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汉语(不)定指标记儿童习得研究 : Acquisition of(in)definiteness markers in child Mandarin / WU Zhuang;HUANG Rong;ZHANG Zhenghao.
// Foreign language teaching and research. 2015, Vol. 47, No.2.
// 外语教学与研究 2015, 第47卷.第1期 2015.176-189+319 p. Using the picture-elicitation technique,the present study investigates the use of NP forms and syntactic positions in marking(in)definiteness by Mandarin-acquiring children aged between 3-9in their story-telling.The results indicate an early acquisition of the mapping between NP forms and indefiniteness,but a late development of the syntactic position markers,as evidenced by the preschoolers’ frequent violation of the subject definiteness constraint,i.e.,using numeral phrases as the sentential subject.The study also reveals an impact by the number of referents on the choice of NP forms in marking new referents.Both children and adults in the study produced more numeral phrases when referring to multiple referents than did they when referring to a single referent.These findings support the view that the mapping between NP forms and referentiality is acquired early,while linguistic knowledge at the syntax-pragmatics interface is more difficult to acquire.However,the idea that young children do not take the hearer’ s knowledge into consideration in their language is not supported by the present study.
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汉语(不)定指标记儿童习得研究 = Acquisition of(in)definiteness markers in child Mandarin / WU Zhuang; HUANG Rong; ZHANG Zhenghao;Faculty of English Language and Culture,Guangdong University of Foreign Studies;School of Foreign Languages,Xiangtan University.
// Foreign language teaching and research. 2015, Vol. 47, No.2.
// 外语教学与研究 2013, 第45卷.第4期 2015176-189+319 p. Using the picture-elicitation technique,the present study investigates the use of NP forms and syntactic positions in marking(in)definiteness by Mandarin-acquiring children aged between 3-9in their story-telling.The results indicate an early acquisition of the mapping between NP forms and indefiniteness,but a late development of the syntactic position markers,as evidenced by the preschoolers’ frequent violation of the subject definiteness constraint,i.e.,using numeral phrases as the sentential subject.The study also reveals an impact by the number of referents on the choice of NP forms in marking new referents.Both children and adults in the study produced more numeral phrases when referring to multiple referents than did they when referring to a single referent.These findings support the view that the mapping between NP forms and referentiality is acquired early,while linguistic knowledge at the syntax-pragmatics interface is more difficult to acquire.However,the idea that young children do not take the hearer’ s knowledge into consideration in their language is not supported by the present study.
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汉语儿童同音语素识别能力与词汇量、阅读理解的关系 = Relation of Homophone Identification to Reading Comprehension and Vocabulary in Chinese Children / 叶青青; 耿耀国.
// Applied linguistics. 2013, No.2. 2013.72-79 p. To examine the relationship of homophone identification to reading comprehension and vocabulary in Chinese children,194 children from two ordinary kindergartens and one primary school from Zhengzhou,Henan Province were assessed with Homophone Identification Test,Vocabulary Test and Reading Comprehension Test.The result showed that homophone identification ability of children in grade one was significantly higher than that of preschool children.There are significant differences between the three grades in vocabulary and reading comprehension tests.Homophone identification,vocabulary and reading comprehension positively correlated with one another.Significant full mediation of vocabulary on the association between homophone identification and reading comprehension were revealed.It suggested that homophone identification could help enhance Chinese children’s reading comprehension level by expanding their vocabulary.
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