| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910826386503321 |
|
|
Titolo |
Development of pragmatic and discourse skills in Chinese-speaking children / / edited by Zhu Hua, Lixian Jin |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Amsterdam (Netherlands) ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
|
©2014 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (140 p.) |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
English language - Study and teaching - Chinese speakers |
Second language acquisition |
Language acquisition |
Discourse analysis |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references at the end of each chapters and index. |
|
|
|
|
|
|
|
|
Nota di contenuto |
|
Development of Pragmatic and Discourse Skillsin Chinese-Speaking Children; Editorial page; Title page; LCC data; Table of contents; Development of pragmatic and discourse skills in Chinese-speaking children; Defining aims; Themes and Contexts in this special issue; Acquisition of language-specific features; Sociocultural and socioeconomic factors in development of pragmatic and discourse skills; Understanding the process of meaning-making through pictures; Looking back and looking forward; References; The pragmatic function of self/other reference in Mandarin child language; 1. Introduction |
1.1 Forms and functions of self/other reference1.2 Self/other reference in child Mandarin; 1.3 The present study; 2. Methods; 2.1 Participants and data; 2.2 Analytical framework; 3. Results; 3.1 Instances of self/other reference; 3.2 Forms and functions of self-reference; 3.2.1 Children's speech; 3.2.2 Mothers' speech; 3.3 Forms and functions of other-reference; 3.3.1 Children's speech; 3.3.2 Mothers' speech; 4. Discussion and Conclusion; References; Appendix; Transcription conventions; Gloss abbreviations; Tense and temporality; 1. Introduction; 1.1 How time is expressed in Chinese languages |
|
|
|
|
|
|
|
|
|
|
|
1.2 Acquisition of Chinese temporality in the early years2. Method; 2.1 The Corpus; 2.2 Communication task; 2.3 Coding of the linguistic forms and functions; 3. Results; 3.1 The developmental repertoires of temporal lexicons; 3.2 The developmental changes in time expression; 3.3 Double aspectual marking and inappropriate use of temporal devices; 4. Discussion; 4.1 Acquisition of temporal devices by Cantonese speakers in the early years; 4.2 Acquisition of time concepts in the early years; 4.3 Acquisition of the pragmatics of time expression in the early years; 5. Conclusion; Acknowledgments |
ReferencesMaternal affective input in mother-child interaction; 1. Introduction; 2. Data and methods; 3. Results; 3.1 American maternal positivity vs. Chinese maternal negativity; 3.2 Praise and appreciation - Positive maternal affective input; 3.3 Threatening, scolding, and name-calling - Negative maternal affective input; 4. Discussion; 5. Concluding remarks; References; Do educational backgrounds make a difference?; 1. Introduction; 2. Method; 2.1 Participants; 2.2 Procedure; 2.3 Data analysis; 3. Results; 3.1 Comparison of the mothers' communicative participation |
3.2 Comparison of mothers' communicative interchanges3.2.1 Social interchanges by mothers with different educational backgrounds in interactions with their children; 3.2.2 Comparison of speech acts of mothers with different educational backgrounds; 3.2.3 Levels of Pragmatic flexibility by mothers with different backgrounds in interaction with children; 3.3 Comparison of language quality in interaction by HEB and LEB mothers; 3.3.1 Analysis of language input in interaction with children by HEB and LEB mothers; 3.3.2 Analysis of language types used in speech acts by HEB and LEB mothers |
3.3.3 Analysis of mean length of turns within a topic in mother-child interactions |
|
|
|
|
|
|
Sommario/riassunto |
|
This chapter explores 3 to 6 year old Chinese children's comprehension of a picture storybook The Very Hungry Caterpillar. The results show: (1) Chinese children's understanding of images, actions and characters' states improves with age; (2) Children develop their understanding of images first, followed by actions and then characters' states; (3) It is easier for children to understand images prominent in pictures than those not prominent in pictures or containing culture-specific information with which children are not familiar, actions represented directly through the relationship of |
|
|
|
|
|
|
|
| |