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1
Early critical thinking in a Mandarin-speaking child : an exploratory case study
Shao, Xuemei (S35928); Qi, Ruying (R10565); Kawaguchi, Satomi (R7941). - : Switzerland, MDPI, 2022
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2
Cross-linguistic influence of L2 on L1 in late Chinese-English bilinguals : the case of subject realisation
Liu, Ying (S32823); Qi, Ruying (R10565); Di Biase, Bruno (R7581). - : Netherlands, John Benjamins Publishing, 2021
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3
The influence of the environmental language (Lε) in Mandarin-English bilingual development : the case of transfer in wh- questions
Qi, Ruying (R10565); Di Biase, Bruno (R7581). - : U.K., Sage Publications, 2020
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4
Shaping EFL teachers' critical intercultural awareness through intercultural education
Susilo, Andi (S34122); Yang, Ping (R15602); Qi, Ruying (R10565). - : Slovakia, European Alliance for Innovation, 2019
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5
“个” 在英汉双语儿童中的泛化: 语言输人的影响 ; (Bilingual children's overgeneralisation of the classifier ge in Chinese : what is the role of caretakers' input?)
Wu, Wanhua (S31706); Qi, Ruying (R10565). - : China, The Commercial Press, 2018
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6
双语人的优势: 父母子女终身受益 ; (The advantages of being bilingual: the lifelong benefits to parents and children)
Qi, Ruying (R10565). - : China, The Commercial Press, 2017
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7
Bilingual development by children of immigrant families : what parents and teachers should know?
Qi, Ruying (R10565); Wu, Wanhua (S31706). - : China, Nanjing University Press, 2017
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8
语言外部化 ; (On the externalization of language)
Xu, Daming; Qi, Ruying (R10565). - : China, Foreign Language Teaching and Research Press, 2016
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9
Input and acquisition of Mandarin classifiers by English-Mandarin bilingual children
Qi, Ruying (R10565); Wu, Wanhua (S31706). - : China, Nanjing University Press, 2015
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10
Interaction between phonological and lexical development of Putonghua-speaking children
Hua, Zhu; Qi, Ruying (R10565). - : China, Nanjing University Press, 2015
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11
Why speaking two languages is advantageous for the speaker
Di Biase, Bruno (R7581); Qi, Ruying (R10565). - : China, Nanjing University Press, 2015
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12
《双语儿童:早期发展及语言接触》述评 ; (Translation of “The Bilingual Child” : Theory and Practice)
Qi, Ruying (R10565). - : China, Beijing World Publishing Corporation, 2014
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13
Foreign language education
Qi, Xiaoying (R17239); Qi, Ruying (R10565). - : U.S.A., Berkshire Publishing Group, 2013
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14
Preliminary report : an acoustic phonetic analysis of word-initial stop production by young simultaneous Mandarin-English bilingual children
Qi, Ruying; Tsukada, Kimiko; Zhu, Hua. - : Plural Publishing, 2012
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15
Preliminary report : an acoustic phonetic analysis of word-initial stop production by young simultaneous Mandarin-English bilingual children
Tsukada, Kimiko; Hua, Zhu; Qi, Ruying (R10565). - : U.S.A., Plural Publishing, 2012
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16
澳大利亚大学中文教学中语言评估的设制 : 3D模式 ; (Designing an assessment for Chinese language teaching in Australian universities : a 3D approach)
Qi, Ruying (R10565); Qi, Xiaoying (R17239). - : China, Shanghai Translation Publishing House, 2012
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17
The Bilingual Acquisition of English and Mandarin: Chinese Children in Australia
Qi, Ruying (R10565). - : U.S., Cambria Press, 2011
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18
Pronoun acquisition in a Mandarin-English bilingual child
In: International journal of bilingualism. - London [u.a.] : Sage Publ. 14 (2010) 1, 37-64
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19
Pronoun acquisition in a Mandarin-English bilingual child
Qi, Ruying. - : U.K., Sage Publications, 2010
Abstract: Studies on bilingual first language acquisition mainly concern the formal aspects of bilingual children's language development. In-depth studies on the development of the personal pronoun system have so far received little attention in the literature. The longitudinal study is a first attempt to trace the developmental route of personal pronouns in an unbalanced 2L1 Chinese Mandarin-English child. Pragmatic and semantic issues relating to pronoun usage are addressed in order to examine order of emergence and production patterns of personal pronouns in Mandarin and English. The results are discussed in relation to the theoretical hypotheses and are compared to monolingual data. Findings seem to support speech role hypothesis. In other words, the bilingual child has no problem with the speech role function of pronouns. Further, this study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environment which is fundamentally unlike the one-parent-one-language setting. The results suggest that the bilingual child has a differentiated development in his two languages: that the two languages are not developed at the same rate, nor by the same route or the same strategy. The weaker language develops smoothly and in the same pattern as L1. In addition, this bilingual child adopts complementary strategies to reach two target usages of personal pronouns despite the apparent unbalanced input and output of his two languages. The data set of the current study consists of over 65 tape-recorded sessions of naturalistic speech collected over 30 months in context-based language use either Mandarin or English, where Mandarin is the home (and ethnic community) language spoken by both parents and other family members while English is the (dominant) language of all other environments.
Keyword: 2003 - Language Studies; language acquisition; Mandarin dialects
URL: http://handle.uws.edu.au:8081/1959.7/503150
https://doi.org/10.1177/1367006909356649
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20
The transition from nominal to pronominal person reference in the early language of a Mandarin-English bilingual child
In: International journal of bilingualism. - London [u.a.] : Sage Publ. 10 (2006) 3, 301-329
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