Tse / Li Early Child Cantonese

Facts and Implications
1. Auflage 2011
ISBN: 978-3-11-024009-2
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 42, 214 Seiten

Reihe: Studies on Language Acquisition [SOLA]ISSN

This book is the first publication on record that systematically and comprehensively addresses the acquisition and development of Cantonese in early childhood. It draws upon evidence from up-to-date reviews of associated literature, on the outcomes of numerous research studies conducted by the authors and on the outcomes of an in-depth study of the largest corpus of early childhood Cantonese. To supplement and illuminate published trends in the literature, carefully gathered reliable and valid empirical data are critically scrutinized. The evidence is used to clarify and examine theoretical assumptions and to outline putative developmental trends in early childhood Cantonese pragmatics.

Zielgruppe

Scholars Interested in Cantonese Language Acquisition, Educational, Developmental, Cognitive and Developmental Psychologists, Psycholinguists, Educational Researchers, Speech Therapists, and Language Teachers, Anthropologists, Computer Scientists, Instructional Designers, Curriculum Designers, Textbook Writers, Undergraduate and Post-Graduate Students

Autoren/Hrsg.

Tse, Shek

Li, Hui

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Einzelne Sprachen & Sprachfamilien
• Geisteswissenschaften Sprachwissenschaft Angewandte Sprachwissenschaft

Inhaltsverzeichnis

1;Foreword;6
2;Preface;8
3;Acknowledgments;10
4;Chapter 1. Introduction;14
4.1;1.1 Cantonese as a major Chinese dialect;14
4.2;1.2 Reasons for studying early childhood Cantonese;19
4.3;1.3 Research data and method;23
4.4;1.4 Organization of the book;28
5;Chapter 2 Cantonese lexical development in the early years;35
5.1;2.1 Lexical categories in Cantonese;36
5.2;2.2 Early child lexical development: Repertoire, norms, and trends;38
5.3;2.3 Noun bias versus verb bias;44
5.4;2.4 Cantonese classifiers;50
5.5;2.5 Conclusion and implications;62
6;Chapter 3 Syntactic development in the early years;63
6.1;3.1 Indicators of syntactic development;63
6.2;3.2 Syntactic development in the early years;67
6.3;3.3 Gender and age differences in syntactical development;75
6.4;3.4 Conclusion and implications;78
7;Chapter 4 Interrogative development in the early years;83
7.1;4.1 Interrogative forms in early childhood Cantonese;83
7.2;4.2 Interrogative functions in early childhood Cantonese;94
7.3;4.3 Conclusion and implications;102
8;Chapter 5 Cognitive development in the early years: The case of temporal words;105
8.1;5.1 Forms of early Cantonese temporal words;105
8.2;5.2 Development of early Cantonese temporal words;109
8.3;5.3 Discussion, conclusion, and implications;117
9;Chapter 6 General conclusion and implications;121
9.1;6.1 General conclusions;121
9.2;6.2 General discussion;122
9.3;6.3 Limitations of the study;125
9.4;6.4 Implications;125
10;Appendix I: Jyutping: The Cantonese Romanization System proposed by the Linguistic Society of Hong Kong;130
11;Appendix II: Early vocabulary inventory for Cantonese Chinese;132
12;References;203
13;Index;214

Über Autor(innen)

Shek Kam Tse, University of Hong Kong, China; Hui Li, University of Hong Kong, China.