本研究的重點在探討香港國際學校中，有、無漢語語言背景的學生其漢，英語混用程度與漢語流利度的關係。量化實驗結果顯示，有漢語背景或無漢語
背景的學生，程度的高低達不到統計上的差異性，即不會造成不同的結果，表示兩組都有混淆的情形，在面對漢語句時會降低生物性策略的使用，尤其是基本句型NVN會受到英語的反影響，這主要是因為許多有背景的學生他
們的第二語言事實上並不是漢語，而是英語。同時也發現學生母語的處理策
略會正向遷移，運用到第二語言處理中，第二語言的語句處理策略也會反向遷移，反過來運用在第一語言處理之上。再經過質化行動研究的錄音分析之後，針對課堂上語言混用提出教學建議，教師應該提出清楚的標準並說明要求的目的，多進行句間的整句轉換，在學生混用後進行錯誤分析，藉以提升學生語言意識，幫助學生在第一語言的基礎上加速學習。未來研究可進一步探討語言混用與兩種語言習得的關係，以及在面對不同對象採用的不同語言
策略。

The purpose of this study is to investigate the classroom code-mixing situations at an international school classroom in the view of the following three hypotheses: 1. Students who have the Chinese language background (regular stream) would perform better than those who do not (accelerated stream) in Chinese sentence processing. 2. Students at the higher language proficiency level would perform better than those at the lower proficiency level. 3. There would be language transfer between Chinese and English students. A questionnaire and tape-recording were used as quantitative and qualitative research methods in order to analyze the code mixing results. Data were collected from students at the highest and lowest proficiency levels from both language streams.

The study has shown statistically significant difference between the students in both language streams who co-mixed their first and second languages. For example, the students in the regular stream (i.e. with the Chinese language background) were found to clearly exhibit forward transfer from Chinese to English, and backward transfer from English to Chinese. Further statistical analysis also reveals that the students in the regular stream signicantly used more of the Chinese (semantic) processing strategy--i.e. animacy or inanimacy--to decide which the agent of a sentence is. On the other hand, the students in the accelerated stream were found to prefer the English (syntactic) processing strategy--i.e. word order and the second noun-- to choose which the agent of a sentence is. Based on the findings, pedagogical implications and suggestions for further studies are provided.

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