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Morphological Analysis Training for English Language Learners With Reading Difficulties
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The children's acquisition of shenme in Mandarin Chinese
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Liao, Min. - : Sydney, Australia : Macquarie University, 2014
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Abstract:
Theoretical thesis. ; Includes bibliographical references. ; Chapter 1. Introduction -- Chapter 2. On the different kinds of NPIs in Mandarin -- Chapter 3. Mandarin-speaking children's knowledge of dou -- Chapter 4. On the acquisition of existential qualified items in Mandarin -- Chapter 5. Conclusion. ; Mandarin Chinese is known as an in-situ language. In Mandarin, wh-questions are not formed by displacing wh-phrases, as in English. Rather, Mandarin wh-phrases remain in their argument positions in the surface syntax. Attesting to this characterization of Mandarin is the fact that wh-words can be used both to ask questions and to make statements. In statements, the wh-word shenme ‘what’ is similar in meaning to the existential expression renhe (English ‘any’), and it is semantically related to the disjunction word huozhe (English ‘or’). This thesis explores Mandarin-speaking children’s interpretations of the wh-word shenme ‘what’ by comparing its interpretation to that of renhe ‘any’ and huozhe ‘or’ in three formally distinct linguistic contexts. The distributional and interpretive patterns of these expressions are used in a series of experimental investigations to assess children’s knowledge of the semantic properties of these contexts. In one set of (upward entailing) contexts, shenme ‘what’ is a question marker, renhe ‘any’ is prohibited, and the disjunction word huozhe ‘or’ has disjunctive truth conditions. In the second set of contexts (downward entailing, but not antiadditive), shenme remains a question marker, and huozhe continues to be assigned disjunctive truth conditions; however, renhe is permitted in these contexts. The third set of (downward entailing, anti-additive) contexts includes the Mandarin adverbial quantifier dou ‘all.’ In such contexts, shenme, renhe, and huozhe are all licensed, but they yield a ‘conjunctive’ meaning that is different in character from the meanings of these expressions in the other linguistic contexts. Despite this intricate pattern, the findings from the experimental studies demonstrated Mandarin-speaking children’s mastery of the semantics of shenme, renhe and huozhe. The findings are interpreted as evidence of the linguistic competence by young children to compose the complex meanings of sentences with multiple logical expressions. This study offers new data on the acquisition of logical expressions, and reveals the importance of the principles of linguistic theory, and logic, in explaining the course of child language development. The study also sheds new light on the special linguistic properties of Mandarin. ; Mode of access: World wide web ; 1 online resource (xiv, 238 pages) colour illustrations
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Keyword:
anti-additive; child language acquisition; downward entailing; existential quantified items; Language acquisition; Language awareness in children; Mandarin dialects -- Acquisition; Mandarin dialects -- Semantics; negative polarity item
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URL: http://hdl.handle.net/1959.14/1057054
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23 |
Design and Evaluation of English Oral Communication Course at Kansai University
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24 |
Journey to the syllables’ world : intervention in phonological awareness
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25 |
MELODÍAS EN EL PROCESO DE DESARROLLO DE LA CAPACIDAD LECTORA
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In: Tonos Digital; NÚMERO 25 - JULIO 2013 (2013)
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26 |
Els usos interpersonals o privats. Balanç i perspectives de futur ; Interpersonal or private language uses in Catalonia. A balance and future prospects
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In: Treballs de Sociolingüística Catalana; Núm. 22 (2012): Els usos lingüístics a Catalunya: un estat de la qüestió; 59-72 (2013)
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27 |
Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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Developing phonemic awareness skills and reading readiness in kindergarten children
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29 |
The acquisition of differential object marking in L2 Spanish learners
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31 |
A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers
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32 |
Beyond orality and literacy : reclaiming the sensorium for composition studies
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33 |
Raising cultural awareness as part of EFL teaching in Japan
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Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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台灣國小學童音韻遷移現象之研究 ; CROSS-LANGUAGE TRANSFER of PHONOLOGICAL AWARENESS in MANDARIN CHINESE-SPEAKING CHILDREN in TAIWAN
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36 |
English syllable confusion and imitation in Korean bilingual and monolingual children and adults
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37 |
Phonological awareness and explicit instruction in an EFL classroom
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In: CardinalScholar 1.0 (2009)
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Facilitating Word-Learning Abilities in Children with Specific Language Impairment ...
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Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children
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Facilitating Word-Learning Abilities in Children with Specific Language Impairment
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