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008    200713s2014    xx      o     ||||0 eng d 
020    9789027270269|q(electronic bk.) 
020    |z9789027202796 
035    (MiAaPQ)EBC1682182 
035    (Au-PeEL)EBL1682182 
035    (CaPaEBR)ebr10866743 
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040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 PE1130.C4 -- .D484 2014eb 
082 0  428.24951 
100 1  Hua, Zhu 
245 10 Development of Pragmatic and Discourse Skills in Chinese-
       Speaking Children 
264  1 Amsterdam :|bJohn Benjamins Publishing Company,|c2014 
264  4 |c©2014 
300    1 online resource (140 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  Benjamins Current Topics ;|vv.60 
505 0  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 
505 8  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 
505 8  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 
520    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 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 English language -- Study and teaching -- Chinese 
       speakers.;Second language acquisition.;Language 
       acquisition.;Discourse analysis 
655  4 Electronic books 
700 1  Jin, Lixian 
776 08 |iPrint version:|aHua, Zhu|tDevelopment of Pragmatic and 
       Discourse Skills in Chinese-Speaking Children|dAmsterdam :
       John Benjamins Publishing Company,c2014|z9789027202796 
830  0 Benjamins Current Topics 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=1682182|zClick to View