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Development of pragmatic and discourse skills in Chinese-speaking children /
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 im...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
2014.
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| Colección: | Benjamins current topics.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Development of pragmatic and discourse skills in Chinese-speaking children / |c edited by Zhu Hua and Lixian Jin. |
| 260 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c 2014. | ||
| 300 | |a 1 online resource | ||
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| 588 | 0 | |a Print version record. | |
| 520 | |a 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 differ. | ||
| 504 | |a Includes bibliographical references at the end of each chapters and index. | ||
| 505 | 0 | |a 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. | |
| 505 | 8 | |a 1. Introduction1.1 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. | |
| 505 | 8 | |a 1.1 How time is expressed in Chinese languages1.2 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. | |
| 505 | 8 | |a 4.3 Acquisition of the pragmatics of time expression in the early years5. 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. | |
| 505 | 8 | |a 2.3 Data analysis3. 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. | |
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a English language |x Study and teaching |x Chinese speakers. | |
| 650 | 0 | |a Second language acquisition. | |
| 650 | 0 | |a Language acquisition. | |
| 650 | 0 | |a Discourse analysis. | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a Discourse analysis. |2 fast |0 (OCoLC)fst00894932 | |
| 650 | 7 | |a English language |x Study and teaching |x Chinese speakers. |2 fast |0 (OCoLC)fst00911680 | |
| 650 | 7 | |a Language acquisition. |2 fast |0 (OCoLC)fst00992119 | |
| 650 | 7 | |a Second language acquisition. |2 fast |0 (OCoLC)fst01110576 | |
| 700 | 1 | |a Hua, Zhu, |d 1970- |e editor. | |
| 700 | 1 | |a Jin, Lixian, |d 1957- |e editor. | |
| 776 | 0 | 8 | |i Print version: |a Hua, Zhu. |t Development of Pragmatic and Discourse Skills in Chinese-Speaking Children. |d John Benjamins Publishing Company 2014 |z 1306705878 |
| 830 | 0 | |a Benjamins current topics. | |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=770264 |z Texto completo |
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