LEADER 05859nam 2200721 450 001 9910458857303321 005 20200520144314.0 010 $a90-272-7026-0 035 $a(CKB)2550000001280554 035 $a(EBL)1682182 035 $a(SSID)ssj0001193867 035 $a(PQKBManifestationID)12417427 035 $a(PQKBTitleCode)TC0001193867 035 $a(PQKBWorkID)11147799 035 $a(PQKB)10773846 035 $a(MiAaPQ)EBC1682182 035 $a(Au-PeEL)EBL1682182 035 $a(CaPaEBR)ebr10866743 035 $a(CaONFJC)MIL601838 035 $a(OCoLC)878920031 035 $a(EXLCZ)992550000001280554 100 $a20140516h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDevelopment of pragmatic and discourse skills in Chinese-speaking children /$fedited by Zhu Hua, Lixian Jin 210 1$aAmsterdam (Netherlands) ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (140 p.) 225 1 $aBenjamins Current Topics 300 $aDescription based upon print version of record. 311 $a90-272-0279-6 311 $a1-306-70587-8 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aDevelopment 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 327 $a1.1 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 327 $a1.2 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 327 $aReferencesMaternal 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 327 $a3.2 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 327 $a3.3.3 Analysis of mean length of turns within a topic in mother-child interactions 330 $aThis chapter explores 3 to 6 year old Chinese children's comprehension of a picture storybook The Very Hungry Caterpillar. The results show: (1) Chinese children's understanding of images, actions and characters' states improves with age; (2) Children develop their understanding of images first, followed by actions and then characters' states; (3) It is easier for children to understand images prominent in pictures than those not prominent in pictures or containing culture-specific information with which children are not familiar, actions represented directly through the relationship of 410 0$aBenjamins current topics. 606 $aEnglish language$xStudy and teaching$xChinese speakers 606 $aSecond language acquisition 606 $aLanguage acquisition 606 $aDiscourse analysis 608 $aElectronic books. 615 0$aEnglish language$xStudy and teaching$xChinese speakers. 615 0$aSecond language acquisition. 615 0$aLanguage acquisition. 615 0$aDiscourse analysis. 676 $a428.24951 702 $aHua$b Zhu$f1970- 702 $aJin$b Lixian$f1957- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458857303321 996 $aDevelopment of pragmatic and discourse skills in Chinese-speaking children$91913695 997 $aUNINA