05825nam 2200709 450 991082638650332120230803221300.090-272-7026-0(CKB)2550000001280554(EBL)1682182(SSID)ssj0001193867(PQKBManifestationID)12417427(PQKBTitleCode)TC0001193867(PQKBWorkID)11147799(PQKB)10773846(Au-PeEL)EBL1682182(CaPaEBR)ebr10866743(CaONFJC)MIL601838(OCoLC)878920031(MiAaPQ)EBC1682182(EXLCZ)99255000000128055420140516h20142014 uy 0engur|n|---|||||txtccrDevelopment of pragmatic and discourse skills in Chinese-speaking children /edited by Zhu Hua, Lixian JinAmsterdam (Netherlands) ;Philadelphia, Pennsylvania :John Benjamins Publishing Company,2014.©20141 online resource (140 p.)Benjamins Current TopicsDescription based upon print version of record.90-272-0279-6 1-306-70587-8 Includes bibliographical references at the end of each chapters and index.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. Introduction1.1 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 languages1.2 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; AcknowledgmentsReferencesMaternal 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 participation3.2 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 mothers3.3.3 Analysis of mean length of turns within a topic in mother-child interactionsThis 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 ofBenjamins current topics.English languageStudy and teachingChinese speakersSecond language acquisitionLanguage acquisitionDiscourse analysisEnglish languageStudy and teachingChinese speakers.Second language acquisition.Language acquisition.Discourse analysis.428.24951Hua Zhu1970-Jin Lixian1957-MiAaPQMiAaPQMiAaPQBOOK9910826386503321Development of pragmatic and discourse skills in Chinese-speaking children3967767UNINA