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Author Hua, Zhu
Title Development of Pragmatic and Discourse Skills in Chinese-Speaking Children
Imprint Amsterdam : John Benjamins Publishing Company, 2014
©2014
book jacket
Descript 1 online resource (140 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series Benjamins Current Topics ; v.60
Benjamins Current Topics
Note Development of Pragmatic and Discourse Skills in 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 reference -- 1.2 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 years -- 2. 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 -- References -- Maternal 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 interchanges -- 3.2.1 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 -- 4. Discussion and conclusion -- References -- Chinese preschool children's comprehension of a picture storybook -- 1. Introduction and background -- 1.1 Eye tracking evidence for the role of pictures in children's reading comprehension -- 1.2 The role of two 'grammars' in children's comprehension of a picture storybook -- 1.3 A framework for estimating children's comprehension of picture storybook reading -- 2. Method -- 2.1 Research participants -- 2.2 Materials -- 2.3 Procedure -- 2.4 Data analysis -- 3. Results
3.1 Overview of children's comprehension -- 3.2 Comparison between IOP, AE and SOC -- 3.3 Children's comprehension in each analytical measure -- 3.3.1 Image of participant (IOP) -- 3.3.2 Action event (AE) -- 3.3.3 State of Character (SOC) -- 4. Discussion -- 4.1 General development of children's comprehension of a picture storybook -- 4.2 Developing order of children's comprehension of a picture storybook -- 4.3 Why are some items more difficult for children to comprehend than others? -- 5. Conclusion -- References -- About the authors -- Subject index
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 different images than those actions which require making a connection with preceding and following pictures, and characters' states represented by visible information such as size and colour than those less visible or age-appropriate
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Hua, Zhu Development of Pragmatic and Discourse Skills in Chinese-Speaking Children Amsterdam : John Benjamins Publishing Company,c2014 9789027202796
Subject English language -- Study and teaching -- Chinese speakers.;Second language acquisition.;Language acquisition.;Discourse analysis
Electronic books
Alt Author Jin, Lixian
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