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English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after".

Record Type:	Electronic resources : Monograph/item
Title/Author:	English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after"./
Author:	Kwoh, Stella Yu-Mei.
Description:	1 online resource (85 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 53-01, Section: A.
Contained By:	Dissertations Abstracts International53-01A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9120023click for full text (PQDT)
ISBN:	9798208011577

English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after".
Kwoh, Stella Yu-Mei.

English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after". - 1 online resource (85 pages)

Source: Dissertations Abstracts International, Volume: 53-01, Section: A.

Thesis (Ed.D.)--Boston University, 1991.

Includes bibliographical references

This dissertation studies English and Chinese bilingual children's processing of complex sentences containing the temporal terms "before" and "after". This dissertation provides evidence that "before" is not easier than "after" as claimed by E. Clark (1971). The Chinese complex sentences containing "after" are actually easier for the monolingual Chinese children and English-Chinese bilingual children. Furthermore, a majority of the monolingual Chinese children who participated in this study had mastered "after sentences" while doing poorly on "before sentences", suggesting that Clark's Lexical Contrast Theory (1983), which claimed that children would not master the terms of "before" and "after" until they master the contrast of these two terms, also failed to explain children's acquisition of these two terms. In addition, all children who participated in this study rely on the order of mention strategy proposed by E. Clark (1971). They continue to use this nonlinguistic strategy after age five. Finally, it seems to be the case that the constraint of the fixed structure (in Chinese, in this case) is psychologically more complex than a more flexible one. This may explain why the bilingual children, who always have greater flexibility in their languages, seem to show definite cognitive advantages in certain areas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798208011577Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

@*AfterIndex Terms--Genre/Form:

542853
Electronic books.

English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after".
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100 1 $a Kwoh, Stella Yu-Mei. $3 3693970
245 1 0 $a English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after".
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500 $a Source: Dissertations Abstracts International, Volume: 53-01, Section: A.
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502 $a Thesis (Ed.D.)--Boston University, 1991.
504 $a Includes bibliographical references
520 $a This dissertation studies English and Chinese bilingual children's processing of complex sentences containing the temporal terms "before" and "after". This dissertation provides evidence that "before" is not easier than "after" as claimed by E. Clark (1971). The Chinese complex sentences containing "after" are actually easier for the monolingual Chinese children and English-Chinese bilingual children. Furthermore, a majority of the monolingual Chinese children who participated in this study had mastered "after sentences" while doing poorly on "before sentences", suggesting that Clark's Lexical Contrast Theory (1983), which claimed that children would not master the terms of "before" and "after" until they master the contrast of these two terms, also failed to explain children's acquisition of these two terms. In addition, all children who participated in this study rely on the order of mention strategy proposed by E. Clark (1971). They continue to use this nonlinguistic strategy after age five. Finally, it seems to be the case that the constraint of the fixed structure (in Chinese, in this case) is psychologically more complex than a more flexible one. This may explain why the bilingual children, who always have greater flexibility in their languages, seem to show definite cognitive advantages in certain areas.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a Multicultural education. $3 526718
650 4 $a Developmental psychology. $3 516948
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