jim4)

A16 只有抱有這樣 s- ──的信念 Di 這樣的信念

B01 ×5 斷（tyun5）食 Tp dyun6

B02 意思並不完全相同 Tm 義

B03 不（bak1）過 Tp bat1

B04 更（gan3）準: 確地 Dp gang3

B05 狀（zon6）態 Tp zong6

B06 斷（tyun6）食 Bm dyun6/tyun5

B07 則（zat1）{.}描述 Tp zak1

B08 「斷食」是現象 Tm 表

B09 而是藝術家 Dm 指藝術家

B10 是他與 s- ──生俱來的 Dp 生

B11 磨: 難（laan6） Tp naan6

B12 ×2 精神層（can4）面 Pp/Tp cang4

B13 肉體層（can4）面 Tp cang4

B14 是互為表 lek1──{.}表裡的 Bp 裡的

B15 不能（lang4） Tp nang4

B16 ×2 不能（lan4） Tp, Tp ≈B15

B17 把那 ng- ──餓而不死的 Di 餓

B18 往（won5）不可能的方向 Tp wong5

B19 不（ba1）可能的 Dp bat1

B20 ×2 不可能（nan4）的 Tp nang4

B21 死亡（mon4）的方向 Tp mong4

B22 死亡的方向（hoen3） Tp hoeng3

B23 ×4 生（san1）存的 Tp sang1

B24 藝術，是生存 Sm 生死存亡

B25 不{.}被世人尊重 Tm 界

C01 則（zat1）描述 Tp B06

C02 難（laan4）度 Tp naan4

C03 所以藝術家不 Dm A04

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C04 由此而來（noi4） Tp loi4

C05 只有抱有這樣信念的人 Dm ≈A07

D01 ×4 飢餓（o6） Dp A01

D02 ×6 斷（tyun5）食 Tp B01

D03 ×2 不（bak1）過 Tp B03

D04 更（gan3）準確地 Tp B04

D05 「飢餓」是指──{.}指的是 Tc 指的是

D06 身體的狀況 Tm 態

D07 ×3 狀（zon6）況 Tp A02

D08 本質（zak1） Tp zat1

D09 飢餓是本 Dc 甚麼的本質

D10 s- ──{.}是甚麼的本質 Dp 是/甚

D11 行（han4）為 Tp hang4

D12 藝（ai6）術的 Dp ngai6

D13 藝術家透過飢餓 Tm 通

D14 內（loi6）涵 Tp noi6

D15 當（don1）中 Tp A05

D16 並{.}不一定包括（kwu3） Tm, Dp A01

D17 難（laan4）度 Tp C02

D18 ×4 與生（san1）俱來的 Tp sang3

D19 ×3 本能（lan4） Tp, Tp nang4

D20 磨難（laan6） Tp naan6

D21 屬（seok6）於 *Assimilation (vowel) Tp suk6

D22 ×2 精神層（can4）面 Pp/Tp B11

D23 肉體層（can4）面 Tp B12

D24 ×2 不能（lang4） Tp nang4

D25 那（laa5） Tp naa5

D26 不（ba1）可能的 Dp B18

D27 往（won5）{.}死亡的 Tp wong5

D28 ×2 往{.}死亡（mon4）的 Tp mong5

D29 方向（hoen3） Tp hoeng3

D30 極端行為 Tm 作

D31 只有抱 j- ──{.}有 Di 有

D32 這樣（joen6）{.}的 Tp joeng6

D33 自我（o5） Dp ngo5

E01 ×17 飢餓（o6） Dp A01

E02 ×3 斷（tyun5）食 Tp D02

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E03 更（gan3）準確地說 Dp B04

E04 ×2 狀（zon6）態 Tp A02

E05 狀（zo6）態 Dp A02

E06 ×2 斷（dyun5）食 Bm ≈B05

E07 則（zat1）{.}描述 Tp B06

E08 外（oi6）在的 Dp ngoi6

E09 飢餓: sip6──{.}甚麼 d- ──{.}的 Bp 是甚

E10 飢餓: sip6──{.}甚麼 d- ──{.}的 Di 的

E11 ×13 藝（ai6）術的 Dp D12

E12 為表演形象 Tm 式

E13 而 z- {.}是指 Di 而是指

E14 而 z- {.}是指{.} j- ──藝術家 Di 指藝術家

E15 挑戰肉體和 j- ──{.}意志 Di 意

E16 挑戰肉體和 j- ──{.}意志嘅極限 Dm 意志的極限

E17 當（don1）中 Tp A05

E18 並不 b- ──{.}一定{.}包括 Di ≈A08

E19 並不 b- ──{.}一定{.}包括 Dm A06

E20 因（ja1）為 Dp A07

E21 對{.}飢餓{.}藝術家來 s- ──說 Di 說

E22 難（laan4）度 Tp C02

E23 磨難（laan6） Tp B10

E24 ×3 自我（o5） Dp D34

E25 ×2 精神層（can4）面 Pp/Tp B11

E26 但（daa6）是 Dp daan6

E27 肉體層（can4）面 Tp B12

E28 肉體層面（mi2） Dp min2

E29 ×4 不能（lan4） Tp, Tp ≈B15

E30 不斷{.}把（baan2）那 Tp baa2

E31 不斷{.}把那（naak5） Ap naa5

E32 往（wo5） Dp wong5

E33 不（ba1）可能的 Dp B18

E34 方向（hoen3） Tp D29

E35 最低限度和 Tm 的

E36 極端行為 Tm 作

E37 極（gi6）端行為 Dp gik6

E38 極端（dyu1）行為 Dp dyun1

E39 極端行（haa4）為 Dp hang4

15

E40 矛盾（toen5） Tp teon5

E41 進（zoen3）食 Tp zeon3

(Note that duplicated speech errors by each subject are not included. The “×N” in the first

column represents the number of occurrences of that error in the whole task.)

16

Table 3.2 Amount of Different Speech Errors made by Subjects in Task 1

Subjects Total

A B C D E

Types

of

Speech

Errors

Shift 0 1 0 0 0 1

Exchange 0 0 0 0 0 0

Anticipation 0 0 0 0 0 0

Perseveration 0 1(2) 0 1(2) 1(2) 3(6)

Addition 0 1 0 0 0 1

phoneme - 0 - - - 0

morpheme - 1 - - - 1

Deletion 15(17) 12(17) 2 19(30) 27(59) 75(125)

phoneme 11(13) 11(16) 0 18(29) 25(57) 65(115)

morpheme 4 1 2 1 2 10

Substitution 4 8(15) 3 15(24) 12(17) 42(63)

phoneme 1 5(12) 3 10(19) 7(12) 26(47)

morpheme 3 3 0 5 5 16

Blend 0 2 0 0 2 4

phoneme - 1 - - 1 2

morpheme - 0 - - 0 0

sound & tone - 1 - - 1 2

Total 19(21) 25(38) 5 35(56) 42(80) 200

(The numbers in brackets include duplicated errors.)

3.1.2 Speech Errors in Task 2

Table 3.3 List of all speech errors occurred in Task 2

# [Speaker].

[Error no.] Speech Error Sample Type Remarks

A01 ×5 有（ja5）一個: Dp jau5

A02 ×8 有一（a1）個: Dp, Dp jat1

A03 ×15 唎個（o3） Dp go3

A04 有 c- ──{.}有樹啦，有草啦 Di ?

17

A05 係（ha6）一個 Dp hai6

A06 太陽（joen4）呢 Tp joeng4

A07 ×8 就（za6）好猛烈 Dp zau6

A08 就好（ou2）猛烈 Dp hou2

A09 就 f- ──{.}{誒}{.}喺唎一個: {.}{誒}

山丘嘅上空嗰度飛過喎 Di 飛? (fei1)

A10 應該（go1）係 Dp goi1

A11 ×6 噉樣（moen2） Tp moeng2

A12 搵緊（ga2）一啲 Dp gan2

A13 ×10 當佢:（heoi5） Tp keoi5

A14 ×6 時候（au6） Dp hau6

A15 jaung6 玻璃罌裝住 Bp 就用?

(zau6 jung6)

A16 當（do1）佢 Dp dong1

A17 當佢（eoi5） Dp keoi5

A18 ×4 e3）時候 Dp ge3

A19 唎 f- ──{.}枝水嘅 Di ?

A20 ×2 但（da6）係 Dp daan6

A21 ×5 但係（ai6） Dp hai6

A22 當佢 s- ──{.}想{.}伸個 Di 想/伸?

(soeng2, san1)

A23 伸個（ngo3）嘴 Dp/Tp go3

A24 ×2 喺度（o6）諗: Dp, Dp dou6

A25 諗: d- ──辦法 Di ?

A26 ×5 諗:（lam2） Dp nam2

A27 不（ba1）如 Dp bat1

A28 用 ze2 個頭 Bp 自己

zi gei2

A29 daai6 發現 Bp 但係

daan6 hai6

A30 發（fa3）現 Dp fat3

A31 玻璃樽 sa6 太硬 Dp 實在/實在係

sat6 zoi6 hai6

A32 行嚟（le4）行去 Dp lei4

A33 行嚟行（haa4）去 Dp haang4

A34 ×2 喺度（ou6） Dp dou6

A35 周（za1）圍 Dp zau1

18

A36 噉（am2）樣: Dp gam2

A37 旁邊（bi1）有 Dp bin1

A38 ze6 用石仔 Bp, Tp 就係

zau6 hai6

A39 流出（coe1）嚟 Dp ceot1

A40 都（do1）係 Dp dou1

A41 將（zoen1）呢個 Tp zoeng1

A42 噉樣（moe2） Dp/Tp, Dp joeng2

A43 慢（ma6）慢慢慢 Dp maan6

A44 慢慢（ma2）慢慢 Dp maan2

A45 ze3）雀 Dp zek3

A46 jit1）個水 Tp ji1

A47 噉樣（joen2） Tp joeng2

A48 喺（ha2）一個 Dp hai2

A49 ×2 喺一（at1）個 Dp jai1

A50 好 ((.h)) 花 ha- ──花俏嘅 Di 巧? (hau2)

A51 ha6- ──就喺度 Di ?

A52 非常之（i1） Dp zi1

A53 肚餓（o6） Dp ngo6

A54 佢哋 f- ──{.}喺{.}{誒: }{.}豐收嘅時

候 Di 豐? (fung1)

A55 非 soeng2 勤勞 Dp, Tt 常之/常

soeng4 zi1

A56 勤勞（nou4） Tp lou4

A57 當（don1）呢個 Tp dong1

A58 向（hoen3） Tp hoeng3

A59 m- ──{.}{誒}{.}當呢個<h>蟋蟀

哩 Di 螞蟻? (maa5)

A60 向螞蟻（nga5）去 Dp ngai5

A61 向 </h> {.}螞蟻去（oe）解釋 Dp, Dp heoi3

A62 啊 s- ──{.}實在係 Di 實? (sat6)

A63 兩（loe5）隻手 Dp loeng5

A64 兩隻（ek3）手 Dp zek3

A65 ×2 噉樣（moeng2） Dp/Tp joeng2

A66 原來（noi4） Tp loi4

A67 zai6 唎個螞蟻哩 Bp 就係

zau6 hai6

19

A68 非常（oe4）之 Dp, Dp soeng4

A69 ×2 聽（te1）到 Dp teng1

A70 ×2 聽到（ou2） Dp dou2

A71 之後（au6） Dp hau6

A72 螞蟻（ai5） Dp ngai5

A73 zy- ──{誒: }住所 Di 住? (zyu6)

A74 享（hoen2）{.}受 Tp hoeng2

A75 派（taai3）對 Tp paai3

B01 烏鴉（ngaa1） Ap aa1

B02 ×2 喺度（ou6） Dp dou6

B03 因（ja1）為 Dp jan1

B04 因為（wa6/waa6） Dp wai6

B05 ×3 佢（heoi5）而家: Tp keoi5

B06 ×3 但（da6/daa6）係 Dp daan6

B07 ×3 但係（ai6） Dp hai6

B08 ×2 嗰個（o3）樽 Dp go3

B09 唔可（o2）以 Dp ho2

B10 飲 do2 啲水 Bp/Dp 到嗰/到?

(dou2 go2)

B11 但係（aa6） Dp, Dp hai6

B12 諗（lam2） Tp nam2

B13 ×7 我（o5） Dp ngo5

B14 ×3 喺度（au6） Dp, Tp/Pp hai2 dou6

B15 用: s::- ──用石頭 Di 石?

B16 跟（ge1）住 Tp, Dp gan1

B17 都（da1）係 Tp, Dp dou1

B18 佢又（aa6） Dp jau6

B19 另 o6 個 Dp, Dp /N 外? (ngoi)

B20 ×2 另 o6 個（o3） Dp/P go3

B21 ×2 就（za6）係 Dp zau6

B22 ×2 一（ja1）粒一粒 Dp jat1

B23 一粒（la1）一粒 Dp/P lap1

B24 噉樣（moen2） Dp/Tp, Tp joeng2

B25 佢（hoe5）哋 Tp, Dp keoi5

B26 噉樣（moe2） Dp/Tp, Dp joeng2

B27 ×2 係度（ou6） Dp dou6

B28 好耐（loi6） Tp noi6

20

B29 ×2 肚餓（o6） Dp ngo6

B30 ×2 可能（lan4） Tp, Tp nang4

B31 佢行{.} d-──一路行 Dp ?

B32 真（za1）係 Dp zan1

B33 佢（heoi3）行到 Tp, Tt keoi5

B34 ×4 螞蟻（ai5） Dp ngai5

B35 班 m- aa5 蟻 Di 螞? (maa5)

B36 aa5 蟻 Di maa5

B37 ×2 開咗（o2/jo2） Dp/Tp zo2

B38 ×2 噉嘅（e3）樣 Dp ge3

B39 噉嘅樣（joen2） Tp joeng2

B40 入去: {誒} c- ──{誒}入去: Di 坐? (co5)

B41 應該:（go1） Dp goi1

B42 準備（mei6）咗 Tp bei6

C01 今日（mat6） Dp/Tp jat6

C02 ×2 烏鴉（ngaa1） Ap aa1

C03 ×4 有（ja5）一日 Dp jau5

C04 ×6 有一（a1）日 Dp, Dp jat1

C05 ×3 就（za6）有一隻 Dp za6

C06 就有（au5）一隻 Dp jau5

C07 ×4 佢（heoi5） Tp keoi5

C08 {噉 aa6} j- ──{.}佢就 Di ?

C09 水裏（leo5）便 Dp leoi5

C10 ×4 但（daa6）係 Dp daan6

C11 ×4 但係（ai6） Dp hai6

C12 ×2 將個（ngo3）嘴 Dp/Tp go3

C13 佢 lai6──{.}於是哩 Tp ?

C14 ×3 噉樣（moen2） Dp/Tp, Tp joeng2

C15 ×4 唎個（o3） Dp go3

C16 ×5 諗（lam2）下 Tp nam2

C17 突然之間（aan1） Dp gaan1

C18 佢又（au6）心諗 Dp jau6

C19 ×2 如果（o2） Dp gwo2

C20 石（se6）仔 Dp sek6

C21 都──d- ──m 未嘗 Di ?

C22 m- ──未嘗唔係（ma6） Di 唔? (m4)

C23 唔係（ma6） Dp/Tp, Dp hai6

21

C24 一（ja1）個 Dp jat1

C25 ×2 好嘅（e3） Dp ge3

C26 c- ──諗深一層 Di ?

C27 敲爛咗（o2/jo2） Dp zo2

C28 噉點（nim2）算呢 Dp/Tp dim2

C29 於是佢（he5）就 Tp, Dp keoi5

C30 我（o5） Dp ngo5

C31 一定（de6）要 Dp, Tp, Dp ding6

C32 喺（he2）唎個 Tp, Dp hai2

C33 唎個（a3）時候 Dp, Tp go3

C34 個水 w- ──{.} s- s- 水瓶 Di 位? (wai2)

C35 ×2 s- s- 水瓶 Di 水? (seoi2)

C36 好多年（lin4） Tp nin4

C37 ut6──{.}{誒}{.}途中 ? ?

C38 一（at1）隻 Dp jat1

C39 覺（go3）得 Dp gok3

C40 咧隻（e3）蟋蟀 Dp, Dp zek3

C41 佢（hoe5）哋 Dp heoi5

C42 j- ──{誒}四周圍 Di ?

C43 去敲 j- ──門 naak3 Di ?

C44 螞（maang5）蟻 Ap maa5

C45 螞蟻（ai5） Dp ngai5

C46 可 mo2 以 Bp 唔可

(m4 ho2)

C47 噉（am2）就話 Dp gam2

C48 噉樣（moeng2） Dp/Tp joeng2

D01 {mm: }{.}ta- ──[火悶]嘅太陽 Di 太? (tai3)

D02 曬落去地下 d- 上面 Di ?

D03 ×4 照得地下一片光 ((clear throat)) pi- h-

{.} ci- h- ──照得 Di ?

D05 ×2 而且 l- {.} j- ──加上 Di ?

D06 好 s- 令人 Di ?

D07 令人 soe- {.}令人覺得 Di 舒? (syu1)

D08 ×2 非常之（i1） Dp zi1

D09 一個 t- ──{.}廣闊嘅天空 Di 天? (tin1)

D10 ×14 廣闊嘅（e3） Dp ge3

D11 佢好 c- ──{.}飛得 Di ?

22

D12 好開心噉（m2）樣 Dp gam2

D13 ×3 但（da6/daa6）係 Di daan6

D14 ×4 覺（go3）得 Dp gok3

D15 好 t- ──{.}口渴 Di 肚餓? (tou5)

D16 ×2 口渴（hok3） Tp hot3

D17 梗（gaa2）係 Dp gang2

D18 ×8 係（ai6）咪 Dp hai6

D19 ×7 就（za6）飛落 Dp zau6

D20 唎 ha3 時候 Tp 個?

D21 daa6 可惜 Dp 但/但係?

(daan6 hai6)

D22 ×20 諗（lam2）住 Tp nam2

D23 伸入去{.} s- 水樽裏 Di 水? (seoi2)

D24 時候（au4） Dp, Pt si4 hau6

D25 一件 h- ──{.}好弊傢伙嘅 Di 好? (hou2)

D26 ×15 我（o5）個 Dp ngo5

D27 夾（gaak3）梗 Tp gaap3

D28 夾梗（aang2） Dp ngaang2

D29 ×2 塞（sat1）入去 Tp sak1

D30 塞入（ja6）去 Dp jap6

D31 將（soeng1）個頭 Tp zoeng1

D32 ×4 塞入去個（o3） Dp go3

D33 都（do1）係 Dp dou1

D34 ×5 真（za1）係 Dp zan1

D35 ×4 真係（a6） Dp, Dp hai6

D36 ×3 突然（ji4）之間 Dp jin4

D37 差啲 d- ── {.} 搖搖欲墜 Di ?

D38 搖搖（ji4）欲墜 Tp jiu4

D39 ×2 突（da6）然之間 Dp dat6

D40 突然之間（aa1） Dp, Dp gaan1

D41 啲水咪流晒地下 Dm 流晒落地下

D42 噉 oe5 飲唔到 Dp, Dp 佢? (keoi5)

D43 ×5 佢（heoi5）唯有 Tp keoi5

D44 ×2 喺度（ou6） Dp dou6

D45 好多 se3──{.}細石頭 Bp/Bm 細石?

(sai3 sek6)

D46 koe- ──{.}叮咗 Di 佢?

23

D47 叮咗一 g- ──lam4──{.}靈機一觸 Di ?

D48 lam4──{.}靈機一觸 Bm 諗/靈?

(nam2, ling4)

D49 念（lim6）頭 Tp nim6

D50 抌爛個 soe- 樽 Di 水?

D52 都係 f- ──{.}否決 Di 否?

D53 唎個 d- ──{誒}提議 Di ?

D54 打爛（laang6）個樽 Tp laan6

D55 啲石頭有冇辦法可以{.}喺唔打爛個樽

情況之下{.}飲水哩？ Dc 烏鴉有冇辦法

D56 喺唔打爛個樽情況之下 Dm 嘅情況

D57 佢 zem2 下諗 Bp 就諗?

(zau6 nam2)

D58 ×2 擺落 g- s- ──{誒}擺落 Di 個水(樽)?

D59 水 zeo2 裏面 Dp, Pt 樽? (zoen1)

D60 啲水 m 會 Dp 咪?

D61 ×3 將（zoen1）{.}石頭 Tp zoeng1

D62 噉樣（moeng2） Dp/Tp joeng2

D63 抌落（la6）去 Tp, Dp lok6

D64 抌落去（eoi3） Dp heoi3

D65 ×2 ji2- si- ──依個時候 Di ?

D66 ×4 時候（au6） Dp hau6

D67 佢就有飲水喇 Sm/Dm 有水飲

/有得飲水

D68 ×7 就（za6）有飲水 Dp zau6

D69 ×2 就有（a5）飲水 Dp, Dp jau5

D70 就有飲（am2）水 Dp jam2

D71 fa6- gaai3- ──加快 Di 快?

D72 gaai3- ──加快 Bp 加快?

(gaa1 faai3)

D73 ×2 噉樣（moen2） Dp/Tp, Tp joeng2

D74 好多 soek6 頭 Bm 石/水?

(sek6, sui2)

D75 將好多 soek6 頭 ba- ──石頭擺 Di 擺?

D76 擺 loi6 水樽 Bp 落去?

(lok6 heoi3)

D77 唎個（a3）時候 Dp, Tp go3

24

D78 經過（go3） Tp gwo3

D79 ×2 經過一（at1）番 Dp jat1

D80 先至（sin13） Bp, Dp sin1 zi3

D81 下午（m5） Tp ng5

D82 螞蟻（ai5） Dp ngai5

D83 努（lou5）──{.}努力 Tp nou5

D84 噉樣 z- ──工作 Di 做?

D85 ×4 五（m5）兄弟姊妹 Tp ng5

D86 佢哋（jyu6） Dp, Tp de6

D87 各（got3）人 Tp gok3

D88 為著（zoek3） Tt zoek6

D89 一起（he2）努力 Dp hei2

D90 一（ja1）粒 Dp jat1

D91 一粒（la1） Dp lap1

D92 佢哋（e6） Dp, Dp dei6

D93 返到去（hoe3）屋企 Dp heoi3

D94 大飽一福 Bc 大吃一頓/

大飽口福

D95 噉 o3 話 Dp, Tp 嘅/㗎

(ge3, gaa3)

D96 ja51 隻{.}蟋蟀 Bp 有一?

(jau5 jat1)

D97 ×2 而唎 a3 蟋蟀 Dp, Dp 一隻/隻?

(jat1, zek3)

D98 ×2 好興奮噉（am2）樣 Dp gam2

D99 ×3 好興奮噉樣（moe2） Dp/Tp, Dp joeng2

D100 好 en- ──((clear throat)) <h>好享受 Di enjoy?

D101 享受佢 ja- ──{uh 誒: }佢: 玩音樂嘅

時間 Di ?

D102 一路行（han4） Tp hang4

D103 蟋蟀彈嘅 ja- ──音樂 Di 音?

D104 音樂（ok6/mok6） Dp/Tp ngok6

D105 覺得{.}hou- ──非 soeng2 悅耳 Di 好?

D106 非 soeng2 悅耳 Dp, Bt 常之

(soeng4 zi1)

D107 ×11 音樂（mot6） Dp/Tp, Tp ngok6

D108 ×2 好聽（ten1） Tp teng1

25

D109 音樂節目 g 裏面 Dp 嘅?

D110 ×2 然之後（au6） Dp hau6

D111 佢 za- {.}──唎五隻蟋蟀 Di 就?

D112 為咗想聽到 gan- ──不如諗下 Di 更?

D113 就去 te- ──去: 蟋蟀面前聽 Di 聽?

D114 聽（te1）下音樂 Dp teng1

D115 聽完（jyu4）蟋蟀彈嘅 Dp jyun4

D116 你以前嘅 s- ──((clear throat)) 你彈嘅 Di ?

D117 咁受歡 ji- ──{誒}受人歡迎 Di 迎?

D118 其實（sa6）我 Dp sat6

D119 一（a1）gyun6: Dp, Dp jat1

D120 一 gyun6: 好淒涼嘅時間 Tp 段? (dyun6)

D121 冇（mu5）嘢食 Dp mou5

D122 ×2 捱（aai4）餓 Dp ngaai4

D123 ×4 捱餓（o6） Dp ngo6

D124 ha- ──走過 Di 行?

D125

走過唎一個 hung1──((clear throat))

ha- ──((clear throat)) gei1 路 ha- ──

一路向前行

? 空?

D126 ha- ──((clear throat)) gei1路 ha- ──

一路向前行 Di ?

D127 gei1 路 ha- ──一路向前行 ? 嘅?

D128 gei1 路 ha- ──一路向前行 Di 行?

D129 一路向前（ci4）行 Dp cin4

D130 唯有 h- ──{.} 嘗試 Di ?

D131 ×3 尋 za- ha- ja- ──尋找下地下 Di 找下一?

D132 冇 mo1──冇乜 Tp 乜? (mat1)

D133 就 go- ── {em 哩}{.}就 g-話 Di ?

D134 就 g-話 Di ?

D135 你要（ji3）畀 Dp jiu3

D136 你要畀 sap- ──你要畀心機 Di 心? (sam1)

D137 我哋 j- ──我哋好欣賞 Di ?

D138 好欣賞（soe2）你 Dp soeng2

D139 希望（mo6）有 Dp mong6

D140 有 g- ──將來有機會 Di 機? (gei1)

D141 將（zoen1）來（noi4） Tp/Dp loi4

D142 ×3 到咗（o2） Dp zo2

26

D143 寒（hong4）冬 Np/Tp hon4 dung1

D144 佢哋 ceo- ──儲好嘅 Di 儲? (cou5)

D145 諗 zy- ──((clear throat)) 蟋──{唔

係}{.}螞蟻 Di 住? (zyu6)

D146 ×2 食物（ma6）哩 Dp mat6

D147 因為冬天{.}le- ──已經嚟到 Di 嚟? (lei4)

D148 佢哋 swit1──須要有 Bm/Tp/Bp 必須/須?

(bit1 seoi1)

D149 一個 zik- ──{誒}成個冬天嘅: Di ?

D150 生（san1）活 Tp sang1

D151 外（oi6）面 Dp ngoi6

D152 佢（koe5）{.}打開 Dp keoi5

D153 ×3 蟋蟀先生（saan1） Dp saang1

D154 然之後問（mang6） Tp man6

D155 蟋蟀 s- ──au6 aa6 Di ?

D156 ×2 au6 aa6 Di 就話?

(zau6 waa6)

D157 冇 ja- ──((h)) 賺唔到錢 Di ?

D158 本領（ning5） Tp ling5

D159 彈咗好 ja- ──{uh}好──{.}好 ho-

──((.h))好悅耳嘅 Di 優美? (jau1)

D160 好 ho- ──((.h))好悅耳嘅 Di 好聽? (hou2)

D161 gap- ──如果噉樣 Di 噉? (gam2)

D162 ×2 不（ba1）如 Dp bat1

D163 我哋都（a1）食唔晒嘅 Dp, Tp, Dp dou1

D164 食唔晒嘅（e2） Dp ge2

D165 小明嘅屋（ak1）企 Tp uk1

D166 各（go3）人 Dp gok3

D167 各人（an4） Dp jan4

D168 各人 ho- ──((clear throat)) 入到嚟 Di ?

E01 ×9 我（o5） Dp ngo5

E02 講（go2）嘅 Dp gong2

E03 ×10 就（za6）係: Dp zau6

E04 ×11 就係:（ai6） Dp hai6

E05 喺 lat1 個 Bm/Bp/Ap/

Tp

唎一/一/唎?

(li1 jat1)

E06 好 fong1 和日麗嘅日子 Tp 風 (fung1)

27

E07 佢喺（ei2）度 Dp, Tp hai2

E08 嗰 lul1- ──{.}嗰尐 c- ──草地好綠 Di ?

E09 應該（go1）係 Dp goi1

E10 就 ja5 隻 Dp 有/有一?

(jau5 jat1)

E11 就 ja5 隻 w- ──{.}烏鴉啦 Di 烏? (wu1)

E12 ×4 實（sa6）在 Dp sat6

E13 ×2 實在（a6） Dp, Tp zoi6

E14 佢 seo1- ──好快哩{.}就須要 Di 須? (seoi1)

E15 須要 l- ──搵唎個: Di ?

E16 {噉} ə飛啊飛啊 Dp, Tp 佢? (keoi5)

E17 ×4 有一（ja5 a1） Dp jau5

E18 ×4 有一（a1） Dp, Dp jat1

E19 有水 gwo3 Bp 㗎喎?

(gaa3 wo3)

E20 ×11 因（ja1）為 Dp jan1

E21 ×2 咁耐（loi6） Tp noi6

E22 ×10 佢（heoi5） Tp keoi5

E23 當佢哩{.} h- ──埋去 Di ?

E24 ×8 時候（au6） Dp hau6

E25 ×7 諗（lam2） Dp nam2

E26 畀我飲晒: ──d- ──seoi- ──裏便

啲水 Di ?

E27 畀我飲晒: ──d- ──seoi- ──裏便

啲水 Di 水? (seoi2)

E28 ×15 但（da6/daa6）係 Dp daan6

E29 正當 o6 想去 Dp, Tp 佢? (keoi5)

E30 想去 s- ──{.} s- ──擘大個口 Di ?

E31 想去 s- ──{.} s- ──擘大個口 Di ?

E32 擘（maa3）大個口 Dp maak3

E33 嗰 si- ──飲水嘅時候 Di 時? (si4)

E34 自己（i2） Dp, Bp/Tp zi6 gei2

E35 go- ──根本就 Di ?

E36 ×2 根本（mun2） Dp/Tp bun2

E37 佢實──{.} s- ──實在太想 Di 實? (sat6)

E38 ×4 想（soen2） Tp soeng2

E39 佢 zu- 嘴 Tp ?

28

E40 si2 不過 Tp 只? (zi2)

E41 不過（o3） Dp gwo3

E42 塞 go- ──塞咗喺個水樽口 Di 個? (go3)

E43 ×2 嗰（o2）度 Dp go2

E44 ×3 辦法（faa3） Dp faat3

E45 將（zoen1） Tp zoeng1

E46 ×3 啲水咪（ma6）會 Dp mai6

E47 ×2 咪會（wu3） Dp wui3

E48 流出（ceo1）嚟 Dp ceot1

E49 ×2 流出嚟（ei4） Dp lei4

E50 向（hoe3）下流 Dp hoeng3

E51 ×2 daa6 佢又 Dp 但係/但?

(daan6 hai6)

E52 ×2 佢又（a6/aa6）諗 Dp, Dp jau6

E53 佢（eoi5） Dp keoi5

E54 會（wu5）唔會 Dp wui2

E55 唔會（mui5） Bp m4 wui3

E56 嗰啲（li1）樽 Tp di1

E57 好似 ə ──{.}我推倒嗰個: {.}樽 Di ?

E58 嗰個:（o3） Dp go3

E59 ×4 嗰個: {.}樽個（ngo3） Tp/Dp go3

E60 噉樣（moe2） Dp/Tp, Dp joeng2

E61 wu- ──係會 Di 會? (wui3)

E62 慢（maa6）慢 Dp maan6

E63 逐滴（dek6） Tp dik6

E64 佢 l- ──佢又諗（lam2） Di 諗（lam2）?

E65 ×2 如果（go2） Tp gwo2

E66 敲: 得太大 ge23 時候 Tt? 嘅? (ge3)

E67 啲水咪一 c- ──{.}路噉樣 Di ?

E68 會 s- ──{.}流晒出嚟 Di ?

E69 不（b1）如 Dp bat1

E70 ×2 將啲（i1） Dp di1

E71 好 ci- ──{.} 好似 Di 似? (ci5)

E72 填滿晒{.}個 s- ──{.}個樽佢 Di 水? (seoi2)

E73 升咗（ngo2） Dp/Tp zo2

E74 的（dek1）確 Tp dik1

E75 嗰啲 s:- ──嗰個水位 Di 水? (seoi2)

29

E76 冇辦（waa6）法 Dp/Tp, Dp mou5 baan6

E77 噉既然{.} j- ──咁 s- ──{.}少少 Di ?

E78 咁 s- ──{.}少少 Di ?

E79 噉 aa6 要 Dp, Dp 就? (zau6)

E80 ×2 噉佢（eo5/oe5）搵 Dp, Dp keoi5

E81 ×2 真（za1）係 Dp zan1

E82 w- ──佢知道唯一 Di 唯? (wai4)

E83 唯一（ja1） Dp jat1

E84 目標喺（ai2） Dp hai2

E85 ×3 雖然（jyun4） Pp/Tp seoi1 jin4

E86 爭少少爭（zaa1）少少 Dp zaang1

E87 佢 b- ──{.} 繼續去不斷搵 Di 不? (bat1)

E88 ×7 返（faa1）嚟 Dp faan1

E89 根（gaa1）本 Dp gan1

E90 根本（mu2） Tp/Dp, Dp bun2

E91 碎（seoi5）石 Tt/Bt seoi3

水? (seoi5)

E92 ×2 太細嚿（gau4） Tt gau6

E93 先至（i3） Dp zi3

E94 執咗成個 j- ──成個下晝 Di ?

E95 終於畀佢搵到咁多石頭嘞 j- ──可以

飲嘞 Di ?

E96 飲 ji1 lat1 啖 Ep 唎一 (li1 jat1)

E97 同我平時飲 lik1 Tp ?

E98 di1 啲水 Bp/Np/Tp 唎啲 (li1 di1)

E99 但係 i1 水 Dp/Bp 唎啲? (li1 di1)

E100 ×4 經過（go3） Tp gwo3

E101 執咗無數{.} c- ──{.}數萬嚿 Di ?

E102 ×3 執到嘅（e3） Dp ge3

E103 主角（go3） Dp go3

E104 就係 m- ──z- ──一隻 m- ──

{.}{唔係}{.}係幾隻螞蟻啦 Di 螞? (maa5)

E105 就係 m- ──z- ──一隻 m- ──

{.}{唔係}{.}係幾隻螞蟻啦 Di ?

E106 一隻 m- ──{.}{唔係}{.}係幾隻螞蟻

啦 Di 螞? (maa5)

E107 ×7 螞蟻（ai5） Dp ngai5

30

E108 ×2 可能（lan4）呢 Tp, Tp nang4

E109 最近（a6）比較 Dp, Dp gan6

E110 比較（a3）多 Dp, Dp gau3

E111 要（ji3）積蓄防飢 Dp jiu3

E112 可以 s- ──拎出嚟食啦 Di 食? (sik6)

E113 喺度（o6）搬緊 Dp, Dp dou6

E114 搬緊啲 f- ──{.}食物 Di 貨? (fo3)

E115 ×2 時候（au4） Dp, Pt/Tt si4 hau6

E116 有一（jat51） Bp jau5 jat1

E117 ×3 坐咗喺（a2）度 Dp, Tp, Dp hai2

E118 ×2 喺度（ou6） Dp dou6

E119 搬緊 c- ──{誒}食物 Di ?

E120 bo1- ──{.} wa6- ──{.}因為哩 Di ?

E121 bo1- ──{.} wa6- ──{.}因為哩 Di ?

E122 swu- ──{.}搬食物哩 Di ?

E123 ×2 實在（o6） Dp, Dp zoi6

E124 體力（lə6）勞動 Tp lik6

E125 ×3 拉小提琴（ka4）嘅 Dp kam4

E126 ×2 拉小提琴嘅（a3） Dp, Tp ge3

E127 螞蟻 gwu3──鼓勵 Bp 嘅鼓?

(ge3 gu2)

E128 最遠嗰 da3 地方 Dp/Tp/Bp 墶/個?

(daat3, go3)

E129 j- ──{.}拉小提 gaa3 螞蟻 Di ?

E130 拉小提 gaa3 螞蟻 Bp 琴嘅

(kam4 ge3)

E131 喺（ha2）度 Dp hai2

E132 佢 j- ──{.}既然佢有手有腳 Di 有? (jau5)

E133 ×2 幫（bo1）手 Dp bong1

E134 有得（da1）食 Dp dat1

E135 隻螞 nga- ──{.}但係嗰隻拉小提琴嘅

螞蟻 Di 蟻? (ngai5)

E136 就{.} zum1 知道 Np/Pp 心知/就心?

sum1

E137 自己 h- ──{.}體力{.}可能唔夠嘞 Di 可? (ho2)

E138 可能（la4）唔夠 Tp, Dp nang4

E139 syu:23 決定 Bp 所以

31

so2 ji3

E140 冇人（an4） Dp jan4

E141 去到（ou3） Dp dou3

E142 冬天 ge2 時候 Bm/Tt/Tp 嘅/嗰?

(ge3, go2)

E143 當（do1）所有 Dp dong1

E144 有嘢食嘅↑時候 Tt ?

E145 ×3 竟（ge2）然 Tp, Dp ging2

E146 拉小提 aa4 m- ──{.}螞蟻 Dp, Bp 琴嘅

kam4 ge3

E147 m- ──{.}螞蟻 Di 螞? (maa5)

E148 覺（go3）得 Dp gok3

E149 捱（aai4）餓 Dp ngaai4

E150 ×3 捱餓（o6） Dp ngo6

E151 z- ──{.}冬天實在 Di ?

E152 噉樣（oe1） Dp, Dp, Tt joeng2

E153 頂唔順（soe6）嘞 Dp seon6

E154 佢 e3 手震 Dp, Dp 隻/嘅?

(zek3, ge3)

E155 佢實在 mu- ──{.} 冇其他辦法 Tp mou5

E156 佢 ji- ──{.}雖然佢 Di ?

E157 ×3 佢（koe5）辜負咗 Dp keoi5

E158 冇辦（baa6）法 Dp baan6

E159 要{.} d- ──{.} z- ──{.}耷低頭 Di 耷? (dup1)

E160 要{.} d- ──{.} z- ──{.}耷低頭 Di ?

E161 同伴（bu6） Dp bun6

E162 可以畀 o2 i1 食物 Dp, Dp 嗰啲?

(go2 di1)

E163 sa6 太肚餓 Dp 實在/實在係

sat6 zoi6 hai6

E164 都（do1）好 Dp dou1

E165 走咗（o2） Dp zo2

E166 返到（do3）去 Dp dou3

E167 返到去（heoi6） Tt heoi3

E168 唔係（mai6） Dp/Tp hai6

E169 而係（ha6）好: Dp hai6

E170 ×2 因（ja1）為（a6） Dp, Dp wai6

32

E171 佢 d- ──因為佢哋知道 Di 哋? (dei6)

E172 唔肯（man2）返 Dp/Tp, Tp hang2

E173 內（loi6）疚 Tp noi6

E174 冇 b- ──{.}冇幫手 Di 幫? (bong1)

E175 明白，min4 baa3 goe5- Tp, Dp, Tp,

Di

明白佢?

(ming4 baak3

keoi5)

E176 m- ──明白佢嘅痛苦 Di 明? (ming4)

E177 s- ──明白佢而家 Di ?

E178 幾咁（am3）

E179 大家{.} coe- ──{.}唱晒歌 Di 唱? (coeng3)

3.1.3 Speech Errors in Task 3

Table 3.5 List of all speech errors occurred in Task 3

# [Speaker].

[Error no.] Speech Error Sample Type Remarks

A01 ×12 我（o5） Dp ngo5

A02 ×17 所謂嘅（e3） Dp ge3

A03 諗（lam2） Tp nam2

A04 目標同（ong4）願望 Dp tung4

A05 ×6 就（za6）係 Dp zau6

A06 ×4 就係（ai6） Dp hai6

A07 ×6 大（daa6/da6）學 Dp daai6

A08 點樣（moe2）嘅 Dp/Tp, Dp joeng2

A09 ×4 做到一（at1）啲 Dp jat1

A10 ze1 做到啲咩嘞 Dp, Tp 即係?

(zik1 hai6)

A11 覺（gak3）得 Np gok3 dak1

A12 ×2 大學（ho6） Dp hok6

A13 ×2 即（ze1）係 Tp, Dp zik1

A14 ×3 即係（e6） Dp, Tp, Dp hai6

A15 依一（a1）個 Dp, Dp jat1

A16 校園裏（neoi5）面 Tp leoi5

A17 知識上（soen6） Tp soeng6

A18 有長（zoen2）進 Tp zoeng2

33

A19 中學嘅（ga3）學業 Tp ge3

A20 嗰種: {誒: } g- ──好──{.}{誒} 基

本嘅 Di

基/嘅?

(gei1, ge3)

A21 另外（o6）一方面 Dp, Dp ngoi6

A22 除咗係: {誒: } t- ──學業 Di ?

A23 尤其是喺（e2） Dp, Tp, Dp hai2

A24 ×2 亦（ji6）都 Dp jik6

A25 {誒: }{.} s- ──唔單止係: Di ?

A26 都（do1）喺 Dp dou1

A27 都喺（ei2） Dp, Tp hai2

*low mid

A28 可以: j- ── {.} 亦都 Di 亦? (jik6)

A29 ×3 亦都（du1） Tp dou1

A30 亦都 j- ──{.}真係認識下 Di 認?

A31 真（zak1）係 Tp zan1

A32 自己係一個係點樣嘅人 Am 係一個點樣嘅

A33 ×4 點樣（moeng2）嘅 Dp/Tp joeng2

A34 希望（mon6）有 Tp mong6

A35 點樣（moen2）去 Dp/Tp, Tp ≈A33

A36 ×5 自己（ei2）嘅 Dp gei2

A37 ×3 可能（lang4）係 Tp nang4

A38 掌握（ngaak1） Ap, Tp ak1

A39 ×2 亦都有:（au5） Dp jau5

A40 本質（zak1）啊 Sub zat1

A41 生（sa1）命嘅 Dp sang1

A42 生命（min6）嘅 Tp ming6

A43 ×2 等等（dan2） Tp dang2

A44 我認為 da- ──{.}有意義嘅大學生活 Di 大? (daai6)

A45 其實（sa6）係 Dp sat6

A46 ×2 冇一（ak1）個: Dp, Tp jat1

A47 劃（waa6）一嘅 Dp waak6

A48 ×3 覺（go3）得 Dp gok3

A49 ×4 佢（heoi5） Tp keoi5

A50 佢知 d- ──{.} c- ──佢{.}喺 Di ?

A51 佢知 d- ──{.} c- ──佢{.}喺 Di ?

A52 ×3 想（soen2） Tp soeng2

A53 得（dat1）到 Tp dak1

34

A54 ×2 你（lei5）揾到 Tp nei5

A55 你係（hei3） Pp, Tt hai6

A56 ×2 嗰個（o3） Dp go3

A57 方（fo1）向 Dp fong1

A58 大學（ok6） Dp hok6

A59 博士噉（jam2）樣 Dp/ Tp gam2

A60 如果佢（eoi5）哋 Dp keoi5

A61 {ze1 e6} g- ──{.}對研究 Di ?

A62 能（lang4）夠 Tp nang4

A63 實（sak6）{.}實踐 Tp sat6

A64 ×2 但（da6）係 Dp daan6

A65 覺得（da1）係 Dp dak1

B01 ×17 我（o5）覺得 Dp ngo5

B02 ×2 大學生（san1）活 Tp sang1

B03 ×5 唔係（ai6） Dp hai6

B04 時間（gaa3） Dp gaan3

B05 我喺（e2）大學嘅 Dp, Tp, Dp hai2

B06 zoe3- 終極目標 Dp 最? (zeoi3)

B07 ×4 大（da6）學畢業 Dp daai6

B08 ×5 大學（ho6）畢業 Dp hok6

B09 或（waa6）者 Dp waak6

B10 ×6 點樣（moen2） Dp/Tp, Tp joeng2

B11 ×3 因（ja1）為 Dp jan1

B12 ×2 因為（wa6） Dp wai6

B13 ×4 覺（go3）得 Dp gok3

B14 大學（hak6）畢業 Pp daai6 hok6

B15 搵工嗰 an6 時候 Dp/Tp zan6? go3?

B16 時候（au6） Dp hau6

B17 搵工嗰 an6 時候有（au5） Dp jau5

B18 入場券（gyun3） Tp hyun3

B19 就（za6）係 Dp zau6

B20 ×3 上（soen5）莊 Tp soeng5

B21 唔好（mou2） Dp hou2

B22 ×3 不過（go3） Tp gwo3

B23 ×2 將:（zoen1） Tp zoeng1

B24 嗰（o2）啲:: Dp go2

B25 ×2 宿生會嘅（e3） Dp ge3

35

B26 想::（soen2） Tp soeng2

B27 更（gan3）多 Tp gang3

B28 自己（e2） Dp, Dp gei2

B29 大學（hot6） Tp hok6

B30 大學（hot6）s- Dp 生?

B31 去: {誒: }{.}soe- {誒} Di 上?

B32 重有: g- {誒} Di ?

B33 大學哩 c- {誒: }重係 Di ?

B34 ×3 諗（lam2）下 Tp nam2

B35 ×2 自己（ei2） Dp gei2

B36 嘅一（a1）個 Dp, Dp jat1

B37 不（ba1）過 Dp bat1

B38 不過（o3） Dp gwo3

B39 同埋（maa4） Dp maai4

B40 期間（gaa1） Dp gaan1

B41 其實 z- 乜嘢 Di ?

B42 乜嘢都（o1） Dp, Dp dou1

B43 我會（wu3） Dp wui3

B44 講（gon2）座 Tp gong2

C01 ×9 我（o5） Dp ngo5

C02 ×2 都（do1）係 Dp dou1

C03 ×3 但（da6/daa6）係 Dp daan6

C04 第一個目標 d- ──短期嚟講{.}當然 Di 短/當?

(dyun2, dong1)

C05 ×2 短期嚟講（gon2）{.} Tp gong2

C06 ×2 噉樣（moeng2） Dp/Tp joeng2

C07 ×4 就（za6）係 Dp zau6

C08 ×6 可能:（lang4） Tp nang4

C09 榮譽學位嘅 ham2 可能 Tp 噉? (gam2)

C10 除咗（o2） Dp zo2

C11 之外（oi6） Dp ngoi6

C12 都有（au5） Dp jau5

C13 唔同嘅嘢嘅 pj- ──{em: }{.}譬如 Di 譬如?

(pei3 jyu4)

C14 ×4 我覺（o3）得 Dp gok3

C15 因 wa6- ──{.}起碼第時 Di 為? (wai6)

C16 起碼第時 da6- ──{誒}出到嚟哩: Di 大個? (daai6)

36

C17 ×2 你（lei5） Tp nei5

C18 ×2 可能（lan4） Tp, Tp nang4

C19 ×2 得到一（at1）啲 Dp jat1

C20 ×3 或（wa6/waa6）者 Dp waak6

C21 或者（e2） Dp ze2

C22 但係（ai6） Dp hai6

C23 識多啲朋（pan4）友 Tp pang4

C24 ×2 因（ja1）為 Dp jan1

C25 可能（nan4） Tp nang4

C26 四年（lin4） Tp nin4

C27 覺（go3）得 Dp gok3

C28 就係要 h- ──{em: }soe- ──{誒}嘗

試去 Di 去? (heoi3)

C29 soe- ──{誒}嘗試去 Di 嘗? (soeng4)

C30 ×2 把握（ngaak1） Ap, Tp ak1

C31 自己想（soen2）做嘅 Tp soeng2

C32 唔係（ma6） Dp/Tp, Dp hai6

C33 淨係（nga6） Dp/Tp, Dp hai6

C34 課外活動啊嗰（o2）啲嘢 Dp go2

C35 義工啊噉（am2）樣 Dp gam2

C36 將（zoen1） Tp zoeng1

C37 依個 h- ──{.}反而 Di 係? (hai6)

C38 大學入（ap6）便 Dp jap6

C39 唎個係: ──會 j- ──係有 Di 有? (jau5)

C40 都係 wu- ──{.}會 Di 會? (wui3)

C41 如果（go2） Tp gwo2

C42 h- ──{誒}{.}喺 Di 喺? (hai2)

C43 我覺得係會一勁──{.}一件 Tp 件

C44 我覺得係會一勁──{.}一件 Sm 我覺得會係

D01 大學生 d- ──((clear throat))我而家 Di ?

D02 已經（e1） Dp, Tp, Dp ging1

D03 ×3 已經係（ai6） Dp hai6

D04 已經係讀 j- ──讀 Di ?

D05 大學生（saa1） Dp saang1

D06 ×23 其實我（o5） Dp ngo5

D07 ×2 一年（lin4）級 Tp nin4

D08 ×5 如果（o2） Dp gwo2

37

D09 ×4 你（lei5） Tp nei5

D10 你 w- ──問我 Di 話?

D11 ×7 大（da6/daa6）學生 Dp daai6

D12 hei4 望 Bm 希望/期望

(hei1, kei4)

D13 喺（e2） Dp, Tp, Dp hai6

D14 大 wut6 Tp 學

D15 大 wut6 s- Di 生?

D16 有啲咩: 願望 g- 話 Dp 嘅/㗎

D17 梗（ga2）係 D gang2

D18 可以（o3）過好啲 P/N ho2 ji3 gwo3

D19 ji1 人 so- ──人人所 Tp 人?

D20 ji1 人 so- ──人人所 Di 所?

D21 ×4 生（san1）活 Tp sang1

D22 對我嚟講（gon2） Tp gong2

D23 我想:（soen2） Tp soeng2

D24 生活（wu6） Dp wut6

D25 覺（go3）得 Dp gok3

D26 覺得（da1） Dp dak1

D27 ×2 過到一（a1）個: Dp jat1

D28 係 ta3- ──透過 Dp tau3?

D29 大學（hot6） Tp hok6

D30 ×7 大學（ho6） Dp hok6

D31 我（o5）哋 wu- ──會 Di 會?

D32 好多好 sa- ──好新奇有趣嘅 Di 新?

D33 ×4 新奇有趣嘅（e3）事情 Dp ge3

D34 無論（loen6）喺 Tp leon6

D35 人與人之間{.}g- {誒: }{.}關係上面 Di ?

D36 世界{.}各方面嘅{.}j- ──{誒: }時事

閱歷 Di ?

D37 方（fo1）面 Dp fong1

D38 都可 deo- ──{.}{誒: }可以刺激到 Di 對?

D39 我相信，{em} le- ──li- ──((clear

throat)) Di ?

D40 我相信，{em} le- ──li- ──((clear

throat)) Di ?

D41 透 gwo- ──可以: 喺大學裏面 Di 過?

38

D42 我（o5）ho- ──我（o5）相信 Di 可?

D43 將（zoen1）來 Tp zoeng1

D44 將來嘅: s- ──{誒}生活上面 Di 生?

D45 ×2 都會（wu3）可以 Dp wui3

D46 更（gan3）好嘅 Tp gang3

D47 你（le5）話 Tp, Dp nei5

D48 喺 m- ──{.} 我哋 Di ?

D49 經歷 dang2 {.} 唎個 Tp 緊?

D50 所: z- ──接觸嘅 Di 接?

D52 或者 e6 批判嘅 Tp 係?

D53 坦白（bak6）講 Tp baak6

D54 其實（sa6）一種 Dp sat6

D55 其實一（a1）種 Dp/P jat1

D56 其實一種填鴨式教育 Dm 其實一係種

D57 唔係（ma6） Dp/Tp, Dp hai6

D58 嗰樣（jin6）嘢 Tp joeng6

D59 係（ha6）咪 Dp hai6

D60 我哋 j- ──我哋 {.} 希望 Di ?

D61 ×3 可能（lan4） Tp, Tp nang4

D62 大學 g- ──唔同嘅 Dp ?

D63 ×2 諗（lam2）下 Tp nam2

D64 ×2 係（ha6）咪: Dp hai6

D65 ×2 如果（go2） Tp gwo2

D66 思索（sok3）gwo2 Bp, Tp

㗎話/嘅話

gaa3 waa2

/ge3 waa2

D67 ×2 就（za6）bi- Dp zau6

D68 就 bi- ──{誒:}{.}大學嘅生活 Di 變?

D69 好（ou2）冇意義 Dp hou2

D70 點樣（moe2）令到 Dp/Tp, Dp joeng2

D71 係（a6）嘗試 Dp, Dp hai6

D72 發（faak3）掘下 Tp faat3

D73 發掘（gwaak6）下 Pp, Tp faat3 gwat6

D74 地方（fon1） Tp fong1

D75 有啲嘢 h- ──可能 Di ?

D76 上堂噉（ngam2/am2）樣 Dp/Tp gam2

D77 噉樣（moen2） Dp/Tp, Tp joeng2

39

D78 上一（at1）啲 Dp jat1

D79 一啲 m- ──自己: Di ?

D80 可能──{.} o2──{.}唔關 ? ?

D81 對{.}自己冇興趣嘅嘢 Am 自己冇興趣嘅

嘢

D82 你係{.}g- ──如果 Di ?

D83 噉 me2 諗 Dp/Tp, Tp,

Dp 樣 (joeng2)

D84 擗 ma- ──{誒}將 Di 埋? (maai4)

D85 懂得去（eo3）享受 Dp, Dp heoi3

D86 享受{.}唎 gi6──<h>{誒: } ? ?

D87 {誒: }{.} da- ──大學生 Di 大? (daai6)

D88 大學生</h> {.}──s- ──享受 Di ?

E01 ×22 我（o5） Dp ngo5

E02 今日（mat6） Dp/Tp jat6

E03 ×8 就（za6）係 Dp zau6

E04 ×6 大（da6）學嘅 Dp daai6

E05 以我自己（e2）嚟講 Dp, Dp gei2

E06 嚟講（go2）哩 Dp gong2

E07 ×5 理想嘅（nge3） Tp ge3

E08 大學生（sa1）活 Dp sang1

E09 做到自己所有 j- ──{.}想要求做嘅嘢 Di 要? (jiu3/jiu6)

E10 ×2 即（ze1）係 Tp zik1

E11 ×3 即係（e6） Dp, Tp hai6

E12 為自己 m- ──{.}定下落嚟嘅: {.}目的

啊 Di 目? (muk6)

E13 如果 jy- ── {.} 做到嘅話 Di ?

E14 已經（i1）係 Dp, Dp ging1

E15 只不（bwo1）過係 Np bat1 gwo3

E16 ×5 四年（lin4）時間 Tp nin4

E17 ×2 時間（gaa3） Dp gaan3

E18 ×2 但（da6）係 Dp daan6

E19 但係哩 h- ──{.}有好多嘢哩 Di 好? (hou2)

E20 ×3 發（faa3）展 Dp faat3

E21 喺大學哩 j- ──{.}喺大學生活哩，亦

都係 Di 亦? (jik6)

E22 咁多年 g- ──人生 Di 嘅? (ge3)

40

E23 人（jang4）生（san1）裏便 Ep jan4 sang1

E24 ×11 你（lei5） Tp nei5

E25 ×3 譬（p3）如 Dp pei3

E26 熟悉嘅 s- ──{.} s- ──{誒}{.}社區

啦 Di 社? (se5)

E27 ×4 噉樣（moen2） Dp/Tp, Tp moeng2

E28 你係 h- ──會去 Di ?

E29 可能（lang4） Tp nang4

E30 大家 j- ──{.} 大家同學 Di ?

E31 大家同學嚟嘅──{.}{誒}{.}背景 Am 大家同學嘅

E32 大家 g- ──居住嘅 Di 居? (geoi1)

E33 ×2 香（hoen1）港島嘅 Tp heong1

E34 香港（ngon2）島嘅 Tp/Dp, Tp gong2

E35 學生（saa1） Dp saang1

E36 ×7 因（ja1）為 Dp jan1

E37 因為（wa6） Dp wai6

E38 ×8 新界嘅（e3） Dp ge3

E39 ×3 點樣（moe2） Dp/Tp, Dp moeng2

E40 ×5 學（ho6）生 Dp hok6

E41 好強（koen4）調 Tp koeng4

E42 去 w- ──{.}去{.}充實 Di ?

E43 佢哋 go6- ──wu6- ──覺得 Di ?

E44 佢哋 go6- ──wu6- ──覺得 Di ?

E45 好似 e6 唔係 Am 好似唔係

E46 唔係（ma6）充實嘅日子 Dp/Tp, Dp hai6

E47 噉啦（laa2） Pt laa3/laa1

E48 當（do1）踏 Dp dong1

E49 踏 do- ──jy- ──{.}踏到入嚟 Di 到? (dou3)

E50 踏 do- ──jy- ──{.}踏到入嚟 Di 入? (jap6)

E51 ×3 依個（o3） Dp go3

E52 之後（au6） Dp hau6

E53 係↑j- ──{.}要↑{.}適應到 Di 要? (jiu3)

E54 係: ──{.}係↑j- ──{.}要↑{.}適應

到 Nt hai6 jiu3 sik1

E55 ×2 就係（ai6） Dp hai6

E56 希望（mo6）喺 Dp mong6

E57 ×2 如果（go2） Tp gwo2

41

E58 自己眼（aan5）界 Dp ngaan5

E59 好（ou2）似 Dp hou2

E60 事物（ma6）囉 Dp mat6

E61 我哋 f- ──我哋: {.}大學 Di 科技大學?

E62 走出自（zyi6）己嘅:: Pp/Tp ceot1 zi6

*back front

E63 大學生（saan1） Tp saang1

E64 ×2 上（soen5）莊 Tp soeng5

E65 出 got3──{.}出國 Tp, Tp gwok3

E66 舒適 k- ──範圍 Di 區? (keoi1)

E67 ×2 範（faa6）圍 D faan6

E68 唔係（mai6） Dp/Tp hai6

E69 g- 我覺得 Di ?

E70 我覺得（dik1） Tp dak1

E71 你 go- ──{.} s- ──你上莊 Di ?

E72 你 go- ──{.} s- ──你上莊 Di 上? (soeng5)

E73 真（za1）心嘅 Dp zan1

E74 真心（san1）嘅 Pp/Tp zan1 sam1

E75 朋（pan4）友 Tp pang4

E76 反（faa2）而 Dp faan2

E77 做得（a1）到 Dp, Dp dak1

E78 ×2 你（lə2）可以 Tp, Dp nei5

E79 都 j- ──{.}都有 Di 有? (jau5)

E80 ×2 覺得（dat1） Tp dak1

E81 最重（zyu6）要 Pp/Tp, Dp zeoi3 zung6

≈E63

E82 最重要目標係 Dm 最重要嘅

E83 嘗試多啲 m- ──{.}{誒: }{.}唔同嘅嘢 Di 唔? (m4)

E84 s- ──{.} Di 雖? (seoi1)

E85 雖然（jyun4） Pp/Tp seoi1 jin4

≈E63, E82

E86 唔一定係會 g- ──每個人嘅目標 Am 係每個人嘅

E87 唔一定係會 g- ──每個人嘅目標 Di ?

E88 嚟（ei4）㗎喎 Dp lei4

E89 嚟㗎（g）喎 Dp gaa3

E90 因為{.} j- ──{.} ji- o- ──{.} lei- o-

──{.} o- lo- ──{.}我 Di ?

42

E91 對於個{.}目標嘅追求可能嘅: {.}方面

唔一樣 Ec

追求嘅方面可

能唔一樣

E92 唔一樣（joen6） Tp joeng6

E93 去到（dyut3）──{.} 去到踏出 Tp dou3

E94 有啲人（ja4） Dp jan4

E95 可能（la4） Tp, Dp nang4

E96 留返（faa1）喺 Dp faan1

E97 裏（eoi5）便 Dp leoi5

E98 噉佢 za6- ──佢哋 Di 就? (zau6)

E99 唔可以 w- ──{ze1 e6} Di 話? (waa6)

E100 一（ja1）個 Dp jat1

E101 佢（heoi5） Tp keoi5

E102 做嘅嘢（e5） Dp je5

E103 或者係（hei6） Pp ze2 hai6

E104 ×2 佢哋（e6） Dp, Dp dei6

E105 重 e- ──z- ──重要 Di ?

E106 重 e- ──z- ──重要 Di ?

E107 重過一切囉 Dm 重要過

E108 你（lei5）j- ──{.}最後 Di ?

E109 我 j- ──{.}我認為哩 Di 認? (jing6)

E110 m- ──{.} s- ──{.}大部分 Di ?

E111 m- ──{.} s- ──{.}大部分 Di ?

E112 喺 s:- ──{.}喺唎四年 Di 四? (sei3)

E113 生活（wu6）裏便 Dp wut6

E114 過（go3）得 Tp gwo3

E115 開心（saam1）快樂 Np/Tp sam1 faai3

E116 每個人 d- ──{.}點樣去到: Di 點? (dim2)

E117 去到: d- ──{.}{誒: }{.}去到──{.}

去到──{.}點樣去走 Di 點? (dim2)

E118 如果（o2） Dp gwo2

E119 覺得 z- ──自己: Du 自? (zi1)

43

3.2 Hesitations

3.2.1 Unfilled Pauses

Table 3.7 Distribution of Short UFPs (Indicated by {.})

Subjects

Total A B C D E

Task

T1 41 26 1 29 38 135

T2 78 41 60 116 137 432

T3 66 43 60 60 178 407

Total 185 110 121 205 353 974

Table 3.8 Distribution of Timed (Long) UFPs

Subjects

Total A B C D E

Task

T1 No. of Occurrences 0 0 0 2 0 2

Duration (sec) 0 0 0 3.5 0 3.5

T2 No. of Occurrences 12 15 0 18 30 75

Duration (sec) 29.5 27 0 45.5 68 170

T3 No. of Occurrences 3 3 1 5 7 19

Duration (sec) 4 13.5 1.5 18 8.5 45.5

Total No. of Occurrences 15 18 1 25 36 95

Duration (sec) 33.5 40.5 1.5 67 76.5 219

44

3.2.2 Filled Pauses

Table 3.9 Distribution of Pause Fillers

Task

Total T1 T2 T3

Filler

誒

No. of

Occurrences by

Speaker

A 0 34 45 79

B 0 17 31 48

C 0 14 33 47

D 0 8 14 22

E 0 1 38 39

Total 0 74 161 235

噉

No. of

Occurrences by

Speaker

A 0 19 6 25

B 0 6 1 7

C 0 20 7 27

D 0 4 8 12

E 0 15 3 18

Total 0 64 25 89

即係

No. of

Occurrences by

Speaker

A 0 0 11 11

B 0 0 3 3

C 0 0 6 6

D 0 0 0 0

E 0 0 13 13

Total 0 0 33 33

uh

No. of

Occurrences by

Speaker

A 0 0 0 0

B 0 17 6 23

C 0 0 0 0

D 0 0 0 0

E 0 4 0 4

Total 0 21 6 27

45

em

No. of

Occurrences by

Speaker

A 0 0 0 0

B 0 0 0 0

C 0 3 10 13

D 0 0 0 0

E 0 0 3 3

Total 0 3 13 16

mm

No. of

Occurrences by

Speaker

A 0 0 0 0

B 0 0 0 0

C 0 0 0 0

D 0 4 5 9

E 0 1 0 1

Total 0 5 5 10

um

No. of

Occurrences by

Speaker

A 0 0 0 0

B 0 0 0 0

C 0 0 0 0

D 0 4 0 4

E 0 0 0 0

Total 0 4 0 4

There are some other interjections or discourse markers found in the speech data

which may function as pause fillers. They are 其實 (kei4 sat6), 係啊/係喇 (hai6

aa3 / hai6 laa3), 可能 (ho2 nang4) and 真係 (zan1 hai6).

3.2.3 Clearing of Throat

Clearing of throat did not occur in any of the tasks performed by Speaker A, Speaker

B and Speaker E. Speaker C made two times of clearing of throat in task 2.

Speaker D made a total of 26 times: 1 in task 1, 19 times in task 2 and 6 times in task

3.

3.2.4 Lengthening of Sounds

Table 3.10 Number of Cases of Sound Lengthening

Subjects

Total A B C D E

Task T1 0 5 0 1 9 15

46

T2 44 62 22 20 30 178

T3 43 65 58 48 69 283

Total 87 132 80 69 108 476

From the data above, we can see that lengthening of sounds occurs the least in task 1

and the most in task 3. We can conclude that sound lengthening is extremely rare

when speakers speak with the help of a provided text. Given that the span of tasks

2 and 3 are close, comparing the total number of cases of sound lengthening, we can

say that lengthening of sounds occur more in spontaneous speech than in storytelling

generally.

3.2.5 Laughters and Breaths

Table 3.11 Distribution of In-breaths

Subjects

Total A B C D E

Task

T1 0 0 0 0 0 0

T2 3 4 0 2 1 10

T3 2 5 2 2 3 14

Total 5 9 2 4 4 24

Table 3.12 Distribution of Laughter or Aspirations in Pausing

Subjects

Total A B C D E

Task

T1 0 0 0 0 0 0

T2 4 0 2 4 0 10

T3 0 1 1 0 0 2

Total 4 1 3 4 0 12

Table 3.13 Distribution of Laughter or Aspirations within Speech

Subjects

Total A B C D E

47

Task

T1 2 0 0 0 0 2

T2 4 0 0 3 0 7

T3 0 0 0 1 0 1

Total 6 0 0 4 0 10

From the above tables, laughter or aspirations in task 1 are very uncommon.

Distributions of these elements do not seem to have a regular pattern.

3.3 Repairs

Examples of different types of repairs are provided in this section. Apart from the three

types of repairs distinguished by Levelt (1983, 1989), there are also a kind of repetition of

sentence constituent which may function as a hesitation marker.

3.3.1 Instant Repairs

所以 {.} 藝術家 {.} 不──{.} 一不能有錢

我認為 da- ── {.} 有意義嘅大學生活係

他與 s- ──生俱來的本能

於是哩佢就去敲 j- ──門 naak3

可 mo2 以 {.} 借啲嘢食啊: ──畀我啊

我（o5）哋所: z- ──接觸嘅周遭嘅事

啲水咪一 c- ──{.} 路噉樣

執咗無數 {.} c- ──{.} 數萬嚿（gau4）石頭先搵──執到嘅

當（do1）所有──{.} 其他螞蟻哩

3.3.2 Anticipatory Retracing

嚴格來說 {.} 是可以 s- ──jek4──{.} 嚴格來說是慢性自殺

飢餓── {.} 飢餓藝術的精髓

當呢個 {.} 蚱蜢哩，向 {.} m- ──{.} {誒} {.} 當呢個<h>蟋蟀哩

所以佢嗰個嘴哩──{.} 嗰個喙 e1

表 lek1── {.} 表裡的

中學都唔會學── {.}{誒} 都唔會話咁多嘢做

包括（kwu3）── {.} ((clear throat)) 包含

執咗成個 j- ──成個下晝

48

3.3.3 Fresh Starts

或者做到一啲──{.} {誒 i 誒} {.} 完成一啲

就非常之──{3.0} 就攤開兩隻手啦

而我喺大學嘅目標哩就係──最終極目標哩就係

大學生: ── {誒 ze1 e6} 作為大學生

我 ho- ──我相信我可以

佢好 c- ──{.} 飛得好開心噉（m2）樣

{噉哩} 大學生 d- ── ((clear throat)) 我而家家陣已經係

我覺得就: ──我希望可以

3.3.4 Repetitions

藝術家一不能:── {.} 一不能

佢又諗到 {.} ──又諗到

啦啦聲就飛落 {.} ──飛落去

真係──{.} 真係非常好聽

填唔滿晒──{.} 填唔滿晒個日曆嘅話

都係: ──{.} 都係正確㗎囉

佢要──{1.5} 佢要── {.} 佢要執

有一隻──{.} 有一──{3.0} 有一隻螞蟻──{2.0} 有一隻螞蟻哩

重──{.} 重為佢──{.} 重為佢

49

4. DISCUSSION

4.1 Speech Errors

4.1.1 Types

Since the size of error data is very large, I extract only one typical sample for every

type of erros appeared in the speech data.

Shift (Sm) 藝術，是生存 (B24, Task 1) *生死存亡

Exchange (Ep) 飲 ji1 lat1 啖 (E96, Task 2) *li1 jat1

Anticipation (Np) 覺（gak3）得 (A11, Task 3)

Perseveration (Pp) 走出自（zyi6）己嘅:: (E62, Task 3) *zi6

Perseveration (Pt) E47 噉啦（laa2） Pt laa3/laa1

Blend (Bp) 是互為表 lek1 (B14, Task 1) *表裡的

Blend (Bm) 斷（dyun5）食 (E06, Task 1) *dyun6

Blend (Bc) 大飽一福── {誒} 大吃一頓 (D94, Task 2) *大飽口福

Substitution (Tm) 極端行為 (E36, Task 1) *作為

Substitution (Tp) 往（won5）{.}死亡（mon4）的方向（hoen3）

(D27-29, Task 1) *wong5, mong4, hoeng3

Substitution (Tt) 為著（zoek3）(D88, Task 2) *zoek6

Addition (Am) 自己係一個係點樣嘅人 (A32, Task 3) *係一個點樣嘅

Addition (Ap) 烏鴉（ngaa1）(B01, Task 2) *aa1

Deletion (Dm) 重過一切囉 (E107, Task 3) *重要過一切

Deletion (Dp) 飢餓（o6）(A01, Task 1) *ngo

50

4.1.2 Distribution

Speech errors appear mostly in spontaneous speech and storytelling, while those in

reading aloud are relatively fewer. Since the speech setting is a formal one in the

reading aloud task, speakers are aware of their articulations, hence reducing the

chances of mispronouncing. Plus, they articulate sounds by looking at the text,

thus no planning of speech content nor grammatical organization is needed.

Obviously, high speech rate is another factor for speech errors. In reading aloud, a

stable and moderate speed is maintained by speakers, so they can articulate every

word accurately. However, during fast production of speech, assimilations and

coarticulations of sounds often occur, resulting in vowel or tonal assimilations,

deletions of onsets or rimes and other form of phonetic variations. Details of these

phonetic variations will be discussed in the next section.

4.1.3 Phonetic Variations

Phonetic variations are especially prominent in colloquial speech. Many of them

are so-called “lazy sounds”, which are due to rapid or unaware speech. Types of

phonetic variations found in the speech data are summarized below:

Initial Consonants

/l/ ~ /n/ e.g. 難 naan4 laan4, 諗 nam2 lam2

/k/ ~ /h/ e.g. 佢 keoi5 heoi5

/ng/ ~ Ø e.g. 我 ngo o2, 鴉 aa1 ngaa1

/gw/ ~ /g/ e.g. 過 gwo3 go3

/ng/ ~ /m/ e.g. 五 ng5 m5, 午 ng5 m4

Rimes

Alveolarization of velar nasal endings and velar stop ending, and glottalization of

the latter are common in the speech data.

/aang/ ~ /aan/ e.g. 先生 sin1 saang1 sin1 saan1

/ang/ ~ /an/ e.g. 層面 cang4 min2 can4 min2, 等 dang2 dan2

/eng/ ~ /en/ e.g. 聽 teng1 ten1

51

/ong/ ~ /on/ e.g. 狀 zong6 zon6, 講 gong2 gon2

/oeng/ ~ /oen/ e.g. gam2 joeng2 gam2 joen2, hoeng1 hoen1

/k/ ~ /t/ ~ /ʔ/ e.g. 得到 dak1 dou3 dat1 dou3,

一個 jat1 go3 jaʔ1 go3,

不過 bat1 gwo3 bak1 gwo3

Why speakers tend to produce lazy sounds or phonetic variations? One inference

could be the tendency to produce sound with least effort. This can be supported by

the evidence that vowels are often replaced by more central vowel near schwa, and

onsets and codas are often omitted.

4.1.4 Literary Reading and Colloquial Reading

Some Cantonese lexical items have literary reading and colloquial reading. It is

observed that subjects were prone to colloquial readings in storytelling and

spontaneous speech. For example, “掉” was pronounced as diu6 or deu6 in literary

and colloquial readings respectively. None of the subjects pronounced “掉” as diu6

in tasks 2 and 3. Other examples found in the speech data are “行” (hang4 v.s.

haang4), “儲” (cyu5 v.s. cou5), “尾” (mei5 v.s. mei1), “雀” (zoek3 v.s. zoek2), “當

然” (dong1 jin4 v.s. dong1 jin2), etc.

In the reading aloud in task 1, which is of a formal speech setting, subjects are

supposed to produce literary reading. However, Subject B, Subject D and Subject

E tended to choose the colloquial reading for “斷”, which is tyun5 instead of the

literary dyun6. Inspite of this, they had the literary pronunciation in mind. This is

shown by their blending of the mid-low level tone of dyun6 and the onset consonant

of tyun to become tyun6 (B06, Task1), or the mid-low rising tone of tyun5 and the

onset consonant of dyun6 to become dyun5 (E06, Task1).

One interesting example is a subject awaring of his literary reading when telling the

story. In the first story, he started with “好嘞{噉}今日哩講嘅故──{.}故仔”.

The pronunciation of the first “故” was gu3, he repeated by a second time sounded

as gu2. There was nothing wrong in his pronunciations; both gu3 and gu2 are

acceptable. However, he probably thought that a colloquial reading in storytelling

is more appropriate and consequently said the word again.

52

4.2 Hesitations and Repairs

4.2.1 Types

Several types of hesitations and four types of repairs are discussed in the previous

chapter. I would discuss a special finding here.

Consider the following example:

一套好靚── {.} 好 ((.h)) 花 ha- ──花俏嘅西裝

It shows that Speaker A first used “靚” to describe the suit, but he later found

another more suitable adjective “花巧”. Yet, he cut of the sound suddenly as he

found that it was “花俏” that was the most appropriate adjective. Therefore, we

can see that self-repairs are sometimes for narrowing the meaning of message that

the speaker want to convey. Also, this example supports the idea that sheer number

of words to be chosen would cause speech disfluency.

As for extended duration of sounds, it is found that lengthening of sounds occur the

most in spontaneous speech but the least in reading aloud.

Clearing of throat seems to be a habit of certain speakers, but not all of them. In

the speech data, only Speaker C and Speaker D made short coughs in their speech.

There occurrences were 2 times and 26 times respectively. By definition, the

functions of throat clearing include hiding embarrassment and filling a pause in

speech (Soukhanov, 2007). It is observed that when Subject D made clearing of

throat (especially in task 3), he was trying to cover his speech planning process,

making his hesitation seems shorter.

Lip smacking and tutting are not common in subjects. These two non-verbal

activities may also act as a hesitation device, but they are only habits of certain

speakers. In this research, lip smacking and tutting are only found in the speeches

by Speaker B for once, as well as Speaker C and Speaker D for twice.

4.2.2 Rates

The reason accounting for more hesitations and repairs in spontaneous speech is that

53

spontaneous speech requires more of linguistic planning in speech production. To

produce an utterance, lexicon retrieval systematic planning of organization and

specification of phonetic units are required. Formulation of linguistic plans is

much easier in reading aloud, as identification of meaning and selection of words are

not needed.

From the speech data of five subjects, it is obvious that Subject C and Subject A

make fewer hesitations or repairs. However, it would be rather reckless to

conclude that student studying language and linguistic subjects have better

spontaneous speech performance as evidence is not significant.

It is found that rates of repairs and hesitations of Speaker D and E are relatively high.

There are two reasons that account for this phenomenon, anxiety and the tendency to

hold the floor. It was observed that Speaker D seemed nervous while performing

the tasks, while Speaker E tended to produce long sentences to control the floor.

4.2.3 Locations

The distribution of hesitations was found to be related to the syntactic structure of

speech. There was a significant tendency for hesitations to occur at the beginnings

of clauses, especially in the clause-initial position. UFPs and FPs also tend to

occur in the clause-initial position, especially in long clauses. Two dominant

Cantonese pause fillers found in the speech data are “噉” and “即係”, which are

often used by speakers to start a new clauses or phrases in casual speech. Note that

“即係” only appeared in spontaneous speech but not the storytelling task, owing to

its function as an explanation marker. As for “噉”, it was overwhelmingly used in

both storytelling and spontaneous speech.

Here are some examples randomly taken from the speech data. Generally, all of

them show constituent or phrasal segmentation as locations of hesitation pauses or

repairing fillers occurred between consituents and at the beginnings of clauses.

- 我認為有意義嘅大學生活係 {.} {誒} {.} 你揾到 {1.0} 你: {.} 嘅人生:

嘅目標: 嘅方向

我認為有意義嘅大學生活係 / 誒 / 你揾到 / 你 / 嘅人生 / 嘅目標

/ 嘅方向

54

- 又唔係指緊 {.} {誒} 冇植物喎，而係: 冇: {.} {誒} {.} 動物嘅: {.} 一個:

{.} 山頭啦

又唔係指緊 / 誒 / 冇植物喎 / 而係 / 冇 / 誒 / 動物嘅 / 一個 /

山頭啦

- 噉嗰啲－－ {.} 其實 {.} 主要: －－{誒} 嗰啲: 活動

噉嗰啲 / 其實 / 主要 / 誒 / 嗰啲 / 活動

- 喺大學入便可以:: {.} 令到自己 {.} 對於時間掌握唎一個 {.} 嘅: 能力哩

喺大學入便可以 / 令到自己 / 對於時間掌握唎一個 / 嘅 / 能力哩

- 佢哋各人 {.} {uh} {.} 都會: {.} 為 zoek3－－為著 {.} 家庭

佢哋各人 / uh / 都會 / 為 zoek3 / 為著 / 家庭

- 或者係 {.} 對於 {.} 世－－ {誒} 世界 {.} 各方面嘅 {.} j- －－{誒: }

時事閱歷啊 {.} 唎啲嘢

或者係 / 對於 / 世 / 誒 / 世界 / 各方面嘅 / j- / 誒 / 時事閱歷啊

/ 唎啲嘢

4.2.4 Grammaticalization of Lexicon

In the five tasks of spontaneous speech, several lexical items were commonly used,

such as the following examples: 即係/其實/真係/噉樣/噉/可能/然之後/唎個/嘅

These particles or phrases are sometimes overwhelmingly used as discourse markers,

surpassing their original semantic functions. For example, in Zhang's (2012) study,

即係 (zik1 hai6) can not only be functioned as a copula and a textual connective, it

can also act as an explanation marker, a repair initiator and a pause filler. Another

study shows that the filler function of 其實 (kei4 sat6) is quite common in

Cantonses spoken context (Szeto, 2012).

However, some may retain their functions. Consider the morpheme “噉” (gam2)

in “我個嘴又掂唔到啲水喎，噉我點飲水哩？” (Now that my beak cannot reach

the water, how can I drink?) It is better to regard “噉” as a connective meaning “in

this way” (“那麼”) than just a pause filler.

Meanwhile, the functions of the above words are not examined in details. Further

studies on their grammaticalization are needed.

55

4.3 Limitation

There are a few limitations in this research, in terms of speech error and hesitation

studies.

4.3.1 Ambiguity on Error Judgement

When transcribing speech data, I encountered some cases of error ambiguity.

There could be more than one possible error types in an error sample.

In task 1, the phrase “zing1 san4 cang4 min2” was produced as “zing1 san4 can4

min2” (B12, D22 & E25, Task 1). As we have discuss, the confusion between /n/

and /ng/ is prominent in casual speech, the replacement of cang4 by can4 could be

due to this phonetic variation. However, the error may also be triggered by the

preceding san4, which assimilated the following sound. Therefore, it could be a

substitution or a preserveration error.

There were instances that a sound produced appeared to be a homophone to another,

we do not know whether the subject mispronounced that word. For example, in the

storytelling by Speaker E, a phrase “di1 di1 seoi2” was uttered (E98, Task 2).

However, we could not tell whether he was intended to say “li1 di1 seoi2” but turned

out to anticipate the onset /d/ of the second syllable, or he tried to say “di1 seoi2” but

repeated “di1” once. Thus, judgment on the type of error in the first syllable is

ambiguous.

Another ambiguous error sample from Subject E is “hai2 lat1go3” (E05, Task 2).

We do not know whether the intended utterance was “hai2 at1 go3”, “hai2 li1 go3”

or “hai2 li1 jat1 go3”. Hence it could be an addition error (addition of /l/), a

substitution error (/at/ replacing /i/), or a blend (merging /li/ and /jat/). Even if we

could conclude it to be a blend, we could not justify wheher it is a blend due to fast

production (Bp) or a blend of two separate morphemes (Bm) because the subject

was thinking of both li1 and jat1 simultaneously.

It was not easy to study some rapid utterances with incomplete sound segments.

Compared with task 1, the rates of speech of subjects in tasks 2 and 3 are relatively

high and unstable. As tasks 2 and 3 require more speech planning than task 1 does,

56

many sound fragments are produced. It is hard to tell whether the broken sound

segments are resulted from mispronounciation or semantic imperfectness, or any

other extralinguistic causes.

4.3.2 Weakness of Hesitation Study

The cause of any specific hesitation is not generally obvious. A short pause

between two clauses may be interpreted as consisting a juncture pause component

associated with the first clause and a hesitation pause component associated with the

second clause. Pauses at sentence junctures can potentially serve for breathing or

juncture marking as well as for planning (Barik, 1968). Even if the hesitation is for

planning, we cannot distinguish between advance planning and correction of

decisions made earlier. Therefore, reasons behind some very short UFPs in the

speech data could not be identified.

4.4 Future Directions

Similar studies with larger sample size are needed to confirm the present findings.

Also, variations of speech errors and speech disfluency in terms of age and gender

differences could be analyzed as well. If time allowed, calculations on quantitative

data of hesitation span could be carried out in the future.

Plus, it is found that error types are not evenly distributed in all tasks. Addition,

shift and exchange errors are rather rare. Is it the case that certain types of errors

uncommon especially in Cantonese? And what are the reasons? Futher studies

could be on these three types of speech errors in Cantonese.

The variations of functions of different pause fillers in spoken Cantonese and the use

of some particles or phrases as pause fillers could also be further analysed. As the

use of language changes through time, it is important and fascinating to examine the

changes and their causes.

57

5. CONCLUSION

In this research, we have probed into speech performance by Hong Kong Cantonese speakers

in various speech tasks. Speech errors and speech disfluency of formal and informal speech

have been analyzed. We have found that most of the speech errors occurred in speech tasks

are deletions and substitution of sounds, and many of them are lazy sound caused by unaware

or rapid speech production. Evidence shows that speakers are extremely aware of their

articulation when reading aloud the provided text. Thus, phonetic errors are relatively few

in the reading aloud task. Speech errors commonly happen in casual speech such as

storytelling and spontaneous speech. In the speech data, addition errors, shift errors,

exchange errors are extremely uncommon.

Repairs and hesitations appear mostly in spontaneous speech, but the least in reading aloud.

It is because spontaneous speech requires very much of linguistic planning, both semantically

and syntactically. Occurrences of repairs and hesitations are always between constituents

and most likely at the initial positions of long clauses.

58

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APPENDICES

I. Task Materials

i. Reading Aloud Text

事實上，「飢餓」和「斷食」，意義並不完全相同。可以說，「斷食」是前因，飢

餓是後果。不過，更準確地說，「飢餓」指的事身體的狀態，以及在這種狀態下

的反應和感受；「斷食」則描述一種外在的行為。「斷食」是表象，「飢餓」是本

質。飢餓是甚麼的本質？根據卡夫卡的小說，飢餓是藝術的本質。沒有飢餓，

就沒有藝術。

所謂飢餓藝術，不單指藝術家以斷食為表演形式，而是指藝術家通過飢餓這一

狀態去挑戰肉體和意志的極限這一內涵。當中並不一定包含肉體之苦，因為對

飢餓藝術家來說，捱餓一點難度也沒有，甚至是他與生俱來的本能。他所經受

的痛苦和磨難，在於不被世人尊重和理解，而又同時在於自我懷疑和否定，所

以是屬於精神層面的。但是肉體層面和精神層面是互為表裡的。肉體的飢餓和

精神的貧乏，是藝術的先決條件。所以藝術家一不能有錢，二不能自我感覺良

61

好。斷食及由此而來的飢餓，嚴格來說是慢性自殺。而飢餓藝術的精髓在於不

斷把那餓而不死的邊界往不可能的方向推移。也可以說，飢餓藝術是往死亡的

方向尋找生存的最低限度的極端作為。藝術，是生死存亡的事情。只有抱有這

樣的信念的人，才能稱為藝術家。矛盾的是，拒絕進食本身，就是拒絕生命、

拒絕世界的姿態。所以飢餓藝術家不被世界尊重和理解只是一種自我應驗。

(extracted from《飢餓、斷食與藝術》by 董啟章, 459words)

ii. Storytelling Materials

1. 烏鴉喝水

62

63

64

2. 螞蟻和蟋蟀

65

66

67

II. Transcription Notations

Short and untimed pause {.}

Long and timed pause {4.0} (for 4 seconds)

Abrupt cut-off of sound -

Abrupt cut-off of phrase ──

Lengthening of sound :

Continuing intonation ，

Final intonation 。

Rising intonation ？

Exclaiming intonation ！

Rising tone ↑

Falling tone ↓

Aspiration or laughter ((h)) / ((hh, 3.0))

Aspiration or laughter during speech <h>重好潮添</h>

Inhalation ((.h))

Lip smack or tutting ((pt))

Non-verbal gesture ((clear throat))

Editing expression (Filler) {誒} / {mm} / {uh: }

Unclear utterance [火悶] / [XX]

Lost material […]

Others: Sound with no corresponding written Chinese characters are represented in Jyutping,

a Cantonese romanization system developed by the Linguistic Society of Hong Kong (LSHK)

in 1993.

68

III. Transcripts

i. Subject A

Reading Aloud

事實上，「飢餓（o6）」和「斷食」，意義並不完全相同。可以說，「斷食」是前因，飢餓是後果。不

過，更準確地說，「飢餓」 {.} 指的是身體的狀態，以及在這種狀（zon6）態下的反應和感受；「斷

食」 {.} 則描述一（at1）種外在的行為。「斷食」是表象，「飢餓」{.} 是本質。飢餓是甚麼的本質？

根據卡夫卡的小說，飢餓 {.} 是藝術的本質。沒有飢餓，就沒有藝術。

所謂飢餓藝術，不單指藝術家以斷食 {.} 為表演形式，而是指藝術家通過飢餓 {.} 這一狀態 {.} 去

挑戰肉體 {.} 和意志的極限 {.} 這一（a1）內涵。當（don1）中並不一定包括──並不（ba1）b- {.}

一定包含 {.} 肉體之苦，因為對藝術－因（ja1）為對 <h> 飢餓藝術家來說，捱餓 {.} </h> 一點難

度都沒有，<h> 甚至是他與生俱來的本能。</h> 他所經受的痛苦和磨難，在於不被世人尊重 {.} 和

理解，而又（a4）同時在於自我懷疑 {.} 和否定，所以 {.} 是屬於 {.} 精神層面的。但是肉體層面

和精神層面 {.} 是互為表裡的。肉體的飢餓和精神的貧乏，是藝術的 {.} 先決條件。所以 {.} 藝術

家 {.} 不── {.} 一不能有錢，二 {.} 不能自我感覺良好。斷食 {.} 及由此而來的飢餓，嚴格來

說 {.} 是可以 s- ──jek4── {.} 嚴格來說是慢性自殺。而飢餓── {.} 飢餓（o6）藝術的精髓 {.}

在於 {.} 不斷 {.} 把那 {.} 餓而不死的邊界 {.} 往不可能的方向推移。也可以說，飢餓（o6）藝

術 {.} 是往 {.} 死亡的方向 {.} 尋找生存的 {.} 最低限度的 {.} 極端作為。藝術，是生死存亡的

事情。只有抱有這樣 s- ──的信念的人，才能 {.} 稱為 {.} 藝術家。矛盾的是，拒絕進食本身，

就是拒絕生命、拒絕世界的姿態。所以 {.} 飢餓藝術家不被世界尊重和理解 {.} 只是一種 {.} 自我

應驗。

Spontaneous Speech

{誒} {.} {噉} 我（o5）先講: 我（o5）大學生活嘅目標: 同埋願望啦。{噉: 誒} {.} 所謂嘅（e3）目

標同（ong4）願望── {ze1 ei6} 我（o5）諗（lam2）嘅（e3）意思就係（za6 ai6）希望我透過 {.}

{誒} 唎幾年嘅大（daa6）學生活入便可以 {.} {誒} {.} 達成一啲 {.} 點樣（moe2）嘅成就，或者做

到一（at1）啲── {.} {誒 i 誒} {.} 完成一（at1）啲咩嘅 {.} {誒} {2.0} 係喇，ze1 做到啲咩嘞。{噉

aa6} {.} 我（o5）覺（gak3）得，{誒: } {.} 首先，{誒} {.} 讀大學（daa6 ho6）第一件事當然係有一

（at1）啲學術嘅追求啦，即係（ze1 e6）希望 {.} {誒} a1）個嘅校園裏（neoi5）面，

{噉 aa6 . 誒: } 吸收到──吸取到一（at1）啲嘅（e3）知識啦，即係:（ze1 ei6）知識上（soen6）有

長（zoen2）進嘅，尤其是係比起中學嘅（ga3）學業，{ze1 e6} 佢 {.} 所: 追求嘅（e3）知識係更加

進一步嘅，{誒} 而且更加深入嘅，就唔係 {.} 嗰種: {誒: } g- ──好──{.} {誒} 基本嘅 {.} {em}

{.} {誒}學習啦。{噉 e1} {.} 另外（o6）一方面呢，就係── {1.0} 除咗係: {誒: } t- ──學（ho6）

業之外哩，重有，{誒} {.} 同人相處啦: ，待人接物啦: ，{誒} 尤其是喺（e2）大（da6）學裏面呢 {誒}

活動有好多啦: ，亦（ji6）都甚至有: 宿舍啦，{ze1 e6} 我哋 ((.h)) 係 {.} {誒: } {.} s- ──唔單止

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係: {誒: } 上堂嘅（e3）時間，課餘嘅（e3）時間都喺（do1 ei2）大學裏面渡過嘅噉所以我（o5）哋

{.} 有非常之多 {.} {ze1 e6} 同人相處相交嘅機會。噉 ma1 希望: 可以從中 {ze1 e6} 學習到: {ze1 e6}

啲技巧啦: 又或者 ((.h)) {誒: } 可以: j- ── {.} 亦都（du1）j- ── {.} 真（zak1）係認識下自己

吖 {ze1 e6} 同人嘅對照之間，知道自己係（e6）一個係（e6）點樣（moeng2）嘅人哪。噉從而就: {.}

邁向一個:: {.} {ze1 e6} 成為更好嘅人哪。{誒: } {.} 另外亦都係: ── {.} {誒: } {.} 第三樣嘢就（za6）

係: 希望（mon6）有，{其實係} {.} 更加自由嘅（e6）時間: 去學下點樣（moen2）去 {.} {誒} {.} {誒}

{.} 處理好自己（ei2）嘅（e3）人生啦我（o5）覺得 {ze1 e6} 第一件事就係（za6 ai6）{.} {誒} 思

考人生嘅（e3）問題啦，{誒} 第二件事 e1 就（za6）係可能（lang4）係 {.} {誒} 對自己（ei2）嘅::

{誒}時間有更加好嘅（e3）掌握（ngaak1）啦，同埋: {誒} 安排好自己（ei2）嘅（e3）生活啦，噉

樣（moeng2）。[... technical error for 1-2 sec cut of recording] 排時間哪即係（ze1 ei6）{.} 喺忙碌之餘

亦都有: （du1 au5）{.} {誒} 享受生命，{誒} 亦都（ji6 du1）{.} {誒} 會知道 {.} 生命嘅: （e3）

本質（zak1）啊，{誒} 生命（sa1 min6）嘅（e3）意義啊等等（dan2 dan2）哪。

{噉} 另外就（za6）係── {.} 我認為 da- ── {.} 有意義嘅（e3）大學生活係 {.} 其實（sa6）係

冇一（ak1）個: 好: 劃（waa6）一嘅標準嘅我（o5）自己（ei2）覺（go3）得係，{誒} 一個大（daa6）

學生佢（heoi5）自己有冇一個目標，即係（ze1 e6）佢知 d- ── {.} c- ──佢 {.} 喺大（da6）學

裏面佢（heoi5）想（soen2）{.} 得（dat1）到啲乜嘢。噉，我（o5）認為有意義嘅（e3）大學生活

係 {.} {誒} {.} 你（lei5）揾到 {1.0} 你: {.} 嘅人生: 嘅目標: 嘅方向。{誒: } {.} 同埋你（lei5）係

（hei3）朝住嗰個（o3）方（fo1）向邁進噉我（o5）就（za6）覺（go3）得係有意義嘅（e3）{ze1 e6}

舉個（o3）例子有啲人係 {.} 一定想（soen2）讀書嘅，好想（soen2）係 {.} {誒} 讀 {.} MPhil

啊 Doctor 啊一路讀落去嘅或者甚至喺大學（ok6）裏面做研究嘅，噉，{誒} 你哋讀 {.} {誒} 碩士啦

博士噉樣（jam2 moeng2）一路讀落去 e3。噉，{誒: } {.} 如果佢（eoi5）哋: {.} {ze1 e6} g- ── {.}

對研究有（au5）興趣，噉── {.} 係搵到佢（heoi5）研究嘅（e3）興趣亦都能（lang4）夠 {.} {誒: }

實（sak6）{.} 實踐到嘅噉我（o5）{.} 就覺得噉樣（moeng2）有意義但係（da6 ai6）有啲人可能（lang4）

佢（heoi5）哋覺得，哦，我（o5）{.} 嘅 {.} 興趣其實並唔係喺（e6 ai2）學術方面嘅，但係（da6 ai6）

佢喺大（da6）學裏面，{誒} {.} 搵到自己（ei2）嘅（e3）一片天，咁我（o5）就覺得（go3 da1）係:

{.} 有意義 e3。

Storytelling – 烏鴉喝水

{誒} {3.5} {誒} 從前，有一（ja5 a1）個: {誒} 荒野，{噉} 喺唎個（o3）荒野哩，指緊唔係──又

唔係指緊 {.} {誒} 冇植物喎，而係: 冇: {.} {誒} {.} 動物嘅: {.} 一個: {.} 山頭啦。{噉哩} 佢哩就

有 {.} {誒: } {.} {誒} {.} 有唎個: ── {4.0} ((hh)) 噉哩佢就: 有 c- ── {.} 有樹啦，有草啦，{噉}

係一（ha6 a1）個山丘嚟嘅。{噉哩} {.} 唎一日哩，{誒} 天氣 {.} 非常好，太陽（joen4）呢就好（za6

ou2）猛烈，萬里冇雲。{1.5} {噉} 喺唎個（o3）時候哩，竟然呢，有一（ja5 a1）隻: {.} 雀──有

一（ja5 a1）隻雀（zoek2）哩，就 f- ── {.} {誒} {.} 喺唎一（a1）個: {.} {誒}山丘嘅上空嗰度飛

過喎，{噉哩} {.} {誒: } 睇情形哩: 佢應該（go1）係 {.} 飛得攰嘞，噉樣（moen2）。噉哩，好似 {.}

喺度搵緊（ga2）一啲嘢噉喎！{噉 e1} {.} {誒: } 當佢: （heoi5）一路飛嘅時候（au6）哩，咦發現咗

路上面呢 {.} {誒} 有一（ja5 a1）── {.} 有一（ja5 a1）{.} 枝水，{噉 e1} 枝水 e1 jaung6（就用）

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玻璃罌裝住嘅。哦當佢（do1 eoi5 e3）時候就（za6）非常興奮噉樣（moen2）{.} {誒}

降落咗喺唎 f- ──{.} 枝水嘅（e3）前面 naak3。但係（da6 ai6）哩，{誒: } {.} 喺唎個時候（au6）

哩，{誒: } 當佢（heoi5）s- ──{.} 想 {.} 伸個（ngo3）嘴入去: 嗰個玻璃樽嗰度飲水嘅（e3）時

候（au6）哩，就發現呢個──{.} 嗰個（o3）洞口哩，實在太細嘞，所以佢（heoi5）嗰個（o3）嘴

哩── {.} 嗰個喙 e1，就塞住咗喺嗰個: {.} {誒} 玻璃樽口嗰度喎！噉啊（aa6）飲唔到水啦！{噉

e1} {.} 於是，唎── {.} : ((.h)) {誒: } 失望啦，噉佢（heoi5）就喺度（o6）諗:

（lam2）d- ──辦法，去解決唎個問題嘞。噉不（ba1）如 {.} 試下 {.} 撞爛個（ngo3）樽吖！噉

於是哩，就（zat6）{.} 用 ze2（自己）個頭 {.} 去撞個玻璃樽喎。{噉 e1} daai6（但係）發（fa3）

o3）玻璃樽 sa6（實在/實在係?）太硬嘞，點撞都撞唔爛。噉點算好哩？於是哩佢就不停喺

度（o6）行嚟（le4）行（haa4）去，{誒: } 喺度（ou6）周（za1）圍踱步噉樣:（am2 moen2）喺度

（ou6）諗（lam2）辨法啦。{1.0} 於是啊哩個（o3）時候（au6）啊: ，見到旁邊（bi1）有咁多石仔，

於是就諗（lam2）到一個: 辨法嘞。ze6（就係）用石仔 {.} 去打爛 {.} 呢個（o3）玻璃樽 naak3！

噉啲水咪可以流出（coe1）嚟，噉就（za6）可以飲囉！{2.0} {噉} {.} {噉} {4.0} ((hh)) <h> {噉} </h>

但係（da6 ai6）後來諗諗（lam2 lam2 o3）辦法都係（do1 ai6）唔係（ai6）幾好，

有一（a1）個辦法 {.} 更加好嘅，就係（za6 ai6）哩，將（zoen1）呢個（o3）{.} 石（se6）頭哩，

逐粒逐粒噉樣（moe2）擔入去唎個水樽入便。噉 e1，{誒} {.} 慢慢（ma6 ma2

就開始升高嘞。{噉呢} {.} ze3）雀哩就竭契鍥而不捨噉樣（moen2 o3）

石頭哩擔入去唎個玻璃樽入便 naak3 jit1）個水哩終於升到去 {.} 樽口 {.} 嘅位置嘞。

噉佢（heoi5）就 {.} 終於好: {.} 開心噉樣（joen2）飲到啲水啊。

Storytelling – 螞蟻和蟋蟀

從前，喺一（ha2 at1）個地方，{噉哩} {.} {誒} {.} o3）地方嘅螞蟻哩，係著衫: 嘅，<h> 而

且，重好潮添！((hhhhh, 9.0)) 噉哩 </h>，佢哋哩，((.h)) 好勤勞噉樣（moen2）呢，喺度搬緊食物。

當佢（heoi5）哋一路搬食物嘅時候，旁邊呢，竟然呢 {誒: }，瞓左一（at1）隻:

一隻蟋蟀哩，就 {.} 著住: {.} {誒: } {.} 一套好靚── {.} 好 ((.h)) 花 ha- ──花俏嘅西裝啦 {噉

樣} ha6- ──就（za6）喺（ha2）度彈: 結他，好似: {.} 好享受噉樣（moen2）。{3.0} 點知哩，好景

不常，冇幾耐哩，就（za6）好快哩，就去到: 秋天 naa3。{誒: } {誒: } 樹哩，都變得光禿禿 ak3。{m2}

呢個（o3 : {誒}，蟋蟀哩，就非常之（i1）失落喎，噉一定係佢之前冇儲（cou5）

好糧食，所以哩佢（heoi5）而家哩，就（za6）非常之肚餓（o6）嘞。{3.0} 噉，飢寒交迫嘅: {.} 哩

一隻嘅 {1.5} {誒} {.} 蟋蟀哩，就只好 {.} {誒} 去敲: 唎個螞蟻嘅門哪，求佢哋 {.} 施捨啲食物畀

佢（heoi5）啦因為螞蟻佢（heoi5）哋 f- ──{.} 喺 {.} {誒: } {.} 豐收嘅（e3）時候（au6）哩就（za6）

非 soeng2（常之）勤勞（nou4），所以佢哋 {.} 積存咗好多好多嘅食物。咁呢，當（don1）呢個 {.}

蚱蜢哩，向（hoen3）{.} m- ──{.} {誒} {.} 當呢個（o4）<h>蟋蟀哩，向 </h> {.} 螞蟻（nga5）

去（oe）解釋嘅時候（au6）哩，啊 s- ──{.} 實在係傷心到 {.} {誒: } {.} 流眼淚嘞。{m2 呢} {.}

個（o3）螞蟻哩就非常之──{3.0} 就攤開兩隻（loe5 ek3）手啦，噉樣（moeng2），<h> 就 {1.0} 嚟

</h> {.} 回應佢嘅。哦噉原來（noi4）哩，zai6（就係）唎個螞蟻哩，非常（oe4）之好人嘅。噉佢（heoi5）

聽到（te1 ou2）蟋蟀── {.} 佢（heoi）聽到（te1 ou2）{.} o3）蟋蟀嘅故事之後（au6）哩，

就: {.} 好好客噉樣（moeng2）邀請咗佢（heoi）入去 {.} 佢（heoi）哋 {.} 螞蟻（ai5）嘅: {誒} zy-

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──{誒: } 住所嗰度，{噉 e1} 享（hoen2）{.} 受唎個: {誒: } 派（taai3）對同埋唎個（o3）大餐 naak3。

ii. Subject B

Reading Aloud

事實上，「飢餓」和 {.}「斷（tyun5）食」，意思並不完全相同。可以說，「斷（tyun5）食」是前因，

飢餓是後果。不（bak1）過，更（gan3）準: 確地說，「飢餓」指的是身體的狀（zon6）態，以及在

這種狀態下的反應和感受；「斷（tyun6）食」則（zat1） {.} 描述一種外在的行為。「斷（tyun5）食」

是現象，「飢餓」 {.} 是本質。飢餓是甚麼的本質？根據 {.} 卡夫卡的小說，飢餓是藝術的本質。

沒有飢餓，就沒有藝術。

所謂 {.} 飢: 餓: 藝術，不單指藝術家以斷（tyun5）食為表演形式，而是藝術家 {.} 通過飢餓這一

狀態去挑戰肉體 {.} 和意志的極限這一內 {.} 涵。當中並不一定包含 {.} 肉體之苦，因為對飢餓藝

術家來說，捱餓一點 {.} 難度也沒有，甚至是他與 s- ──生俱來的本能。他所經受的痛苦和: {.} 磨:

難（laan6），在於不被世人尊重和理解，而又同時在於 {.} 自我懷疑和否定，所以是屬於精神層（can4）

面的。但是肉體層（can4）面和精神層（can4）面是互為表 lek1── {.} 表裡的。肉體的飢餓和精

神的貧乏，是藝術的先決條件。所以藝術家一不能:（lang4）── {.} 一不能（lan4）有錢，二不能

（lan4）自我感覺良好。斷（tyun5）食及 {.} 由此而來的飢餓，嚴格來說是慢性自殺。而飢餓藝術

的精髓在於不斷把那 ng- ──餓而不死的邊界 {.} 往（won5）不（ba1）可能（nan4）的方向 {.} 推

移。也可以說，飢餓藝術是往死亡（mon4）的方向（hoen3）{.} 尋找生（san1）存的最低限度的 {.}

極端作為。藝術，是生（san1）存── {.} 是生（san1）死存亡的事情。只有抱有這樣的 {.} 信念

的人，才能（nan4）稱為藝術家。矛盾的是，拒絕 {.} 進食本身，就是 {.} 拒絕生（san1）命、拒

絕世界的姿態。所以 {.} 飢餓藝術家不 {.} 被世人尊重和理解 {.} 只是一種自我應驗。

Spontaneous Speech

{誒: } 我（o5）覺得大學生（san1）活哩，我（o5）嘅目標就唔係（ai6）太高嘅。{誒: } 入咗大學

之後，我覺得 {.} 讀書已經唔係（ai6）最: 重要啦噉 {.} 所以我（o5）會 {.} {誒: } 覺得我（o5）

花喺: 讀書: 上面嘅時間（gaa3）係會少啲啦！{誒: } 而我喺（e2）大學嘅目標哩就係──zoe3-（最）

終極目標哩就係 {.} 大學（da6 ho6）畢業囉！{ha6 aa3} 好簡單。{係嘞} {.} 噉:: 都:: ──我唔會::

{誒} 去:: 迫自己去: 要拎 {.} {uh::} 好高分啊或（waa6）者點樣（moen2）啦 {ha6 aa3} 總之就要 {.}

{誒} 大學（da6 ho6）畢業因為（ja1 wa6）我（o5）覺（go3）得 {.} {誒} 有大學（hak6）畢業嗰個

證書我（o5）就可以有個 {.} {ze1 ei6} {.} 搵工嗰 an6 時候（au6）有（au5）張入場券（gyun3）囉！

{ha6 aa3} 就係（za6 ai6）咁簡單啦！噉: 我覺得 {.} 大學（da6 ho6）生（san1）活應該點樣（moen2）

過哩噉我（o5）見到好多:: 人呢，{誒: } 佢哋:: 一入到大學（da6 ho6）哩就好似: {.} {誒:: } {1.5} 解

放噉樣（moen2）就會 {.} {誒} 又上（soen5）莊啊，跟住 {.} 會 {.} {uh:: ze1 aa6} 不停去 join 好

多活動啦。噉，{誒: } 我（o5）覺（go3）得 {.} 唎啲唔係（mai6/ai6）唔好（mou2）不過（go3），

我: 唔會: 選擇: 去: ((.h)) {誒: } 將:（zoen1）{.} 咁多時間擺落去 {.} {uh: } 做嗰（o2）啲:: {.} {uh: }

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莊務啊 {.} {誒: } {.} {誒: } 莊聚啊，同埋: {可 lan4::: } {誒} 去參加: 我（o5）唔知啊宿──宿生會

嘅（e3）活動啊噉樣（moen2）囉。{誒: } 我: （o5）反而會:: 想::（soen2）擺:: 更（gan3）多時間

落: {誒: } 我（o5）自己嘅: {可 lan4} {.} 教會 {.} 身上囉。{ha6 aa3} 因為（ja1 wa6）我（o5）自己

（e2）本身有（au5）返教會嘅。噉 {uh} 我（o5）覺（go3）得 {.} 做──喺教會 {.} 上面 {.} 做

嘅（e3）嘢 {.} 有意義過我（o5）喺 {.} 大學（hot6）s- {.} 入便 {.} 去上（soen5）莊啊，去: {誒: }

{.} soe- {誒} 去上（soen5）莊噉樣（moen2）囉。係嘞。噉: 重有: g- {誒} 咩目標 {.} 哩？{誒 meme}

重有 {.} 啲咩: 嘅:::: {.} 嘢哩？ {4.5} {誒} {7.5} 啊: 大學哩 c- {誒: } 重係一個 {.} {誒: } 我（o5）

覺（go3）得 {.} 要:: 去:: ((h)) 諗（lam2）下自己（ei2）前途嘅一（a1）個地方啦。{ha6 aa3} 不過

（ba1 o3）之前: 喺中學係冇: 諗:（lam2）過:（go3）唎啲嘢嘅。噉哩所以哩就: {誒}同埋（maa4）

大學（ho6）哩佢有好多: 嗰啲 {.} ((pt)) {誒} {.} career talk 嗰啲嘢啦。噉 {.} {誒} 所以就喺大學唎

段期間（gaa1）我（o5）都: {.h} 有: {.} 諗（lam2）過:（go3） {.} 下自己 ((.h)) {誒: } {.} 將（zoen1）

來會做啲乜嘢啦，{噉 uh: } 聽多啲唔同嘅: {.} 嘢啦因（ja1）為我嗰科讀完之後就: {誒: }唔係（mai6）

一個 {ze1 e6} 專業嘅科目嚟噉 {uh: } 其實 z- 乜嘢都（o1）做得嘅 ((.h)) 所以噉就 ((.h)) {誒} 我

（o5）會（wu3）嘗試去:: 聽唔同嘅講（gon2）座去睇下自己（ei2）究竟係: 適合 ((.h)) {誒} 做啲

乜嘢類型嘅工作囉。

Storytelling – 烏鴉喝水

好，一個好天朗氣清嘅早上呢，{誒:: } 有隻烏鴉（ngaa1）喎，{噉呢} 佢就喺度（ou6）飛緊啦，{gam2

e1} 佢就 {.} 因為（ja1 waa6）呢個太陽呢就: 好曬，所以哩佢就好頸渴，噉 {uh} 佢（heoi5）而家:

{.} 搵緊 {.} {uh} 水飲啊。{1.0} {噉哩} 佢飛飛下哩，就: 見到森林（am4）入便呢就有: 一 {.} 樽

水喎。{2.5} 但係（da6 ai6）哩因為哩嗰樽水入便::──{誒 誒} 嗰個（o3）樽呢太: {.} 大喇噉 {.} 啲

水哩，太少喇，同埋嗰個: {誒} 樽: 嗰個口哩太: 窄啊噉佢（heoi5）個嘴哩就 {.} 唔可（o2）以哩，

伸入去飲 do2（到嗰/到?）啲水啊。{3.0} ((.h)) 噉樣哩佢就諗住: {.} 推冧 {.} 推冧嗰個:: {uh::} 樽哪

噉 {uh} 啲水就 {.} 流出嚟啦:。但係（daa6 aa6）佢諗（lam2）一諗（lam2）哩，如果 ((.h)) 我（o5）

推冧咗嘅話噉啲水流晒出嚟噉: 咪: 飲唔到囉！{.} {m2 uh} 佢諗::（lam2）((.h)) 諗（lam2）aa6 諗::

（lam2），喺度（au6）諗::（lam2）{.} 方法喇繼續。噉 {uh:: } 如果: 佢:: {uh: } 用: s::- ──用石

頭 {.} 去打爛個樽，跟（ge1）住拎啲水出嚟飲嘅話哩，尐水都係（da1 ai6）會 {.} 流走架喎。{2.0}

噉 {uh:: } 佢又（aa6）諗（lam2）到 {.} ──又諗到另 o6（外?）個（o3）方法喇就係（za6 ai6）

{.} 如果: 我:（o5）{.} 將: {誒: } 啲石頭 {.} 放落 {.} 水入便嘅話，噉，啲水咪會升上嚟囉！{1.0}

噉我（o5）咪飲到囉！{噉哩} 於是哩佢就: 係噉: 搵啲石頭嘞，就一粒一粒（ja1 la1 ja1 lap1）噉樣

（moen2）{.} {誒} 放落去啦──放落去個: {.} 樽入便啦。噉 {uh} 放到 {.} {誒} {1.0} 嗰個: 水哩

越嚟越──升得越嚟越高嘞。{gam2 e1} 最後哩佢就 {.}──{誒} 啲水哩就升到去個: {誒} 樽口位

嗰度噉 {uh:} 佢就可以飲到啲水嘞。{3.0} 嘩！m 所以: {誒} 佢飲完水之後就好開心啦:！噉。

Storytelling – 螞蟻和蟋蟀

好！從前哩就: 有一班: {.} {誒} 螞蟻噉佢（hoe5）哋哩就好勤力噉樣（moe2）係度（ou6）收集 {.}

緊食物啦。((.h)) 噉哩，佢哋 {1.5} 行行下哩就見到有隻: {.} 蟋蟀 {.} 係度喎。{4.0} 嘩唎隻蟋蟀

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哩就:: {誒:: } {1.0} 可能（lan4）好耐（loi6）冇食嘢啊，{gam2 e1} {.} 佢哩 {.} 就好肚餓（o6）啦，

{.} {誒: } 佢哩: 之前呢可能（lan4）經過: 過: 個: {.} {誒: } 好陰森恐怖嘅:: 森林啊，又肚餓又驚又

{.} 凍啊。{2.0} 噉哩佢行 {.} d- ──一路行一路行啦噉當時: 重要: 落住:: 雪啦真係（za1 ai6）非

常之凍啦。{噉} {.} 但（daa6）係 {.} {誒} {.} 佢（heoi3）行到 ((.h)) {uh:: } {2.0} 行行下哩，就見

到有: 間: 屋喎！噉 {uh: } 入便哩就（za6）係──原來係 {.} 住咗螞蟻（ai5）嘅。噉哩，班 m- aa5

蟻（ai5）哩就開咗（jo2）門噉 {uh} 見到有隻蟋蟀 {噉 uh: } 見到佢（heoi5）哩好::: {uh:: } {.} 好

凍啦！又:: 好肚餓（o6）噉嘅（e3）樣（joen2）哪噉 {uh} 邀請佢入去: {誒} c- ──{誒}入去: 佢

哋屋企啦。{1.0} {gam2 e1} 一入到去屋企哩，嘩！原來係 {.} 一間: 住咗好多:: 螞蟻（ai5）嘅屋嚟

嘅。噉呢，班螞蟻（ai5）哩就應該:（go1）開緊 party 啊，所以哩就:: {uh:: } {1.0} 準備（mei6）咗

（jo2）好多::: {1.0} 豐富嘅（e3）食物，噉 {uh: } 去:: {.} 迎接 {.} {uh: } 唎一個: 蟋蟀。

iii. Subject C

Reading Aloud

事實上，「飢餓」和「斷食」，意義並不完全相同。可以說，「斷食」是前因，飢餓是後果。不過，更

準確地說，「飢餓」指的是身體的狀態，以及在這種狀態下的反應和感受；「斷食」則（zat1）描述一

種外在的行為。「斷食」是表象，「飢餓」是本質。飢餓是甚麼的本質？根據卡夫卡的小說，飢餓是

藝術的本質。沒有飢餓，就沒有藝術。

所謂飢餓藝術，不單指藝術家以斷食為表演形式，而是指藝術家通過飢餓這一狀態去挑戰肉體和意

志的極限這一內涵。當中並不一定包含肉體之苦，因為對飢餓藝術家來說，捱餓一點難（laan4）度

也沒有，甚至是他與生俱來的本能。他所經受的痛苦和磨難，在於不被世人尊重和理解，而又同時

在於自我懷疑和否定，所以是屬於精神層面的。但是肉體層面和精神層面是互為表裡的。肉體的飢

餓和精神的貧乏，是藝術的先決條件。所以藝術家不── {.} 一不能有錢，二不能自我感覺良好。

斷食及由此而來（noi4）的飢餓，嚴格來說是慢性自殺。而飢餓藝術的精髓在於不斷把那餓而不死的

邊界往不可能的方向推移。也可以說，飢餓藝術是往死亡的方向尋找生存的最低限度的極端作為。

藝術，是生死存亡的事情。只有抱有這樣信念的人，才能稱為藝術家。矛盾的是，拒絕進食本身，

就是拒絕生命、拒絕世界的姿態。所以飢餓藝術家不被世界尊重和理解只是一種自我應驗。

Spontaneous Speech

{誒: 噉} 首先講下: 我（o5）覺得大學生: {.} 嘅目標係咩啦。{誒: } 大學生: ── {誒 ze1 e6} 作

為大學生 {噉 ho2 lang4: } ── {.} 首先入到大學其實，{誒: } 一開始都（do1）係: 唔係好知 {.} 自

己想點嘅 {噉} 但（daa6）係，{em: } 第一個目標 d- ──短期嚟講（gon2）{.} 當然係可以 {.} 成

功畢到業啦，{噉} {.} 首先係 {.} 確保咗個學位噉樣（moeng2）{誒: } 噉，先至可以有，{誒:: } {.}

for 將來嘅: {誒: } 升學啊就業啊嗰啲噉嘅嘢。噉願望哩就（za6）係可能:（lang4）{.} 會有一啲: 譬

如係 {1.5} 對於自己 {.} {em: } {.} 可以攞到一個: {.} 譬如係有啲 {誒} 榮譽──榮譽學位嘅

ham2（噉）可能（lang4）會有一級榮譽啊: {.} 嗰啲嘅願望啦。噉，除咗（o2）讀書之外（oi6）其

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實我（o5）覺得 {.} 大學生活裏便: {.} 都有（do1 au5）其他唔同嘅嘢嘅 pj- ── {em: } {.} 譬如係:

{誒} 參加多啲唔同嘅: {.} {誒}課外活動啦:，噉嗰啲── {.} 其實 {.} 主要: ──{誒} 嗰啲: 活動

嚟講我覺（o3）得主要嘅目 {.} 的哩，都係: {.} 可能（lang4）係識多啲人嘅我（o5）覺得係，{em: }{.}

因 wa6- ──{.} 起碼第時 da6- ──{誒}出到嚟哩:，((pt)) {噉: 誒 ze1 e6} 你（lei5）個人際 {.} 網

絡哩如果闊嘅話 {誒 ze1 e6} 夠 {.} 廣闊嘞，噉就可以去 {.} {誒} {.} 靠住或者憑住唎一啲嘅人: 際

關係啊可能:（lan4）{.} 會喺 {.} 職場上亦都可以得到一（at1）啲: {.} {em:: } 優勢吖，又或者係一

（at1）啲好處吖噉。{ze1 e6} 或者（wa6 e2）功利少少嚟講（gon2），就係噉吖 ((h))。{噉} 但係（daa6

ai6）其實，{誒} 唔係（mai6）──{ze1} 唔係（mai6）話: ── {.} 好實際嘅層面嘅話哩，噉，其

實，{誒} 識多啲朋（pan4）友都冇壞嘅。{噉} ((clear throat)) 大學生──誒有意義嘅大學生活我（o5）

覺得就（za6）係: ── {em: }{.} 因（ja1）為其實 {.} 大學 {.} {誒} 三: 年哪，或（waa6）者，可

能（nan4）而家三三四就四年（lin4）哪噉，((.h)) {誒:: } 時間唔係（mai6）話長唔係（mai6）話短

哪噉我（o5）覺（go3）得，有意義嘅大學生活就係（za6 ai6）要 h- ──{em: } soe- ── {誒} 嘗

試去 {.} 把握（ngaak1）{.} 唎三年入便所有嘅時間去: 做: 自己想（soen2）做嘅嘢吖，噉，{em: }

{.} 當然: {誒: } {.} 唔係（ma6）淨係（nga6）讀書吖噉頭先所講都有 {誒} 課外活動啊嗰（o2）啲

嘢。噉可能（lang4）亦都有── {.} 會有啲:: 出便: 做── {.} 住── {.}{誒} 做一啲兼職啊: ，

又或（waa6）者可能（lan4），even 係義工啊噉樣（am2 moeng2）。((.h)) 噉就 {.} {en: }，{係囉} 睇

ca2（下）點樣可以: 將:（zoen1）{.} 時間 {.} {誒:: em} 分配好啦噉 {其實} 就 {.} 我（o5）覺（o3）

h- ── {.} 反而係: {ho2 lan4} {.} 喺大學入（ap6）便要學嘅一樣嘢就（za6）係── {.} 因

（ja1）為以前: {誒: } 中學都唔會學── {.}{誒} 都唔會話咁多嘢做噉，我（o5）覺（o3）得大學 {.}

((clear throat)) 都可以 {.} 做到唎樣嘢。{噉: } 我（o5）覺得唎個係: ──會 j- ──係有──一件有

意義嘅（e3）事因為，{誒: } 第時出到嚟 {.} 都係 wu- ── {.} 會面對住唔同嘅: {.} 挑戰啊，面

對住唔同── {誒} 或者有── {誒} 一個人，你（lei5）{em:: } ((pt)) 時間有限但係（da6 ai6）要

做嘅嘢好多噉，{誒} 時間分配就會係一個: {.} 好重要嘅（e3）因素吖。噉: {hai6 la1} {誒} 如果:（go2），

{ze1 e6} h- ── {誒} {.} 喺大（daa6）學入便可以:: {.} 令到自己 {.} 對於時間掌握（ngaak1）唎

一個 {.} 嘅: 能（lang4）力哩，喺度，能（lang4）夠，有所提升嘅話噉我（o5）覺（o3）得係會一

勁── {.} 一件有意義嘅事 e3。

Storytelling – 烏鴉喝水

好嘞 {噉} 今日（mat6）哩講嘅故── {.} 故（gu2）仔啦，就叫做烏鴉（ngaa1）喝水。{噉呢} {.}

喺── {.} 有一（ja5 a1）日啦，{em: } {.} 好熱嘅天氣嚟嘅。{噉哩}{.} 有一（ja5 a1）個── {.} {誒}

{.} 有條── {.} 有條路啦，{噉} 上便呢，一個人都冇㗎喎。{噉哩} {.} 唎個時侯哩，就有一（za6

au5 a1）隻烏鴉（ngaa1）喺天空度飛吖，噉佢就: 覺得 {.} 欸，好口渴喎，因為，{誒} {.} 好熱吖

嘛，噉個太陽曬到佢 {.} 唉好口乾，噉點算呢？咦佢（heoi5）飛下飛下嘅時候哩，見到遠處 {.} 有

一（ja5 a1）個水樽喎。咦 {噉 aa6} j- ── {.} 佢就 {.} 好想飲入便啲水吖因為啊 {.} 好口渴吖嘛。

噉佢就── {.} 唉，好喇！太好喇！因為水裏（leo5）便── {.} {誒} 水樽入便重有水。{噉} 但係

（daa6 ai6）哩，正當佢想 {.} 將個（ngo3）嘴 {.} 伸入個: {.} 水樽嘅時候哩，就發覺，哎呀個樽

太窄喎，{噉} 而── {.} 水── {.} {誒} 入便嘅水哩亦都太少噉根本呢，佢就（za6）係 {.} 飲唔

到㗎。噉點算呢？佢 lai6── {.} 於是哩，點算呢下，噉佢就諗住，啊不如試下將個（ngo3）樽: 推

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跌啦: 畀啲水: {誒} 可以流出嚟吖: 噉樣（moen2）就飲到啲水吖嘛。噉但係（ai6）哩，哎呀唔係喎！

如果啲水 {.} 流走晒噉點哩？唎個（o3）方法都唔係咁好。{噉} 於是哩，佢又，諗（lam2）下另一

個方法啦。咦突然之間（aan1）佢又發現哩地下有好多石仔喎，佢又（au6）心諗（lam2）嘞，如果

（o2）啲石（se6）仔可以 {誒: } {.} 用嚟敲爆個（o3）樽嘅話哩，都──d- ──m- ──未嘗唔係

（ma6）一（ja1）個好嘅（e3）方法 {噉} 但（daa6）係，c- ──諗（lam2）深一層，如果（o2）

敲爛咗（jo2）個（o3）樽啲水都係會流走㗎喎噉點（nim2）算呢？於是佢（he5）就諗（lam2）嘞，

啊我（o5）一定（de6）要諗（lam2）一（a1）個（o3）更加好嘅（e3）方法。噉佢（heoi5）就將啲

石仔哩，一粒一粒噉樣（moen2），掉（白讀：deu6）咗入去個水樽度。喺（he2）唎個（a3）時候哩，

水入便── {.} 水樽入便嘅水哩，就（za6）慢慢升高嘞。{噉moen1呢} {.} 佢一路: 一路: 噉樣（moen2）

將啲石仔: 抌入去個水瓶度啦。{噉 moen2 呢} {.} 最後哩，個水 w- ── {.} s- s- 水瓶入便嘅水位

哩，終於可以升到去個 {.} 樽口度嘞。欸，隻烏鴉 {.} 終於飲到水喇。噉佢就好心滿意足就話，唉

唎啲水 {.} 真係好飲喇: 。

Storytelling – 螞蟻和蟋蟀

{aam6: } {.} 好多好多年（lin4）前呢，有一（ja5 a1）堆 {.} 螞蟻，佢哋就 {.} {em6: } {.} 喺 {.}

個田裏便呢，搬一啲豆 {.} 返去佢嘅 {.} c- ──巢穴入便。{噉 e1 } {.} 但係（daa6 ai6）路中── {.}

ut6── {.} {誒} {.} 途中哩，就見到一（at1）隻 {.} 蟋蟀哩，喺度彈結他喎。{噉 moen2 呢} {.} {誒}

{.} 啲螞蟻就覺（go3）得 {.} 啊咧隻（e3）蟋蟀都幾懶喎。{噉} 但係（daa6 ai6）哩佢（hoe5）哋

都冇理佢嘞照樣將啲食物 {.} 搬返佢（heoi5）嘅巢穴啦。{噉} 去到: {誒} 冬── {誒} 秋天嘅時

候哩，開始 {en: } 落業嘞，{噉 moen2 呢} j- ──{誒} 四周圍哩都開始冇嘢食嘞。噉唎隻 {.} 蟋蟀

哩，就 {.} 唉 {.} 覺得好肚餓啊。噉點算呢？佢就──於是哩佢就去敲 j- ──門 naak3，問 {.} 啲

螞蟻（maang5 ai5），咦，可 mo2 以 {.} 借啲嘢食啊: ──畀我啊？{噉 moeng2} {.} {噉 moen1} 於

是乎哩啲螞蟻哩，見到佢（heoi5）咁慘哪噉（am2）就話，啊，好啦，不如: {誒: } 你入嚟吖，同我

哋一齊 {.} 食嘢啦！噉。{m2} : {.} {誒} 入咗去啦噉見到: {.} {誒} 啲螞蟻哩，

就 {.} 好開心噉樣（moeng2）喺度: 開緊大食會喎！噉 ((hh)) 係完㗎嘞。((hh))

iv. Subject D

Reading Aloud

事實上，「飢餓（o6）」和「斷（tyun5）食」，意義並不完全相同。可以說，「斷（tyun5）食」是前因，

飢餓是後果。不（bak1）過，更（gan3）準確地說，「飢餓」是指── {.} 指的是身體的狀（zon6）

況，以及在 {.} 這種狀（zon6）態下的反應和感受；「斷（tyun5）食」 {.} 則描述一種外在的行（han4）

為。「斷（tyun5）食」是表象，「飢餓」是本質（zak1）。飢餓（o6）是本── {.} s- ── {.} 是甚

麼的本質？根據卡: 夫卡的小說，飢餓（o6）是 {.} 藝（ai6）術的本質。沒有飢餓，就沒有藝術。

所謂飢餓（o6）藝術，不單指藝術家以斷（tyun5）食 {.} 為表演形式，而是指藝術家透過飢餓這一

狀（zon6）態去挑戰肉體和意志的極限 {.} 這一內（loi6）涵。當（don1）中 {.} 並 {.} 不一定包

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括（kwu3）── {.} ((clear throat)) 包含肉體之苦，因為對飢餓藝術家來說，捱餓一點難（laan4）度

也沒有，甚至是他與生（san1）俱來的本能（lan4）。他所 {.} 經受的痛苦和磨難（laan6），在於不

被世人尊重和理解，而又同時在 {.} 於 {.} 自我 {.} 懷疑和否定，所以是屬（seok6）於精神層（can4）

面的。 {2.0} 但是肉體層（can4）面和精神層（can4）面是互為表裡的。肉體的飢餓和精神的貧乏，

是藝術的先決條件。所以藝術家 {.} 一 {.} 不能（lang4）有錢，二 {.} 不能（lan4）自我感覺良好。

斷（tyun5）食 {.} 及由此而來的飢餓，嚴格來說 {.} 是慢性自殺。 {1.5} 而飢餓藝術的精髓 {.} 在

於不斷把那（laa5）餓而不死的邊界 {.} 往不（ba1）可能（lan4）的方向推移。也可以說，飢餓藝

術 {.} 是往（won5） {.} 死亡（mon4）的方向（hoen3）尋找生（san1）存的最低限度的極端行為。

藝術，是生（san1）死存亡（mon4）的事情。只有抱 j- ──{.} 有這樣（joen6） {.} 的信念的人，

才能（lang4）稱為藝術家。矛盾的是，拒絕進食本身，就是拒絕生（san1）命、拒絕世界的姿態。

所以飢餓藝術家不（bak1）被世界尊重和理解 {.} 只是 {.} 一種 {.} 自我（o5）應驗。

Spontaneous Speech

{m2 其實} {3.5} 大學生嘅: 生活 ((clear throat)) {噉哩} 大學生 d- ── ((clear throat)) 我（o5）而家

（aa1）家陣已經（e1）係（ai6）讀 j- ──讀大學生（saa1）啦噉其實我（o5）係（ai6）{.} {誒: } 一

年（lin4）級啦噉樣。啱啱入嚟 {.} 大學。噉: 如果（o2）你（lei5）w- ──問我（o5）話: ，大（daa6）

學生嘅: {.}──我（o5）hei4（希/期?）望喺（e2）大 wut6 s- ((clear throat)) 有啲咩: {.} 得著或者係:

有啲咩: 願望 g- 話，{m2 其實} {.} 噉一嚟，梗（ga2）係 {.} 希望可以（o3）過好啲，{誒} 比較::

──ji1 人 so- ──人人所羨慕嘅大學生嘅生（san1）活啦。{噉: } 其實，{噉: } 對我（o5）嚟講（gon2），

一個: 我（o5）想: （soen2）過嘅大學生嘅生活（wu6）係點樣呢（le1）？噉: 我（o5）覺（go3）

得（da1）就: ──我希望可以過到一（a1）個: {.} 可以: ── ((pt pt)) 可以 {.} 畀我（o5）自己人

生閱歷有更多啦係 ta3- ──透過唎個大學生（san1）涯裏面。{噉其實（a6）} 眾所周知大學（hot6）

──大學（da6 ho6）生活裏面我（o5）哋 wu- ──會面對好多 {.} {mm: } {.} 好多好 sa- ──好新

奇有趣嘅（e3）事情啦，{誒: } 無論（loen6）喺人與人之間 {.} 嘅 g- {誒: } {.} 關（gwaa1）係上（soe6）

面啦，{誒: } {.} 或者係 {.} 對於 {.} 世── {誒} 世界 {.} 各方面嘅 {.} j- ──{誒: } 時事閱歷

啊 {.} 唎啲嘢。唎啲方（fo1）面哩，都會── {.} 對我（o5）嚟講，都會係: ((.h)) 可以── ((pt))

((clear throat)) ((pt)) {mm: } {hai la} {.} 唎啲各方面嚟講都可以 deo- {.} ── {誒: } 可以刺激到我

（o5）嘅思維啦，噉: ，我相信，{em} le- ──li- ──((clear throat)) 透 gwo- ──可以: 喺大學（ho6）

裏面 {.} 得著唎啲嘢嘅話，我（o5）ho- ──我（o5）相信我（o5）可以喺將（zoen1）來嘅: s- ─

─{誒} 生活上面啊，都會（wu3）可以 {.} 有 {.} 更（gan3）好嘅（e3）發揮啦。{mm: } {5.0} {mm: }

如果（go2）你（le5）話，有意義嘅大學生（san1）活，我（o5）係: {.} 希望: {.} 喺 m- ──{.} 我

哋經歷 dang2 {.} 唎個大學嘅生活嘅同時，都對: 於: 我（o5）哋所: z- ──接觸嘅周遭嘅事作出有

啲── {誒: } 思考啊，或者 e6 批判嘅動作吖，因為，其實，我哋 {.} 過咗: 好多: 年（lin4）中學

嘅生活 {其實}，可以坦白（bak6）講其實（sa6）一（a1）種填鴨式教育嚟嘅。{m2} 大學 {.} 唔係

（ma6）要我（o5）哋填鴨式囉！大學（da6 ho6）希望嘅係 {.} 我哋 {.} 會（wu3）去 {.} 思考嗰

樣（jin6）嘢係（ha6）咪真確。我（o5）哋 j- ──我（o5）哋 {.} 希望 {.} 可以 {.} 透過喺大學

裏面，可能（lan4）上堂啊，或者係其他嘅 {.} 大學 g- ──唔同嘅活動裏面，都可以諗（lam2）下

反思究竟 {.} 我（o5）哋做嗰樣嘢係（ha6）咪: 正確啦。噉: ，如果（go2）{.} ──如果（o2）你

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（lei5）唔思索（sok3）gwo2 {其實}，大學（da6 ho6）就（za6）bi- ──{誒:} {.} 大學（da6 ho6）

嘅生活 {其實} 就（za6）{.} 變得好: {.} 死版囉，就好（ou2）冇意義囉。{mm: } {5.5} {hai la} {誒: }

{.} 同埋 {.} 大學生活有意義。{3.0} 係嘗試去: ──{.} 我（o5）覺（go3）得，點樣（moe2）令

到大學生活 {.} 有意義嘅（e3）話係（a6）嘗試 {.} ((.h)) 去發（faak3）掘（gwaak6）下 {.} 當中:

{.} 有趣嘅（e3）地方（fon1）哪。因為，有啲嘢 h- ──可能（lan4）我（o5）哋上堂噉（ngam2）

樣（moen2）有機會係: {.} 上一（at1）啲 m- ──自己: {.} 可能（lan4）──{.} o2 ── {.} 唔關

自己事或者係對 {.} 自己冇興趣嘅嘢啦，{m2} 但（daa6）係，{其實}，如果（o2）你（lei5）係 {.}

g- ──如果（o2）係（ai6）噉 me2 諗（lam2）㗎話，我（o5）哋好多時候就會 {1.0} ((clear throat))

{.} 將（zoen1）啲嘢擗 ma- ── {誒} 將（zoen1）大學唎啲嘢擗埋一便[XX]好沉悶啊唔想理佢噉

樣囉。如果（o2）你（lei5）要去──有意義㗎話首先，就要 {.} 懂得去（eo3）享受 {.} 唎 gi6 ─

─<h>{誒: } {.} da- ──大學（da6 ho6）生（san1）</h> {.} ──s- ──享受大學（da6 ho6）裏面

嗰啲嘢先。

Storytelling – 烏鴉喝水

{mm hm} {.} {噉} 喺一個風和日麗嘅早上，{mm: } {.} ta- ──[火悶]嘅太陽，曬落去地下 d- 上面，

照得地下一片光 ((clear throat)) pi- h- {.} ci- h- ──照得地下一片光明。{mm: } 而且 l- {.} j- ──加

上些少微風，吹落去，睇落去個感──景象，好 s- 令人 soe- {.} 令人覺得非常之（i1）舒服嘅。{mm:

噉} 喺 {.} 一個 t- ── {.} 廣闊嘅（e3

佢好 c- ──{.} 飛得好開心噉（m2）樣，但（daa6）係，飛下飛下，佢就覺（go3）得，好 t- ── {.}

口渴（hok3） {.} 啊。{係囉} {.} 噉佢就好口渴嘞。噉佢點呢？{2.0}佢就飛下飛下，就突然之間見

到一個水樽喎。噉唎個時候唔知見到個水樽會點樣呢？噉口渴喎，梗（gaa2）係想飲水啦係（ai6）

咪先！所以烏鴉就啦啦聲就（za6）飛落 {.} ──飛落去水樽附近嘞。佢一望個水樽，haa3 水樽重有

好多水啊！烏鴉唎 ha3 時候非常之開心，因為有水飲吖嘛！{3.0} daa6 可惜，烏鴉諗（lam2）住 {.}

將個嘴 {.} 伸入去 {.} s- 水樽裏嘅時候（siau4），就（za6）發覺一件 h- ──{.} 好弊傢伙嘅事嘞。

死嘞，個樽又太窄，我（o5）個嘴 {.} 又掂唔到啲水喎，噉我（o5）點飲水哩？佢不停嘗試，夾梗

（gaak3 aang2）塞（sat1）入（ja6）去── {.} 將（soeng1）個頭塞（sat1）入去個（o3）水樽裏面，

可惜都（do1）係塞唔到嘅（e3）。{3.5} 點算好哩？烏鴉好心急，因為佢真係（za1 a6）好口渴（hok3）

啊。佢嘗試過 {1.5} 㧬（ung2）冧（lam3）個水樽，希望啲水流出嚟吖。好大力噉撞啊，撞，撞啊，

撞，撞啊，撞，{3.0} 突然（ji4）之間，差啲 d- ── {.} 搖搖（ji4）欲墜嘅時候，烏鴉突（da6）

然（ji4）之間（aa1）諗（lam2），一撞，啲水咪流晒地下，我（o5）點飲啊？噉 oe5 飲唔到喎。{1.5}

於是，佢覺得唎個方法唔得嘞。佢（heoi5）唯有，繼續喺度（ou6）諗（lam2）另一個方法，{5.5} 佢

見到 {.} 地下 {.} 有 {za1 ai6} 好多 se3── {.} 細石頭喎。佢諗下啲石頭有咩作用吖，{.} 然之

後，koe- ── {.} 叮咗一 g- ──lam4── {.} 靈機一觸，諗（lam2）到個念（lim6）頭，{.} 不如

攞石頭去 {.} 抌爛個 soe- 樽吖！但係（da6 ai6）佢之後 {.} 都係──都係 f- ──{.} 否決唎個 d- ─

─ {誒} 提議嘅（e3）。因為啲水 {.} 又──都係（a6）會流走喎！{3.0} 後尾（mei1），佢諗（lam2）

緊，啊，噉唔打爛（laang6）個樽，但係（da6 ai6）啲石頭──我（o5）又想飲水喎──啲石頭有冇

辦法可以 {.} 喺唔打爛個樽情況之下 {.} 飲水哩？佢又──佢 zem2（就諗?）下諗（lam2），諗（lam2）

下諗（lam2），諗（lam2）到，{.} 啊，不如將啲石頭 {.} 擺落 g- s- ──{誒} 擺落個水 zeo2 裏面吖！

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噉然之後，擺得多㗎話，啲水 m 會慢慢湧出嚟囉！於是，佢就將（zoen1） {.} 石頭 {.} 一粒一粒 {.}

噉樣（moeng2）{.} 抌落去（la6 eoi3）水樽裏面嘞。{3.0} 果然冇錯，水樽裏面嘅水 {.} 開始慢慢

噉升高，ji2- si- ──依個（o3）時候烏鴉非常之開心，{2.5} 因為，佢諗（lam2）到，啲水湧得多，

湧到上去樽口嘅時候（au6），佢就（za6）有（a5）飲（am2）水（有水飲 / 有得飲水）喇。一諗（lam2）

到噉嘅時候，烏鴉繼續喺度 {.} 將啲石頭 {.}──fa6- gaai3- ──加快速度噉樣（moen2）將（zoen1）

啲石頭擺落去水 {.} 樽裏面。{3.0} 去到最後，佢將好多 soek6 頭 ba- ──石頭擺 loi6（落去?）水

樽之後，啲水 {.} 啱啱湧到去 {.} 樽口位，好開心啊唎個（a3）時候烏鴉，因為佢有得飲水嘞。{2.5}

當諗到啲水係好辛苦噉──嘅時候──好辛苦嘅:（e3）──((.h)) ((clear throat)) 經過（go3）一（at1）

番好辛苦嘅（e3）工作，先至（sin13）飲──{誒 rr } {.} 飲到嘅（e3）時候（au6），烏鴉覺得啲水

零舍好飲嘅。

Storytelling – 螞蟻和蟋蟀

喺一個下午（m5），((clear throat)) 一群螞蟻（ai5）家族 {.} 喺度（ou6）努（lou5）──{.} 努（lou5）

力噉樣（moen2）z- ──工作。{um:: } {.} 有一隻螞蟻（ai5）{.} 叫小明。小明哩，就（za6）有五

（m5）兄弟姊妹──{誒} 五（m5）兄弟姊妹嘅。佢哋（heoi5 jyu6）各（got3）人 {.} {uh} {.} 都

會: {.} 為著（zoek3）──為著 {.} 家庭 {.} 一──而一起（he2）努（lou5）力。{um: } 𠵱一日，

佢哋 {.} 就諗（lam2）住去 {.} 搬: {.} 食物嘞。佢哋搵到嘅食物 {.} 就（za6）係（ai6）一（ja1）

粒（la1）好大嘅（e3）種子。{1.0} 佢哋（heoi5 e6）心諗（lam2），種子 {.} 好大啊！噉，我哋可

以返到去（hoe3）屋企就（za6）可以 {.} 大飽一福── {誒} 大吃一頓，噉 o3 話就可以 ((clear throat))

{.} [XX] 有 {.} 更多嘅（e3）體力 {.} 去為咗 {.} 家庭去工作嘞。{2.0} 當佢（heoi5）哋搬食物嘅

時候，{.} 佢見到 {.} ja51（有一）隻 {.} 蟋蟀，而唎 a3（一隻 / 隻）蟋蟀 {.}好興奮噉樣（am2 moe2）

彈住結他，{.} 好 en- ──((clear throat)) <h>好享受噉樣（am2 moe2）去</h>──{.} 享受佢（heoi5）

ja- ──{uh 誒: } 佢: 玩音樂嘅時間。佢哋一路行（han4），聽到──聽到蟋蟀彈嘅 ja- ──音樂

（mok6），覺（go3）得 {.} hou- ──非 soeng2（常之）悅耳。啊，唔 {.}──覺（go3）得 {.}──

覺（go3）得唎 a3（一隻 / 隻）蟋蟀 {.} [X] ((clear throat)) 佢嘅（e3）音樂（mot6）{.} 真係 ──

{.} 真係（za1 ai6）非常好聽（ten1），好聽到可以: {.} 去上 {.}──上到音樂（mok6）節目 g 裏面，

去表演下𠻹。{.} 然之後（au6）── {.} 於是{.} 佢 za- {.} ──唎五（m5）隻蟋蟀 {.} ──{啊

maa} 唎五（m5）隻螞蟻（ai5）{.} 就: {.} 為咗想聽到 gan- ──不如諗（lam2）下，不如聽多陣音

樂（mok6）先哪！於是 {.} 就去 te- ──去: 蟋蟀面前聽（ten1）d- ──聽──{uh: } 蟋蟀附近，

再仔細聽（te1）下音樂（mok6）嘞。當聽完（jyu4）蟋蟀彈嘅音樂（mok6）之後，佢哋 {.} 甚至好

興奮噉樣（moe2）問蟋蟀，蟋蟀啊，你（lei5）以前嘅 s- ──((clear throat)) 你（lei5）彈嘅（e3）

音樂（mok6）真係（za1 a6）好好啊！你（lei5）係咪 {.} 一直都係（ai6）咁受歡 ji- ──{誒} 受

人歡迎㗎？而蟋蟀就話，其實（sa6）我（o5）唔係啊，我（o5）之前呢，係經過一（a1）gyun6: {.}

好淒涼嘅時間㗎。嗰時候，我啲音樂（mok6）{.} 冇人賞識，((h)) ((clear throat)) 生活非常之──((clear

throat)) 非常之（i1）辛苦，甚至有時候冇嘢食，冇（mu5）嘢食重要捱（aai4）餓（o6），噉嗰個（o3）

時候 {.} 我（o5）唯有 {.} 抱住支結他，一個人 {.}──一隻蟋蟀，((h)) {噉然之後} ha- ──走過

唎一個 hung1──((clear throat)) ha- ──((clear throat)) gei1 路 ha- ──一路向前（ci4）行，唯有 h- ─

─{.} 嘗試尋 za- ha- ja- ──尋找下地下有冇啲 {.} 就嚟: ──((clear throat)) 就嚟 {.} 冇──冇

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mo1──冇乜── {.} 冇乜營養嘅食物。{4.0} ((.h)) ((h)) {um} {ha la} {.} {然之後} 佢聽完之後，

((clear throat)) 就 go- ── {em 哩} {.} 就 g-話，蟋蟀啊，噉你（lei5）要（ji3）畀 sap- ──你（lei5）

要畀心機喇！((clear throat)) {1.0} 我（o5）哋 j- ──我（o5）哋好欣賞（soe2）你（lei5）嘅（e3）

音樂（mok6）㗎！希望（mo6）有 g- ──將（zoen1）來（noi4）有機會再聽你（lei5）嘅音樂（mok6）

啦！{.} {噉} 光陰似箭、日月如梭，到咗（o2）寒（hong4）冬嘅（e3）時候嘞！唎──佢哋 ceo- ─

─儲（cou5）好嘅（e3）食物，諗（lam2）zy- ──((clear throat)) 蟋──{唔係} {.} 螞蟻 {.} 儲（cou5）

咗（o2）好多嘅食物。{um: } 佢諗（lam2）住: ── {.} 當佢諗（lam2）住要 {.} 因為── {.} 點

解要儲（cou5）咗咁多食物（ma6）哩？因為冬天 {.} le- ──已經（ing1）嚟到，佢哋 swit1──須

要有更多嘅食物，去 {1.5} 去支持佢哋一個 zik- ──{誒} 成個冬天嘅: {.} 生（san1）活。喺唎個

時候，突（da6）然（ji4）之間，外（oi6）面，又敲響咗度門喎！佢（koe5） {.} 打開度門一 {.} 睇！

咦？咪就係（za6 ai6）之前見到嘅蟋蟀先生（saan1）！然之後（au6）問（mang6），蟋蟀先生（saan1）！

點解你（lei5）又: 噉樣嘅？蟋蟀 s- ──au6 aa6（就話），o5，我（o5）今次 ((clear throat)) {.} 支結

他爛<h>咗，彈唔到音樂（ok6）</h>，((.h)) 冇 ja- ── ((h)) 賺唔到錢，好<h>辛苦啊，[XX]，又

冇嘢食喎！</h>我（o5）就嚟餓（o6）到死喇。佢哋唎個（o3）時候（au6）諗（lam2）返起蟋蟀 {.}

係有一（at1）手好好嘅結他本領（ning5），彈咗好 ja- ──{uh} 好── {.} 好 ho- ──((.h)) 好悅

耳嘅（e3）音樂（mok6），一諗（lam2）到噉，就覺得 {.} gap- ──如果（o2）噉樣而餓（o6）死，

真係（za1 a6）太慘喇！所以，佢哋邀請佢入屋，小明就講到嘞，蟋蟀！蟋蟀先生！不（ba1）如你

（lei5）入嚟一齊同我地渡過唎個: 冬天吖我（o5）哋儲咗（o2）好多食物（ma6）啊！其實我（o5）

哋都（a1）食唔晒嘅（e2）！不（ba1）如你（lei5）一齊嚟，我（o5）哋一齊分享食物啦！{2.0} 蟋

蟀先生（saan1） {.} 就嚟到 ((clear throat)) {.} 小明嘅屋（ak1）企，佢見到 {.} 各（go3）人（an4）

ho- ── ((clear throat)) 入到嚟嘅時候（au6），佢見到有（a5）好多食物，((clear throat)) 佢諗（lam2）

到，我（o5）冬天唔使捱（aai4）餓（o6）喇。認識到小明，真──同埋佢屋企人，真係（za1 ai6）

太好喇！

v. Subject E

Reading Aloud

事實上，「飢餓（o6）」和 {.}「斷（tyun5）食」，意義並不完全相同。可以說，「斷（tyun5）食」是

前因，飢餓（o6）是後果。不過，更（gan3）準確地說，「飢餓: （o6）」指的事身體的狀（zon6）態，

以及在這種狀（zo6）態下的反應和感受；「斷（dyun5）食」{.} 則（zat1） {.} 描述一種外（oi6）

在的行為。「斷（dyun5）食」是表象，「飢餓（o6）」是本質。飢餓: （o6）sip6 ──{.} 甚麼 d- ─

─{.} 的 {.} 本質？根據: 卡夫卡的小說，飢餓: （o6）是藝（ai6）術的本質。沒有飢餓（o6），就

沒有藝（ai6）術。

所謂: 飢餓（o6）藝（ai6）術，不單指藝（ai6）術家以斷食為表演形象── {.} 形式，而 z- {.} 是

指 {.} j- ──藝（ai6）術家通過飢餓（o6）這一 {.} 狀（zon6）態去挑戰肉體和 j- ── {.} 意志

嘅極限這一內涵。當（don1）中並不 b- ──{.} 一定 {.} 包括 {.} 肉體之苦，因（ja1）為 {.} 對 {.}

飢餓（o6） {.} 藝（ai6）術家來 s- ──說，飢餓（o6）一點 {.} 難（laan4）度也沒有，甚至是他

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與生俱來的本能。他所經受的痛苦和: {.} 磨難（laan6），在: 於: 不被世人尊重和理解，而又同時在

於自我（o5）懷疑和否定，所以是屬於精神層（can4）面的。但（daa6）是 {.} 肉體層（can4）面

（mi2）和精神層（can4）面是 {.} 互為表裡的。肉體的飢餓（o6）和精神 {.} 的貧乏，是藝（ai6）

術 {.} 的 {.} 先決條件。所以藝（ai6）術家 {.} 一不能（lan4）有錢，二不能（lan4）自我（o5）

感覺良好。斷（tyun5）食 {.} 及由此而來的飢餓（o6），嚴格來說 {.} 是慢性自殺。而飢餓（o6）

藝（ai6）術的精髓 {.} 在於 {.} 不斷 {.} 把（ban2）那（naak5）{.} 餓（o6）而不死的邊界 {.} 往

（wo5）不（ba1）可能（lan4）的方向（hoen3）{.} 推移。也可以說，飢餓（o6）藝（ai6）術是往

死亡 {.} 的 {.} 方向（hoen3） {.} 尋找: 生存的最低限度和──的極（gi6）端（dyu1）行（haa4）

為。藝（ai6）術，是生死存亡的事情。只有抱有這樣的信念的人，才能（lan4）稱為藝（ai6）術家。

矛盾（toen5）的是，拒絕進（zoen3）食本身，就是拒絕生命、拒絕世界的姿態。所以 {.} 飢餓（o6）

藝（ai6）術家不被世界尊重和理解 {.} 只是一種自我（o5）應驗。

Spontaneous Speech

好喇，{噉} {.} 我（o5）今日（mat6）要講嘅哩，就（za6）係 {.} 大（da6）學嘅: {.}

生活啦。{誒: } {.} 以我（o5）自己（e2）嚟講（go2）哩，我（o5）自己認為最: {.} 理想嘅（nge3）

大學生（sa1）活哩，就（za6）係 {.} 做到自己所有 j- ── {.} 想要求做嘅嘢啦。即係── {.} 意

思即係（ze1 e6）指 {.} {誒: } {.} 為自己 m- ── {.} 定下落嚟嘅: {.} 目的啊，目標啊，或者所有

嘅: {.} 期望哩，我（o5）都希望哩如果 jy- ── {.} 做到嘅話就已經（i1）係一個大學嘅 {.} 生活

啦。因為 {1.5} 其實，大學生活哩，只不（bwo1）過係 {.} 短短嘅四年（lin4）時間（gaa3）啦，

但（da6）係哩 h- ── {.} 有好多嘢哩，都可以喺唎四年（lin4）時間（gaa3）裏便哩，{誒: } {1.5}

畀──{.} 畀我哋去發（faa3）展嘅（nge3 : {.} 學習啦。而: {.} 喺大學──{.} 喺大學

哩 j- ──{.} 喺大學生活哩，亦都係 {.} {誒: } 喺── {.} 喺咁多年（lin4）g- ──人（jang4）生

（san1）裏便呢，係: ── {.} {ze1 e6} 你（lei5）會接觸到好多

唔同嘅（nge3）人唔單止係譬（p3）如 {.} {誒: } {.} 好似: {.} 唔單止係你（lei5）平時: 熟悉嘅 s- ─

─{.} s- ──{誒} {.} 社區啦譬（p3）如好似你（lei5）住嘅地方啊: 噉樣（moen2）。你（lei5）係（e6）

h- ──會去──{.} 可能（lang4）{.} 會去到 {.} 好多唔同嘅地方啦譬（p3）如好似 {.} 讀大學噉

ə，{誒} {.} 大家 j- ──{.} 大家同學嚟嘅── {.} {誒} {.} 背景都唔同吖因為，大家 g- ──居住

嘅 {誒: } 社區都唔同啦。好── {.} 好明顯嘅（nge3）例子就（za6）係譬如 {.} {誒} 新界嘅學生:

同埋: :: {.} 香港（hoen1 ngon2）島嘅學生（saa1）大家嘅性格都好唔同啦。因為（ja1 wa6）我

（o5）發（faa3）現呢，{誒: } {.} 新界嘅（e3）學生比較係: {.} 著重於 {唎個}──{.} ((pt)) 誒 {.}

((pt)) 比較: ── {.} {誒} 著重於 {唎個: }──{.} {誒} 點樣（moe2）去到 {.} 充實自己啦，而反

而哩，香（hoen1）港島嘅學（ho6）生呢，可能（lang4）哩會 {.} {誒} 比較 {.} 注重於個社交吖 {ze1}

佢哋好強（koen4）調 {.} 佢哋要去 {.} {誒: } ((pt)) 去 w- ──{.} 去 {.} e3）

生活同埋 {.} 點樣（moen2）為之── {.} {ze16} 佢哋 go6- ──wu6- ──覺（go3）得 {.} {誒: } {.}

如果日子填唔滿晒── {.} 填唔滿晒個日曆嘅話就覺（go3）得好似 e6 唔係（ma6）充實嘅日子噉

laa2。{ze1 ei6} {.} 當（do1）踏 do- ──jy- ──{.} o3）大（da6）學之後（au6）

e1 就（za6）發（faa3）現咗 {.} ((pt)) {誒} {.} {係囉} {.} 係: ── {.} 係↑ j- ──{.} 要↑ {.} 適

應到唔同嘅: 環境啦，{誒} 噉唎個哩就（za6）係同 {.} 喺之前 {.} 小學啊，中學個裏便哩，係做

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唔到㗎啦。{噉} {.} 講返 {.} 我（o5）自己嘅（e3）目標啦我（o5）個（o3）目標哩就係（za6 ai6）

{其實係: } {.} {em6} {1.5} 希望──{1.5} 希望（mo6 lin4）裏便呢，就: {1.0} 點講哩？

如果（go2）我（o5）講，擴闊自己眼（aan5）界就好（ou2）似比較: {.} 籠統一啲啦。{誒:: } {.} 如

果（go2）──{.} {誒: } 我（o5）應該噉講嘅就（za6）係: {1.5} {誒: } 要 {.} 嘗試去接觸唔同嘅新

嘅事物（ma6）囉。{誒} 我（o5）喺: {.} 我（o5）哋 f- ──我（o5）哋: {.} 大（da6）學嗰度哩經

常都強調一樣嘢就（za6）係 {.} 走出自（zyi6）己嘅:: {.} {誒: } {.} 舒適嘅: {.} 區域啦，{噉} {.} 唎

個其實我（o5）覺得係 {.} 大──{.} 大學生（da6 ho6 saan1）{.} 最:: 重要要做嘅嘢，無論係 {.} 你

（lei5）究竟係 {.} 選擇 {.} 去 {.} 上（soen5）莊啊，又或者係: {.} 出 got3──{.} 出國遊學啊噉

樣（moen2），唎啲都係 {.} 要 {.} 都係走出自己嘅: {.} 舒適 k- ──範（faa6）圍啦因（ja1）為 {.}

自己平時唔係（mai6）做開一樣嘢嘅而自己 {.} g- 我（o5）覺得（go3 dik1），

只要 {.} ((.h)) 後──{.} {ze1 ei6} {.} 嘅結果係（ai6）

點樣（moen2）你 go- ──{.} s- ──你（lei5）上（soen5）莊，{誒: } {.} 最後，大家會唔會識到一

班好真心（za1 san1）嘅（nge3）朋（pan4）友，{誒: } {.} 唎個唔重要囉反（faa2）而係 {.} 自己有

冇 {.} 勇氣去 {.} ja1）為 {.} 誒 {.} 只要踏出唎一步嘅話，{誒:: } 好多嘢都可以

做得（a1）到囉就算今次失敗嘅話你（lei5）{.} 下次 {.} 因（ja1）為你（lei5）{.} 有第一次 {.} 嘅

勇氣，你（lə2）可以鼓勵到你（lei5）自己去做第二次嘅話，噉咪第二次，都 j- ──{.} 都有機會去

成功囉。所以我（o5）覺得（go3 dat1），大學（da6 ho6）最重（zyu6）要目標係，嘗試多啲 m- ─

─{.} {誒: } {.} 唔同嘅嘢，同埋，敢於去到:: {.} {誒: } {.} 挑戰自己囉。而: {.} s- ──{.}

個雖然（jyun4）係我（o5）{.} 自己嘅（e3）目標啦但（da6）係唔一定係會 g- ──每個人嘅目標

嚟㗎（ei4 g）喎，因（ja1）為 {.} j- ──{.} ji- o- ──{.} lei- o- ──{.} o- lo- ── {.} 我（o5）

之前都有講啦 {ze1 hei6} {.} 喺大學裏便有好多唔同嘅人哪 {ze1} 佢哋: {.} {em: } 佢哋對於個（o3）

{.} 目標嘅（e3）追求可能（lang4）嘅: {.} 方面唔一樣（joen6）哪所以哩，{誒} 唔一定個個都 {.}

希望（mo6）哩 {.} 去到（dyut3）──{.} 去到踏出 {.} 跨越自己嘅（e3）有啲人（ja4）可能（la4）

話，((.h)) 啊，我（o5）覺（go3）得我（o5）自己: {.} 留返（faa1）喺個: {.} 舒適嘅範（faa6）圍

裏（eoi5）便，過得好開心，過得好快樂嘅話，噉佢 za6- ──佢哋── {.} 你（lei5）唔可以 w- ─

─{ze1 e6} {.} {ze1 ei6} 如果係: {.} 一（ja1）個好想去跨越自己嘅（e3）人唔可以話 j- ──{誒: } {.}

嗰──{.} 嗰一（at1）種人係 {.} {誒} {.} 自閉啊或者係: {.} {em: } {.} 佢（heoi5）冇踏── {.} 佢

冇做到自己: 做嘅嘢（e5）或者係（hei6）{.} 大（da6）學生（san1）活 {誒: } {.} 枉過咗啊。因（ja1）

為佢哋──因（ja1）為嗰班── {.} 嗰班 {.} {誒} {.} 一直留喺: {.} 舒適區域裏便嘅人呢，佢哋其

實──佢哋嘅 {.} 佢哋（e6）覺得佢哋（e6）嘅（e3）大學嘅生活係好快樂㗎喎。噉所以哩，{.} 佢

哋，{ze1} 佢哋自己本──{.} 自身嘅快樂哩其實我（o5）覺得重 e- ──z- ──重要──{.} 重過

一切囉即係（ze1 e6）重要過 {.} {誒: } {.} 你（lei5）j- ──{.} 最後得到啲咩成就啊: ，最後你（lə）

得到咩結果啊所以哩其實 ((.h)) 我（o5）j- ──{.} 我（o5）認為哩，{ze1 e6} m- ──{.} s- ──

{.} 大部分──{.} {ze1 e6} 大部分嘅學（ho6）生呢，只要 {.} 佢哋 {.} {誒: } {.} 喺 s:- ──{.} 喺

唎四年（lin4）嘅大學（ho6）生活（wu6）裏（eoi5）便，過得（go3 dat1）{.} 開心（saam1）快樂，

舒適嘅話，{ze1 e6} 無論係 {.} 每──{.} 每個人 d- ──{.} 點樣（moe2）去到: d- ──{.} {誒: } {.}

去到── {.} 去到──{.} 點樣（moe2 : ──{.} 都係: ──{.} 都係正確㗎囉

總之佢哋──{.} 如果（o2）佢（heoi5）覺（go3）得 z- ──自己: 滿足嘅話就已經 {.} 足夠喇。

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Storytelling – 烏鴉喝水

{mm} {.} 我（o5）而家: {.} 要講（go2）嘅故事就係: （za6 ai6）{.} 烏鴉喝水啦。{噉} 喺 lat1 個

{.} 好 fong1（風?）和日麗嘅日子裏便哩，嘩！佢喺（ei2）度──{.} 嗰 lul1- ──{.} 嗰尐 c- ──

草地好綠，同埋: {.} 咦？唎個 {.} 應該（go1）係 {.} 春天──{.} 秋天嘅時分。{2.0} {噉哩} {.} 就

ja5（有/有一?）隻 w- ──{.} 烏鴉啦，唎隻烏鴉叫小黑啦。{噉哩} {.} 佢哩，就: {.} 好口渴喎，

因為哩，個天氣實在（sa6 a6）太炎熱嘞，熱到哩 {.} 佢 {.} 流晒汗所以哩 {.} 佢 seo1- ──好快

哩 {.} 就須要 l- ──搵 {唎 o3: } ((pt)) 水源呢 {.} 嚟到解渴啦。{噉哩} {.} 佢哩就一喎沿住嗰條 {.}

((pt)) 山路哩 {.} 去: 搵啦，{1.5} 去搵一個: ((pt)) 有水嘅地方。{噉} ə 飛啊飛啊，飛到: {.} 咁上

下哩，見到有一（ja5 a1）個水樽喎，個水樽裏面有水 gwo3（㗎喎?）。{噉 e1} {.} 佢哩，就好開心

啦因（ja1）為，嘩飛咗咁耐（loi6），終於畀我（o5）搵到有水嘞。佢──當佢（heoi5）哩 {.} h- ─

─埋去個 {.} 水樽嗰度時候（au6）哩，佢就諗（lam2）喇，嘩今舖重唔畀我（o5）飲晒: ──d- ─

─seoi- ──裏便啲水？實在太口渴喇！但係（da6 ai6）佢──正當o6想去 s- ──{.} s- ──擘（maa3）

大個口 {.} 嗰 si- ──飲水嘅時候（au6）哩，佢發覺，自己（i2）個嘴太大喎，go- ──根本（mun2）

就 {.} 塞唔入裏便──個水裏便，噉佢（heoi5）應該點算呢？佢實──{.} s- ──實在太想（soen2）

飲水嘞，但（da6）係，根本（mun2）佢 zu- 嘴連啲水都掂唔到，si2（只?）不過（o3）塞 go- ──

塞咗喺個水樽口嗰（o2）度，噉點算呢？{噉哩} {.} 個烏鴉哩，就諗（lam2）到一（a1）個辦法（faa3）

喇。不如，將（zoen1）{.} 個水樽 {.} 推跌咗佢（heoi5），噉啲水咪（ma6）會（wu3）流出嚟（ceo1

ei4）囉！因（ja1）為打斜嗰時候（au6），噉啲水會向（hoe3）下流噉啲水會流出嚟嘎嘛。daa6（但

係/但?）佢又（aa6）諗（lam2），{2.0} 如果我（o5）推跌咗佢（heoi5）嘅話，噉尐水咪會 {.} 真係

流出嚟，噉我（o5）──流晒出嚟我（o5）咪飲唔到囉！噉佢（eoi5）{.} 又再諗（lam2）喇。啊，

會唔會（wu5 mui5），搵啲石頭，敲爛咗: {.} 嗰啲（li1）樽──個樽佢（heoi5），噉啲水哩，就唔會

好似 ə ──{.} 我（o5）推倒嗰個: （o2 o3）{.} 樽個（ngo3）──噉樣（moe2）會流出嚟，wu- ─

─係會慢（maa6）慢 {.} 逐滴（dek6）逐滴（dek6）噉樣（moe2）流出嚟哩！{2.0} 但係（daa6 ai6）

佢 l- ──佢又諗（lam2），但係（daa6 ai6）如果（go2）我（o5）萬一 {.} 敲: 得太大 ge23 時候（au6），

噉，啲水咪一 c- ──{.} 路噉樣（moe2）會 s- ──{.} 流晒出嚟？跟住佢諗（lam2）到個（o3）更

加好嘅方法啊！就（za6）係，既然有石頭嘞，不（b1）如將啲（i1）石頭 {.} 掉（deu6）晒落去，

好 ci- ──{.} 好似填窿窿噉樣（moe2）填滿晒 {.} 個 s- ──{.} 個樽佢（heoi5）噉咪（ma6）可

以──啲水咪會（ma6 wu3）升咗（ngo2）上嚟囉！咦！的（dek1）確係唔錯喎！的確係有進展喎！

嗰啲 s:- ──嗰個（o3）水位高咗喎！但係（daa6 ai6）哩，仍然離嗰個: {.} 口有啲遠，噉哩，佢哩，

就冇辦法（waa6 faa3）喇。噉既然 {.} j- ──咁 s- ──{.} 少少石頭唔得喇噉 aa6（就?）要搵多啲

石頭喎。嘩噉佢（eo5）搵啊: 搵，佢真係（za1 ai6）太口渴喇已經差唔多係 {.} 冇晒氣力喇但（daa6）

係哩，w- ──佢知道唯一（ja1）一（a1）個方法就（za6）係飲水。佢見到目標喺（ai2）前便，{噉}

{.} 但（daa6）係，雖然（jyun4） {.} 雖然（jyun4）自己已經係 {.} 就嚟郁唔到喇但（daa6）係，

佢知道，爭少少爭（zaa1）少少，所以哩，佢 b- ──{.} 繼續去不斷搵啲石頭返嚟（faa1 ei4）。因（ja1）

為哩，附近嗰啲係──根本（gaa1 mu2）係碎（seoi5）石嚟嘅；太細嚿（gau4）喇啲石頭，所以佢

要──{1.5} 佢要── {.} 佢要執好: 多好多好多嘅石頭先至（i3）得嘞。{噉} {2.5} 噉佢（heoi5）

繼續執啦，{1.0} 執咗成個 j- ──成個下晝，終於畀佢（heoi5）搵到嘞──終於畀佢（heo5）搵到

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咁多石頭嘞 j- ──可以飲嘞。嘩，飲 ji1 lat1（唎一?）啖，簡直係楊枝甘露。{噉} {.} 佢話，嘩唎

啲水真係好飲啊！同我平時飲 lik1，簡直係唔同啊！{噉} 佢（oe5）又（a6）諗（lam2），雖然，di1

（唎?）啲水係同平時啲（i1）水係一模一（at1）樣，但係 i1（唎啲?）水 {.} 係經過（go3） ((.h)) 千

辛萬苦，執咗無數 {.} c- ──{.} 數萬嚿（gau4）石頭先搵──執到嘅（e3）。嘩唎啲水簡直係 {.} 貴

過（go3）晒全世界所有嘅水啊！

Storytelling – 螞蟻和蟋蟀

好喇，{噉} 唎個故事哩，首先，個主角（go3）就（za6）係 m- ──z- ──一隻 m- ──{.} {唔係}

{.} 係幾隻螞蟻啦。{1.5} {噉} 唎幾隻螞蟻（ai5）哩就 {.} 而家喺度 {.} 搬──搬運緊貨物喎。{3.0}

{係喇噉} {.} 可能（lan4）呢，就（za6）係因（ja1）為，最近呢，就係（za6 ai6）要──{.} 最近（a6）

比較（a3）多 {.} { } 糧食啦所以佢哋要（ji3）積蓄防飢嘞。所以哩，佢哋哩，就要預先呢儲（cou5）

定啲食物，去為 {.} 冬天來臨嘅時候（au6）哩，當佢（heo5）冇食物嘅時候（au6）哩就係（za6 ai6）

{.} 有啲──{.} 有儲糧就（za6）可以 s- ──拎出嚟食啦。{噉} 當 {.} 成千上萬嘅螞蟻（ai5）哩，

喺度（o6）搬緊啲 f- ──{.} 食物嘅時候（au4），有: {.} 提子啦，有芒果（go2）啦，有──{1.5} 有

葉啦，嘅時候哩，{2.0} 有一（ja5 at1）隻──{.} 有一（jat51）──{3.0} 有一（ja5 at1）隻螞蟻─

─{2.0} 有一（ja5 at1）隻螞蟻（nga5）哩，喺佢哋經過（go3）{.} 嗰條路: 隔離哩，就（za6）坐咗

喺（a2）度喎！佢喺度（a2 ou6）坐喺（a2）度做咩？拉小提琴。{6.0} 係嘞，佢哩，好似哩就（za6）

係想（soen2）{1.0} 為: {.} 搬緊: ──{.} 搬緊 c- ──{誒} 食物嗰啲螞蟻哩，而打氣喎。{3.0} {係

嘞} 佢哩，bo1- ──{.} wa6- ──{.} 因（ja1）為哩，swu- ──{.} 搬食物哩實在（sa6 o6）太:: 需

要體力（lə6）勞動嘞，所以哩，佢哋冇──{.} 冇唎隻 {.} 拉小提琴（ka4）嘅（a3）螞蟻（ai5）gwu3

（嘅鼓?）──鼓勵哩，可能（lan4）呢就（za6）行唔到去: 最遠嗰 da3 地方嘞──{.} 行唔到返（faa1）

屋企嘞。{噉哩} {.} j- ──{.} 拉小提 gaa3（琴嘅）螞蟻（ai5）哩，就 {.} 決定喇，為

佢哋 {.} 助慶。{2.5} 喺度（ha2 ou6）啦喇，nge: nge nge。{2.0} {好嘞}，但（daa6）係哩，雖然（jyun4）

: {.} 行為哩，就 {.} : {.} 螞蟻而著想（soen2）naa3──其他螞蟻而著想（soen2）

哪，但（daa6）係哩，{2.0} 冇人賞識喎！啲人覺得哩，佢實在太懶嘞！{2.0} 佢覺得哩，佢 j- ──

{.} 既然佢有手有腳，應該幫（bo1）手去搬啲食物，到冬天嗰時候（au6）大家咪有得（da1）食囉。

但係（daa6 ai6）哩，((pt)) 隻螞 nga- ──{.} 但係（daa6 ai6）嗰隻拉小提琴（ka4）嘅（e3）螞蟻

（ai5）哩，就 {.} zum1 知道自己 h- ──{.} 體力 {.} 可能（la4）唔夠嘞所以哩，{.} 搬唔到啲食

物，syu:23（所以）決定哩用第二種方法回報，但（daa6）係冇人（an4）會明白佢喎！{2.0} 去到（ou3）

冬天 ge2（嗰/嘅?）時候（au6）哩，當（do1）所有──{.} 其他螞蟻哩，有嘢食嘅↑時候（au4），

{3.0} 竟（ge2）然──{.} 竟（ge2 aa4（琴嘅）m- ──{.} 螞蟻（ai5）哩，畀人 {.}

拒諸門外喎！因（ja1）為佢覺（go3）得 {.} 既然啲食物 {3.0} 佢冇份搬嘅話，噉，佢自己 {.} 喺:

{.} 出便 {.} 捱（aai4）餓（o6）抵死啦！自己搵食物啦到時候。但係（daa6 ai6）哩，z- ──{.} 冬

天實在（sa6 o6）太凍啦落晒雪噉樣（oe1）。{3.0} 佢哩，實在頂唔順（soe6）嘞佢──{1.5} 佢 e3

（隻/嘅?）手震晒，{3.0} 佢 {.} 佢實在 mu- ──{.} 冇其他辦法（faa3）嘞。佢 ji- ──{.} 雖然佢

唔: 想──{.} 唔想返（faa1）去佢屋企，因為（ja1 wa6）佢知道佢（koe5）辜負咗 {.} 成──成拃

螞蟻（ai5）群嘅: ──{.} 對佢嘅期望。但（daa6）係，佢（koe5）冇辦（baa6）法，佢真（za1）係

要 {.} d- ──{.} z- ──{.} 耷低頭，走返（faa1）返（faa1）去 {.} 佢老家: {.} 嘅門口 {.} 敲門，

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{3.0} h- ──{.} 希望 {.} 求佢 {.} {1.5} 同──{.} 同伴（bu6），可以畀 o2 i1（嗰啲?）

食物畀佢（heoi5）──施捨少少食物畀佢（heoi5），就算，係丁多（doe1）都冇所謂因（ja1）為，

sa6（實在/實在係?）太肚餓（o6）喇就算畀我（o5）{.} 少少──{.} 一塊樹葉 {.} 都（do1）好吖！

跟住，佢下──{.} 下定決心，走咗（o2）返（faa1）去。s- ──誰不知，佢一（a1）返到（do3）

去（heoi6），竟（ge2）然，成拃螞蟻群，佢哋唔係（mai6）拒絕咗佢喎！而係（ha6）好: 歡──{.}

歡迎佢返嚟喎！因（ja1）為，佢終於知道 {2.0} 因為（ja1 a6）佢 d- ──因為（ja1 a6）佢哋知道，

啊！唎隻 {.} 拉小提琴（ka4）嘅（a3）螞蟻，終於返嚟我哋屋企嘞。佢之前一直都唔肯（man2）返

（faa1）係因為太──實在（sa6 a6）太內（loi6）疚嘞。冇 b- ──{.} 冇幫（bo1）手搬嘢食，daa6

（但係/但?）佢哋明白，min4 baa3 goe5- ──m- ──明白佢嘅（e3）痛苦。s- ──明白佢而家有幾

──{.} 幾咁（am3）飢餓（o6），所以，佢（koe5）好熱烈噉 {.} 邀請佢回家，{2.0} 重──{.} 重

為佢──{.} o3 {.} coe- ──{.} 唱晒歌跳晒舞噉，

去──去到 {.} 品嚐 {.} 嘩！好耐（loi6）冇食過（go3）{唎個: } {.} 嘅食物嘞。