Abstract
This paper analyzes the register-style errors of learners of Cantonese as a second language. It is a pilot study of building up learners’ corpus containing learners’ speeches and storytelling samples of about 5000 minutes. All data are collected from spontaneous speeches delivered and storytelling by 44 Cantonese L2 learners during different learning stages. The data shows examples containing utterances and samples with register-style errors produced by Cantonese L2 learners. Examples show violation of rules in register-style grammar by using inappropriate register-style or mingling different levels of formality in particular language context. The research is a preliminary analysis of register-style grammar in Cantonese and discusses some implications and suggestions for teaching Cantonese as a Second Language as well as in teaching Chinese as a Second Language.
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