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Benjamins Current Topics
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Development of Pragmatic and Discourse Skills in Chinese-Speaking Children
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bct.60
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https://benjamins.com
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https://benjamins.com/catalog/bct.60
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Zhu Hua
Hua, Zhu
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Lixian Jin
Jin, Lixian
Lixian
Jin
De Montfort University, UK
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Pragmatics
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Sino-Tibetan languages
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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)
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Development of pragmatic and discourse skills in Chinese-speaking children
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Zhu Hua
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Birkbeck College, University of London, UK
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Lixian Jin
Jin, Lixian
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De Montfort University, UK
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The pragmatic function of self/other reference in Mandarin child language
The
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Chiung-chih Huang
Huang, Chiung-chih
Chiung-chih
Huang
National Chengchi University
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This study investigated self/other reference in Mandarin child language by testing the hypothesis that children’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–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’ 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.
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Tense and temporality
How young children express time in Cantonese
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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
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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 “season” and “week” 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.
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Maternal affective input in mother–child interaction
A cross-cultural perspective
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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.
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Do educational backgrounds make a difference?
A comparative study on communicative acts of Chinese mothers in interacting with their young children
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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’s language development. This study focuses on the features of language use of Mandarin-speaking mothers with different educational backgrounds in interaction with their 3–6 year old children to explore the similarities and differences between the mothers’ communication with their children. Data were collected from videotaped semi-structured mother–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’ input in language development.
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Chinese preschool children’s comprehension of a picture storybook
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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’s comprehension of a picture storybook <i>The Very Hungry Caterpillar.</i> 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.
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132
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9
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About the authors
10
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133
134
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Miscellaneous
10
01
Index
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
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jbe-platform.com
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WORLD
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80.00
EUR
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00
67.00
GBP
Z
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gen
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120.00
USD
S
232015140
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01
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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
01
Development of Pragmatic and Discourse Skills in Chinese-Speaking Children
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
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https://benjamins.com/covers/475/bct.60.png
04
03
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https://benjamins.com/covers/475_jpg/9789027202796.jpg
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Introduction
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bct.60.01zhu
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11
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Development of pragmatic and discourse skills in Chinese-speaking children
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
01
Articles
10
01
JB code
bct.60.02hua
13
34
22
Article
4
01
The pragmatic function of self/other reference in Mandarin child language
The
pragmatic function of self/other reference in Mandarin child language
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’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–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’ 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
01
Tense and temporality
How young children express time in Cantonese
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 “season” and “week” 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
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Maternal affective input in mother–child interaction
A cross-cultural perspective
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
01
Do educational backgrounds make a difference?
A comparative study on communicative acts of Chinese mothers in interacting with their young children
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’s language development. This study focuses on the features of language use of Mandarin-speaking mothers with different educational backgrounds in interaction with their 3–6 year old children to explore the similarities and differences between the mothers’ communication with their children. Data were collected from videotaped semi-structured mother–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’ input in language development.
10
01
JB code
bct.60.06li
111
129
19
Article
8
01
Chinese preschool children’s comprehension of a picture storybook
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’s comprehension of a picture storybook <i>The Very Hungry Caterpillar.</i> 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.
10
01
JB code
bct.60.07bio
131
132
2
Miscellaneous
9
01
About the authors
10
01
JB code
bct.60.08ind
133
134
2
Miscellaneous
10
01
Index
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
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1
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