Bardel, C., & Falk, Y. (2007). The role of the second language in third language acquisition: The case of Germanic syntax. Second Language Research, 23(4), 459–484. https://doi.org/10.1177/0267658307080557
Björkman, B. (2014). An analysis of polyadic English as a lingua franca (ELF) speech: A communicative strategies framework. Journal of Pragmatics, 66, 122–138. https://doi.org/10.1016/j.pragma.2014.03.001
Cabrelli Amaro, J., & Wrembel, M. (2016). Investigating the acquisition of phonology in a third language — A state of the science and an outlook for the future. International Journal of Multilingualism, 13(4), 395–409. https://doi.org/10.1080/14790718.2016.1217601
Cal, Z., & Sypiańska, J. (2020). The interaction of L2 and L3 levels of proficiency in third language acquisition. Poznan Studies in Contemporary Linguistics, 56(4), 577–603. https://doi.org/10.1515/psicl-2020-0019
Chen, H. C. (2016). In-Service Teachers’ Intelligibility and Pronunciation Adjustment Strategies in English Language Classrooms. English Language Teaching (Toronto), 9(4), 30. https://doi.org/10.5539/elt.v9n4p30
Chen, H. C., & Han, Q. W. (2019). L3 phonology: contributions of L1 and L2 to L3 pronunciation learning by Hong Kong speakers. International Journal of Multilingualism, 16(4), 492–512. https://doi.org/10.1080/14790718.2019.1573901
Chen, H. C., & Tian, J. X. (2024). The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition. International Journal of Multilingualism, 21(1), 1–17. https://doi.org/10.1080/14790718.2021.1993231
Chen, Y., Robb, M., Gilbert, H., & Lerman, J. (2001). Vowel production by Mandarin speakers of English. Clinical Linguistics and Phonetics, 15(6), 427–440. https://doi.org/10.1080/07908310008666590
Coupland, N., & Giles, H. (1988). Introduction: The communicative contexts of accommodation. Language & Communication, 8(3–4), 175–182. https://doi.org/10.1016/0271-5309(88)90015-8
Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-enhancement model for language acquisition: Comparing adults’ and children’s patterns of development in first, second and third language acquisition of relative clauses. International Journal of Multilingualism, 1(1), 3–16.
Liang, E. (2014). Pronunciation of English consonants, vowels and diphthongs of Mandarin-Chinese speakers. Studies in Literature and Language, 8(1), 62.
Ng, T. D., & Chen, H. C. (2016). Phonological changes in Cantonese-English code-mixing for ESL learners in Hong Kong and their attitudes toward code-mixing. Journal of Asia TEFL, 13(3), 162–185. https://doi.org/10.18823/asiatefl.2016.13.3.1.162
Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: Language and Cognition, 18(2), 179–190. https://doi.org/10.1017/S136672891300059X.
Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 369–385. https://doi.org/10.1080/09658416.2011.643891
So, C. K., & Attina, V. (2014). Cross-language perception of Cantonese vowels spoken by native and non-native speakers. Journal of Psycholinguistic Research, 43, 611–630. https://doi.org/10.1007/s10936-013-9270-6
Syrdal, A. K., & Gopal, H. S. (1986). A perceptual model of vowel recognition based on the auditory representation of American English vowels. The Journal of the Acoustical Society of America, 79(4), 1086–1100. https://doi.org/10.1121/1.393381
Wang, L., & Kirkpatrick, A. (2015). Trilingual education in Hong Kong primary schools: An overview. Multilingual Education, 5(3), 1–26. https://doi.org/10.1186/s13616-015-0023-8
Zwicker, E., & Terhardt, E. (1980). Analytical expressions for critical‐band rate and critical bandwidth as a function of frequency. The Journal of the Acoustical Society of America, 68(5), 1523–1525. https://doi.org/10.1121/1.385079