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...
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
2014.
|
| Series: | Benjamins current topics.
|
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Summary: | 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. |
| Physical Description: | 1 online resource |
| Bibliography: | Includes bibliographical references at the end of each chapters and index. |
| ISBN: | 9789027270269 9027270260 1306705878 9781306705875 9027202796 9789027202796 |
Staff View
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| 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. | ||
| 650 | 0 | |a English language |x Study and teaching |x Chinese speakers. |0 http://id.loc.gov/authorities/subjects/sh2008119105 | |
| 650 | 0 | |a Second language acquisition. |0 http://id.loc.gov/authorities/subjects/sh86005959 | |
| 650 | 0 | |a Language acquisition. |0 http://id.loc.gov/authorities/subjects/sh85074511 | |
| 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 | |
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| 655 | 4 | |a Electronic book. | |
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| author2 | Hua, Zhu, 1970- Jin, Lixian, 1957- |
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| contents | 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. 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. 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. 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. 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. |
| ctrlnum | (OCoLC)878920031 |
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| dewey-raw | 428.2 428.24951 |
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| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| format | Electronic eBook |
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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.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references at the end of each chapters and index.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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. 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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn878920031 |
| illustrated | Not Illustrated |
| indexdate | 2025-04-11T08:41:58Z |
| institution | BVB |
| isbn | 9789027270269 9027270260 1306705878 9781306705875 9027202796 9789027202796 |
| language | English |
| oclc_num | 878920031 |
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| publishDate | 2014 |
| publishDateSearch | 2014 |
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| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Benjamins current topics. |
| series2 | Benjamins Current Topics |
| spelling | Development of pragmatic and discourse skills in Chinese-speaking children / edited by Zhu Hua and Lixian Jin. Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2014. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Benjamins Current Topics Print version record. 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. Includes bibliographical references at the end of each chapters and index. 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. 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. 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. 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. 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. English. English language Study and teaching Chinese speakers. http://id.loc.gov/authorities/subjects/sh2008119105 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Discourse analysis. Langue seconde Acquisition. Langage Acquisition. LANGUAGE ARTS & DISCIPLINES General. bisacsh Discourse analysis fast English language Study and teaching Chinese speakers fast Language acquisition fast Second language acquisition fast Electronic book. Hua, Zhu, 1970- editor. https://id.oclc.org/worldcat/entity/E39PBJyt4vpxTVQgP9gKcxWMT3 http://id.loc.gov/authorities/names/n2002026001 Jin, Lixian, 1957- editor. https://id.oclc.org/worldcat/entity/E39PCjDqGb8r9rdgKk94hfxkpd http://id.loc.gov/authorities/names/n2010079659 Print version: Hua, Zhu. Development of Pragmatic and Discourse Skills in Chinese-Speaking Children. John Benjamins Publishing Company 2014 1306705878 Benjamins current topics. http://id.loc.gov/authorities/names/n2007180968 |
| spellingShingle | Development of pragmatic and discourse skills in Chinese-speaking children / Benjamins current topics. 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. 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. 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. 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. 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. English language Study and teaching Chinese speakers. http://id.loc.gov/authorities/subjects/sh2008119105 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Discourse analysis. Langue seconde Acquisition. Langage Acquisition. LANGUAGE ARTS & DISCIPLINES General. bisacsh Discourse analysis fast English language Study and teaching Chinese speakers fast Language acquisition fast Second language acquisition fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2008119105 http://id.loc.gov/authorities/subjects/sh86005959 http://id.loc.gov/authorities/subjects/sh85074511 |
| title | Development of pragmatic and discourse skills in Chinese-speaking children / |
| title_auth | Development of pragmatic and discourse skills in Chinese-speaking children / |
| title_exact_search | Development of pragmatic and discourse skills in Chinese-speaking children / |
| title_full | Development of pragmatic and discourse skills in Chinese-speaking children / edited by Zhu Hua and Lixian Jin. |
| title_fullStr | Development of pragmatic and discourse skills in Chinese-speaking children / edited by Zhu Hua and Lixian Jin. |
| title_full_unstemmed | Development of pragmatic and discourse skills in Chinese-speaking children / edited by Zhu Hua and Lixian Jin. |
| title_short | Development of pragmatic and discourse skills in Chinese-speaking children / |
| title_sort | development of pragmatic and discourse skills in chinese speaking children |
| topic | English language Study and teaching Chinese speakers. http://id.loc.gov/authorities/subjects/sh2008119105 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Discourse analysis. Langue seconde Acquisition. Langage Acquisition. LANGUAGE ARTS & DISCIPLINES General. bisacsh Discourse analysis fast English language Study and teaching Chinese speakers fast Language acquisition fast Second language acquisition fast |
| topic_facet | English language Study and teaching Chinese speakers. Second language acquisition. Language acquisition. Discourse analysis. Langue seconde Acquisition. Langage Acquisition. LANGUAGE ARTS & DISCIPLINES General. Discourse analysis English language Study and teaching Chinese speakers Language acquisition Second language acquisition Electronic book. |
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