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743015141 03 01 01 JB John Benjamins Publishing Company 01 JB code BCT 60 Eb 15 9789027270269 06 10.1075/bct.60 13 2014004753 DG 002 02 01 BCT 02 1874-0081 Benjamins Current Topics 60 <TitleType>01</TitleType> <TitleText textformat="02">Development of Pragmatic and Discourse Skills in Chinese-Speaking Children</TitleText> 01 bct.60 01 https://benjamins.com 02 https://benjamins.com/catalog/bct.60 1 B01 Zhu Hua Hua, Zhu Zhu Hua Birkbeck College, University of London, UK 2 B01 Lixian Jin Jin, Lixian Lixian Jin De Montfort University, UK 01 eng 140 v 134 LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.DISC Discourse studies 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 24 JB Subject Scheme LIN.SITIB Sino-Tibetan languages 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 For many years, studies of the development of pragmatic and discourse skills in young children have predominantly focused on English and other European languages, as with the field of child language development in general. This volume, originally published in <i>Chinese Language and Discourse</i> 3:1 (2012), brings together a team of researchers from China, the UK, USA, Hong Kong, Macao, and Taiwan. It explores the development of pragmatic and discourse skills among Chinese-speaking children by investigating the development of pragmatic features specific to the Chinese language and culture (i.e. the use of null forms and overt forms in self/other reference and time expressions), socio-cultural factors in child-directed speech and comprehension of semiotic resources in children’s early childhood. The studies reported in the volume draw upon data of different kinds including recorded spontaneous speech, corpus, questionnaires and experimental data. The findings not only highlight a number of developmental patterns which may be attributed to the Chinese language(s) and culture, but also contribute to the understanding of some key issues in the development of pragmatic and discourse skills irrespective of linguistic backgrounds. 05 This book is a welcome contribution to the growing body of knowledge on the acquisition of Chinese, and to the crosslinguistic study of language development. In its concentration on pragmatic and discourse skills it breaks new ground, and will inevitably stimulate further research into these important areas. Paul Fletcher, University College Cork 05 This is one of the few special collections that are available on discourse pragmatic approaches to Chinese child language development. As such it constitutes an indispensable reading for researchers in both the fields of Chinese child language and language acquisition in general. Hongyin Tao, University of California, Los Angeles 05 This book is undoubtedly a major contribution to the field in the study of the Chinese-speaking children’s acquisition of pragmatic and discourse skills and will be a catalyst for further research. Yuxia Yin, Tianjin Normal University, in International Journal of Chinese Linguistics Vol. 2:1 (2015) 04 09 01 https://benjamins.com/covers/475/bct.60.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027202796.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027202796.tif 06 09 01 https://benjamins.com/covers/1200_front/bct.60.hb.png 07 09 01 https://benjamins.com/covers/125/bct.60.png 25 09 01 https://benjamins.com/covers/1200_back/bct.60.hb.png 27 09 01 https://benjamins.com/covers/3d_web/bct.60.hb.png 10 01 JB code bct.60.01int Section header 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code bct.60.01zhu 1 11 11 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Development of pragmatic and discourse skills in Chinese-speaking children</TitleText> 1 A01 Zhu Hua Hua, Zhu Zhu Hua Birkbeck College, University of London, UK 2 A01 Lixian Jin Jin, Lixian Lixian Jin De Montfort University, UK 10 01 JB code bct.60.02art Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Articles</TitleText> 10 01 JB code bct.60.02hua 13 34 22 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">The pragmatic function of self/other reference in Mandarin child language</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">pragmatic function of self/other reference in Mandarin child language</TitleWithoutPrefix> 1 A01 Chiung-chih Huang Huang, Chiung-chih Chiung-chih Huang National Chengchi University 01 This study investigated self/other reference in Mandarin child language by testing the hypothesis that children&#8217;s overt self/other reference is related to the pragmatic notion of social control (Budwig, 1989, 1990, 1995). The participants were two Mandarin-speaking children and their mothers. Natural mother&#8211;child conversations were video-recorded when the children were between the ages of 2;2 and 3;1. Each child and maternal utterance with an implicit or explicit self/other reference was categorized by function as either control act or assertive. The analysis showed that the children tended to use overt forms for self/other reference in control acts while using null forms in assertives. In contrast, the mothers&#8217; speech did not reflect such a distinction. The results suggest that social control appears to be a salient notion to Mandarin-speaking children, and that the children organize their use of self/other reference forms around the pragmatic notion of social control. 10 01 JB code bct.60.03tse 35 56 22 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">Tense and temporality</TitleText> <Subtitle textformat="02">How young children express time in Cantonese</Subtitle> 1 A01 Shek Kam Tse Tse, Shek Kam Shek Kam Tse The University of Hong Kong 2 A01 Hui Li Li, Hui Hui Li The University of Hong Kong 3 A01 Shing On Leung Leung, Shing On Shing On Leung University of Macau 01 This study investigated how a representative sample of 492 Cantonese-speaking children aged 36, 48 and 60 months expressed time during naturalistic conversations with peers. Spontaneous utterances produced by dyads of children in a 30-minute role-play context were collected, transcribed and analyzed. A productive repertoire of 62 nouns, 69 adverbs and 9 aspects was identified and classified into a typology. An age-related increase in types of temporal noun and adverb and repertoire size was found. It was also discovered that three-year-olds might already possess knowledge of aspect markers even though they might not be able to produce temporal nouns about &#8220;season&#8221; and &#8220;week&#8221; before 4 or 5 years of age. Some instances of double aspectual marking and misplacing aspects were found in the expressions. Linguistic, cognitive and conversational influences presumed to shape performance are discussed together with the implications of the findings for early childhood language education. 10 01 JB code bct.60.04jin 57 89 33 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Maternal affective input in mother&#8211;child interaction</TitleText> <Subtitle textformat="02">A cross-cultural perspective</Subtitle> 1 A01 Zhuo Jing-Schmidt Jing-Schmidt, Zhuo Zhuo Jing-Schmidt University of Oregon 01 Contrastive analysis of Chinese and American maternal affective speech acts revealed significant differences in the quantity of child-directed positive and negative speech acts. There were also important qualitative differences in specific types of maternal affective input. Results are consistent with available knowledge of cross-cultural differences in parenting approaches, and have implications for cross-cultural emotional and pragmatic development. Differential cultural values were addressed to account for the observed linguistic behaviors. 10 01 JB code bct.60.05zho 91 109 19 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Do educational backgrounds make a difference?</TitleText> <Subtitle textformat="02">A comparative study on communicative acts of Chinese mothers in interacting with their young children</Subtitle> 1 A01 Jing Zhou Zhou, Jing Jing Zhou East China Normal University 2 A01 Lixian Jin Jin, Lixian Lixian Jin De Montfort University 01 For decades there has been a debate about whether parents with different socioeconomic status have differential influences on their children&#8217;s language development. This study focuses on the features of language use of Mandarin-speaking mothers with different educational backgrounds in interaction with their 3&#8211;6 year old children to explore the similarities and differences between the mothers&#8217; communication with their children. Data were collected from videotaped semi-structured mother&#8211;child interactions among different age groups. The main research finding reveals that the communicative acts of these Chinese mothers are similar at the levels of social interchange and the speech act; the common types of communicative acts show a cultural consistency among Chinese mothers in interacting with their young children. However, the language inputs of mothers of the two differing social groups show significant differences on linguistic productivity, vocabulary measurement and pragmatic flexibility. These findings are discussed in the context of the role of mothers&#8217; input in language development. 10 01 JB code bct.60.06li 111 129 19 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Chinese preschool children&#8217;s comprehension of a picture storybook</TitleText> 1 A01 Linhui Li Li, Linhui Linhui Li Shanghai Normal University 2 A01 Jing Zhou Zhou, Jing Jing Zhou East China Normal University 3 A01 Baogen Liu Liu, Baogen Baogen Liu Hangzhou Kindergarten Teacher College, Zhejiang Normal University 4 A01 Xiaomei Gao Gao, Xiaomei Xiaomei Gao Zizhu Kindergarten attached to East China Normal University 01 This chapter explores 3 to 6 year old Chinese children&#8217;s comprehension of a picture storybook <i>The Very Hungry Caterpillar.</i> The results show: (1) Chinese children&#8217;s understanding of images, actions and characters&#8217; states improves with age; (2) Children develop their understanding of images first, followed by actions and then characters&#8217; 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&#8217; states represented by visible information such as size and colour than those less visible or age-appropriate. 10 01 JB code bct.60.07bio 131 132 2 Miscellaneous 9 <TitleType>01</TitleType> <TitleText textformat="02">About the authors</TitleText> 10 01 JB code bct.60.08ind 133 134 2 Miscellaneous 10 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140516 2014 John Benjamins B.V. 02 WORLD 13 15 9789027202796 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 80.00 EUR R 01 00 67.00 GBP Z 01 gen 00 120.00 USD S 232015140 03 01 01 JB John Benjamins Publishing Company 01 JB code BCT 60 Hb 15 9789027202796 13 2014004753 BB 01 BCT 02 1874-0081 Benjamins Current Topics 60 <TitleType>01</TitleType> <TitleText textformat="02">Development of Pragmatic and Discourse Skills in Chinese-Speaking Children</TitleText> 01 bct.60 01 https://benjamins.com 02 https://benjamins.com/catalog/bct.60 1 B01 Zhu Hua Hua, Zhu Zhu Hua Birkbeck College, University of London, UK 2 B01 Lixian Jin Jin, Lixian Lixian Jin De Montfort University, UK 01 eng 140 v 134 LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.DISC Discourse studies 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 24 JB Subject Scheme LIN.SITIB Sino-Tibetan languages 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 For many years, studies of the development of pragmatic and discourse skills in young children have predominantly focused on English and other European languages, as with the field of child language development in general. This volume, originally published in <i>Chinese Language and Discourse</i> 3:1 (2012), brings together a team of researchers from China, the UK, USA, Hong Kong, Macao, and Taiwan. It explores the development of pragmatic and discourse skills among Chinese-speaking children by investigating the development of pragmatic features specific to the Chinese language and culture (i.e. the use of null forms and overt forms in self/other reference and time expressions), socio-cultural factors in child-directed speech and comprehension of semiotic resources in children’s early childhood. The studies reported in the volume draw upon data of different kinds including recorded spontaneous speech, corpus, questionnaires and experimental data. The findings not only highlight a number of developmental patterns which may be attributed to the Chinese language(s) and culture, but also contribute to the understanding of some key issues in the development of pragmatic and discourse skills irrespective of linguistic backgrounds. 05 This book is a welcome contribution to the growing body of knowledge on the acquisition of Chinese, and to the crosslinguistic study of language development. In its concentration on pragmatic and discourse skills it breaks new ground, and will inevitably stimulate further research into these important areas. Paul Fletcher, University College Cork 05 This is one of the few special collections that are available on discourse pragmatic approaches to Chinese child language development. As such it constitutes an indispensable reading for researchers in both the fields of Chinese child language and language acquisition in general. Hongyin Tao, University of California, Los Angeles 05 This book is undoubtedly a major contribution to the field in the study of the Chinese-speaking children’s acquisition of pragmatic and discourse skills and will be a catalyst for further research. Yuxia Yin, Tianjin Normal University, in International Journal of Chinese Linguistics Vol. 2:1 (2015) 04 09 01 https://benjamins.com/covers/475/bct.60.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027202796.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027202796.tif 06 09 01 https://benjamins.com/covers/1200_front/bct.60.hb.png 07 09 01 https://benjamins.com/covers/125/bct.60.png 25 09 01 https://benjamins.com/covers/1200_back/bct.60.hb.png 27 09 01 https://benjamins.com/covers/3d_web/bct.60.hb.png 10 01 JB code bct.60.01int Section header 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code bct.60.01zhu 1 11 11 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Development of pragmatic and discourse skills in Chinese-speaking children</TitleText> 1 A01 Zhu Hua Hua, Zhu Zhu Hua Birkbeck College, University of London, UK 2 A01 Lixian Jin Jin, Lixian Lixian Jin De Montfort University, UK 10 01 JB code bct.60.02art Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Articles</TitleText> 10 01 JB code bct.60.02hua 13 34 22 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">The pragmatic function of self/other reference in Mandarin child language</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">pragmatic function of self/other reference in Mandarin child language</TitleWithoutPrefix> 1 A01 Chiung-chih Huang Huang, Chiung-chih Chiung-chih Huang National Chengchi University 01 This study investigated self/other reference in Mandarin child language by testing the hypothesis that children&#8217;s overt self/other reference is related to the pragmatic notion of social control (Budwig, 1989, 1990, 1995). The participants were two Mandarin-speaking children and their mothers. Natural mother&#8211;child conversations were video-recorded when the children were between the ages of 2;2 and 3;1. Each child and maternal utterance with an implicit or explicit self/other reference was categorized by function as either control act or assertive. The analysis showed that the children tended to use overt forms for self/other reference in control acts while using null forms in assertives. In contrast, the mothers&#8217; speech did not reflect such a distinction. The results suggest that social control appears to be a salient notion to Mandarin-speaking children, and that the children organize their use of self/other reference forms around the pragmatic notion of social control. 10 01 JB code bct.60.03tse 35 56 22 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">Tense and temporality</TitleText> <Subtitle textformat="02">How young children express time in Cantonese</Subtitle> 1 A01 Shek Kam Tse Tse, Shek Kam Shek Kam Tse The University of Hong Kong 2 A01 Hui Li Li, Hui Hui Li The University of Hong Kong 3 A01 Shing On Leung Leung, Shing On Shing On Leung University of Macau 01 This study investigated how a representative sample of 492 Cantonese-speaking children aged 36, 48 and 60 months expressed time during naturalistic conversations with peers. Spontaneous utterances produced by dyads of children in a 30-minute role-play context were collected, transcribed and analyzed. A productive repertoire of 62 nouns, 69 adverbs and 9 aspects was identified and classified into a typology. An age-related increase in types of temporal noun and adverb and repertoire size was found. It was also discovered that three-year-olds might already possess knowledge of aspect markers even though they might not be able to produce temporal nouns about &#8220;season&#8221; and &#8220;week&#8221; before 4 or 5 years of age. Some instances of double aspectual marking and misplacing aspects were found in the expressions. Linguistic, cognitive and conversational influences presumed to shape performance are discussed together with the implications of the findings for early childhood language education. 10 01 JB code bct.60.04jin 57 89 33 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Maternal affective input in mother&#8211;child interaction</TitleText> <Subtitle textformat="02">A cross-cultural perspective</Subtitle> 1 A01 Zhuo Jing-Schmidt Jing-Schmidt, Zhuo Zhuo Jing-Schmidt University of Oregon 01 Contrastive analysis of Chinese and American maternal affective speech acts revealed significant differences in the quantity of child-directed positive and negative speech acts. There were also important qualitative differences in specific types of maternal affective input. Results are consistent with available knowledge of cross-cultural differences in parenting approaches, and have implications for cross-cultural emotional and pragmatic development. Differential cultural values were addressed to account for the observed linguistic behaviors. 10 01 JB code bct.60.05zho 91 109 19 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Do educational backgrounds make a difference?</TitleText> <Subtitle textformat="02">A comparative study on communicative acts of Chinese mothers in interacting with their young children</Subtitle> 1 A01 Jing Zhou Zhou, Jing Jing Zhou East China Normal University 2 A01 Lixian Jin Jin, Lixian Lixian Jin De Montfort University 01 For decades there has been a debate about whether parents with different socioeconomic status have differential influences on their children&#8217;s language development. This study focuses on the features of language use of Mandarin-speaking mothers with different educational backgrounds in interaction with their 3&#8211;6 year old children to explore the similarities and differences between the mothers&#8217; communication with their children. Data were collected from videotaped semi-structured mother&#8211;child interactions among different age groups. The main research finding reveals that the communicative acts of these Chinese mothers are similar at the levels of social interchange and the speech act; the common types of communicative acts show a cultural consistency among Chinese mothers in interacting with their young children. However, the language inputs of mothers of the two differing social groups show significant differences on linguistic productivity, vocabulary measurement and pragmatic flexibility. These findings are discussed in the context of the role of mothers&#8217; input in language development. 10 01 JB code bct.60.06li 111 129 19 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Chinese preschool children&#8217;s comprehension of a picture storybook</TitleText> 1 A01 Linhui Li Li, Linhui Linhui Li Shanghai Normal University 2 A01 Jing Zhou Zhou, Jing Jing Zhou East China Normal University 3 A01 Baogen Liu Liu, Baogen Baogen Liu Hangzhou Kindergarten Teacher College, Zhejiang Normal University 4 A01 Xiaomei Gao Gao, Xiaomei Xiaomei Gao Zizhu Kindergarten attached to East China Normal University 01 This chapter explores 3 to 6 year old Chinese children&#8217;s comprehension of a picture storybook <i>The Very Hungry Caterpillar.</i> The results show: (1) Chinese children&#8217;s understanding of images, actions and characters&#8217; states improves with age; (2) Children develop their understanding of images first, followed by actions and then characters&#8217; 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&#8217; states represented by visible information such as size and colour than those less visible or age-appropriate. 10 01 JB code bct.60.07bio 131 132 2 Miscellaneous 9 <TitleType>01</TitleType> <TitleText textformat="02">About the authors</TitleText> 10 01 JB code bct.60.08ind 133 134 2 Miscellaneous 10 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140516 2014 John Benjamins B.V. 02 WORLD 08 400 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 45 28 01 02 JB 1 00 80.00 EUR R 02 02 JB 1 00 84.80 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 28 02 02 JB 1 00 67.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 28 01 gen 02 JB 1 00 120.00 USD