Acknowledgements

My interest in Diachronic Construction Grammar was first sparked by a graduate seminar on the theory of constructionalization, taught by Professor Elizabeth Traugott during the final year of my PhD studies at Stanford University. I was struck by how effectively this framework could account for Chinese data, which led me to adopt its key concepts and analytical tools in my dissertation on the Chinese copular construction. That early work has since been systematically revised and significantly expanded through my subsequent research on the cleft construction, deepening both the empirical scope and theoretical grounding of my inquiry. I am greatly indebted to many people who supported me throughout this intellectual journey. Without their guidance, encouragement, and collaboration, this book would not have been possible.

I am deeply grateful to Professor Traugott for her insightful teaching and generous mentorship, which laid the foundation for my continuing engagement with the field. I am equally thankful to my graduate advisor, Professor Chaofen Sun, whose unwavering support and intellectual guidance have consistently fuelled my academic curiosity and encouraged me to pursue new ideas and methodologies. I also extend my heartfelt thanks to my dissertation committee and colleagues at Stanford for their critical feedback and invaluable support during the formative stages of this work. Their insights helped shape my analytical perspective on both data and theory.

Over the years, ongoing conversations with fellow researchers, as well as participation in conferences and collaborative projects, have further deepened my understanding of diachronic processes and contributed significantly to the development of this study. I would like to extend my sincere thanks to Professor Meichun Liu from City University of Hong Kong, Professor Haihua Pan from the Chinese University of Hong Kong, Professor Yicheng Wu from Zhejiang University, Professor Haiping Long from Sun Yat-sen University, Professor Rui Peng from the National University of Singapore, and Professor Jingxia Lin from Nanyang Technological University, who have generously taken the time to engage with my ideas and offer thoughtful feedback on various aspects of this work. Their insightful comments and critical questions have challenged me to refine my arguments, broaden my theoretical perspectives, and reconsider key assumptions. Through our discussions — whether in person, via email, or during academic workshops — I have gained new angles from which to view the data and fresh inspiration to push this research forward. Their intellectual generosity and collegial spirit have been invaluable in shaping the final form of this book.

In addition to the support I received from the broader academic community, I would also like to thank Professor Mukhlis Bin Abu Bakar, Professor Guat Poh Aw, Dr Qingming Luo and all my colleagues at the National Institute of Education, Nanyang Technological University, whose encouragement and collegiality have provided a stimulating environment for research and writing.

My heartfelt thanks go to the editors of this series, Professor Mirjam Fried, Professor Kyoko Ohara, Professor Jan-Ola Östman and Dr Remi van Trijp, and to the anonymous reviewers, whose careful reading, constructive suggestions, and steadfast support have greatly improved the clarity and coherence of this work.

Finally, with love and deepest gratitude, I dedicate whatever I have achieved to my family — my parents, my husband, and my beloved son, Max. I thank them from the bottom of my heart for their unwavering love, constant care, and steadfast support throughout every stage of my life. Their presence has been my greatest source of strength and inspiration.