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Development of pragmatic and discourse skills in Chinese-speaking children / edited by Zhu Hua and Lixian Jin

Published
Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2014.
Physical Description
1 online resource
Additional Creators
Hua, Zhu, 1970- and Jin, Lixian, 1957-
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Language Note
English.
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., and 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.
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.
Subject(s)
ISBN
9789027270269 (electronic bk.)
9027270260 (electronic bk.)
1306705878 (electronic bk.)
9781306705875 (electronic bk.)
9027202796
9789027202796
Bibliography Note
Includes bibliographical references at the end of each chapters and index.
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