東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English-Chinese bilingual children's acquisition of the complex temporal sentences containing the terms "before" and "after"./
作者:	Kwoh, Stella Yu-Mei.
面頁冊數:	1 online resource (85 pages)
附註:	Source: Dissertations Abstracts International, Volume: 53-01, Section: A.
Contained By:	Dissertations Abstracts International53-01A.
標題:	Language arts. -
電子資源:	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".
LDR:02710nmm a2200385K 4500 001 2353640
005 20230306113701.5
006 m o d
007 cr mn ---uuuuu
008 241011s1991 xx obm 000 0 eng d
020 $a 9798208011577
035 $a (MiAaPQ)AAI9120023
035 $a AAI9120023
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
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".
264 0 $c 1991
300 $a 1 online resource (85 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 53-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Brisk, Maria Estela.
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
650 4 $a Language arts. $3 532624
650 4 $a Multicultural education. $3 526718
650 4 $a Developmental psychology. $3 516948
650 4 $a Linguistics. $3 524476
653 $a @*After
653 $a @*Before
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0279
690 $a 0620
690 $a 0290
690 $a 0455
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Boston University. $3 1017454
773 0 $t Dissertations Abstracts International $g 53-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9120023 $z click for full text (PQDT)