Chapter
1.2 Self/other reference in child Mandarin
1.2 Self/other reference in child Mandarin
1.2 Self/other reference in child Mandarin
2.1 Participants and data
2.1 Participants and data
2.1 Participants and data
3.1 Instances of self/other reference
3.1 Instances of self/other reference
3.1 Instances of self/other reference
3.2 Forms and functions of self-reference
3.2 Forms and functions of self-reference
3.2 Forms and functions of self-reference
3.3 Forms and functions of other-reference
3.3 Forms and functions of other-reference
3.3 Forms and functions of other-reference
4. Discussion and Conclusion
4. Discussion and Conclusion
4. Discussion and Conclusion
Transcription conventions
Transcription conventions
Transcription conventions
1.1 How time is expressed in Chinese languages
1.1 How time is expressed in Chinese languages
1.1 How time is expressed in Chinese languages
1.2 Acquisition of Chinese temporality in the early years
1.2 Acquisition of Chinese temporality in the early years
1.2 Acquisition of Chinese temporality in the early years
2.3 Coding of the linguistic forms and functions
2.3 Coding of the linguistic forms and functions
2.3 Coding of the linguistic forms and functions
3.1 The developmental repertoires of temporal lexicons
3.1 The developmental repertoires of temporal lexicons
3.1 The developmental repertoires of temporal lexicons
3.2 The developmental changes in time expression
3.2 The developmental changes in time expression
3.2 The developmental changes in time expression
3.3 Double aspectual marking and inappropriate use of temporal devices
3.3 Double aspectual marking and inappropriate use of temporal devices
3.3 Double aspectual marking and inappropriate use of temporal devices
4.1 Acquisition of temporal devices by Cantonese speakers in the early years
4.1 Acquisition of temporal devices by Cantonese speakers in the early years
4.1 Acquisition of temporal devices by Cantonese speakers in the early years
4.2 Acquisition of time concepts in the early years
4.2 Acquisition of time concepts 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 years
4.3 Acquisition of the pragmatics of time expression in the early years
4.3 Acquisition of the pragmatics of time expression in the early years
Maternal affective input in mother–child interaction
Maternal affective input in mother–child interaction
Maternal affective input in mother–child interaction
3.1 American maternal positivity vs. Chinese maternal negativity
3.1 American maternal positivity vs. Chinese maternal negativity
3.1 American maternal positivity vs. Chinese maternal negativity
3.2 Praise and appreciation — Positive maternal affective input
3.2 Praise and appreciation — Positive maternal affective input
3.2 Praise and appreciation — Positive maternal affective input
3.3 Threatening, scolding, and name-calling — Negative maternal affective input
3.3 Threatening, scolding, and name-calling — Negative maternal affective input
3.3 Threatening, scolding, and name-calling — Negative maternal affective input
Do educational backgrounds make a difference?
Do educational backgrounds make a difference?
Do educational backgrounds make a difference?
3.1 Comparison of the mothers’ communicative participation
3.1 Comparison of the mothers’ communicative participation
3.1 Comparison of the mothers’ communicative participation
3.2 Comparison of mothers’ communicative interchanges
3.2 Comparison of mothers’ communicative interchanges
3.2 Comparison of mothers’ communicative interchanges
3.2.1 Social interchanges by mothers with different educational backgrounds in interactions with their children
3.2.1 Social interchanges by mothers with different educational backgrounds in interactions with their children
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
3.2.2 Comparison of speech acts of mothers with different educational backgrounds
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
3.2.3 Levels of Pragmatic flexibility by mothers with different backgrounds in interaction with children
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
3.3 Comparison of language quality in interaction by HEB and LEB mothers
3.3 Comparison of language quality in interaction by HEB and LEB mothers
3.3.1 Analysis of language input in interaction with children by HEB and LEB mothers
3.3.1 Analysis of language input in interaction with children by HEB and LEB mothers
3.3.1 Analysis of language input in interaction with children by HEB and LEB mothers
3.3.2 Analysis of language types used in speech acts by HEB and LEB mothers
3.3.2 Analysis of language types used in speech acts by HEB and LEB mothers
3.3.2 Analysis of language types used in speech acts by HEB and LEB mothers
3.3.3 Analysis of mean length of turns within a topic in mother–child interactions
3.3.3 Analysis of mean length of turns within a topic in mother–child interactions
3.3.3 Analysis of mean length of turns within a topic in mother–child interactions
4. Discussion and conclusion
4. Discussion and conclusion
4. Discussion and conclusion
Chinese preschool children’s comprehension of a picture storybook
Chinese preschool children’s comprehension of a picture storybook
Chinese preschool children’s comprehension of a picture storybook
1. Introduction and background
1. Introduction and background
1. Introduction and background
1.1 Eye tracking evidence for the role of pictures in children’s reading comprehension
1.1 Eye tracking evidence for the role of pictures in children’s reading comprehension
1.1 Eye tracking evidence for the role of pictures in children’s reading comprehension
1.2 The role of two ‘grammars’ in children’s comprehension of a picture storybook
1.2 The role of two ‘grammars’ in children’s comprehension of a picture storybook
1.2 The role of two ‘grammars’ in children’s comprehension of a picture storybook
1.3 A framework for estimating children’s comprehension of picture storybook reading
1.3 A framework for estimating children’s comprehension of picture storybook reading
1.3 A framework for estimating children’s comprehension of picture storybook reading
2.1 Research participants
2.1 Research participants
2.1 Research participants
3.1 Overview of children’s comprehension
3.1 Overview of children’s comprehension
3.1 Overview of children’s comprehension
3.2 Comparison between IOP, AE and SOC
3.2 Comparison between IOP, AE and SOC
3.2 Comparison between IOP, AE and SOC
3.3 Children’s comprehension in each analytical measure
3.3 Children’s comprehension in each analytical measure
3.3 Children’s comprehension in each analytical measure
3.3.1 Image of participant (IOP)
3.3.1 Image of participant (IOP)
3.3.1 Image of participant (IOP)
3.3.3 State of Character (SOC)
3.3.3 State of Character (SOC)
3.3.3 State of Character (SOC)
4.1 General development of children’s comprehension of a picture storybook
4.1 General development of children’s comprehension of a picture storybook
4.1 General development of children’s comprehension of a picture storybook
4.2 Developing order of children’s comprehension of a picture storybook
4.2 Developing order of children’s comprehension of a picture storybook
4.2 Developing order of children’s comprehension of a picture storybook
4.3 Why are some items more difficult for children to comprehend than others?
4.3 Why are some items more difficult for children to comprehend than others?
4.3 Why are some items more difficult for children to comprehend than others?
Development of Pragmatic and Discourse Skills in Chinese-Speaking Children
( Benjamins Current Topics )
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