Relevant Degree Programs
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Requirements" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Doctoral Student Supervision (Jan 2008 - Nov 2019)
This dissertation compares the lexical tone perception abilities of two populations with different bilingual configurations: Cantonese-dominant adults who grew up in Hong Kong (referred to as homeland speakers), and English-dominant adults who grew up in a Cantonese-speaking household in Canada (heritage speakers). From infancy both were exposed to Cantonese as a first language in terms of chronological order; however, after the onset of schooling, each became dominant in the majority language of their respective society. Given this background, this study investigates whether heritage speakers' perception of lexical tones of a non-dominant first language (Cantonese) exhibits cross-language effects from a dominant second language (English) that does not have a contrastive dimension of tone. A series of perception experiments was conducted using the word identification paradigm. Eight types of audio stimuli were presented to homeland and heritage speakers (N=34 per group), each of which represented a specific configuration of four variables: whether the acoustic signal contained segmental and tonal information, whether the target word was isolated or embedded in a carrier sentence with semantic context, and whether the meaning of the target word was congruous with the carrier sentence. In each trial, participants saw pictures of the target word and minimally contrastive tonal competitors, and were instructed to choose the picture that represented what they heard.Major findings of this study were: (1) among the eight stimulus types, the accuracy gap between the two groups was the biggest when the stimuli were low-pass-filtered monosyllables with no segmental information or semantic context, which suggests that homeland speakers have a significantly greater ability to identify tonally contrastive words by solely relying on tonal information. (2) Both groups showed confusion of overlapping subsets of tone pairs, but heritage speakers had a higher error percentage, which indicates a quantitative but not qualitative difference between the two groups. (3) When the target word was semantically incongruous with the carrier sentence, homeland speakers outperformed heritage speakers by attending to acoustic information, while heritage speakers relied on semantic information relatively more often. In other words, the two groups used different listening strategies in tone identification.