Literatura académica sobre el tema "Mandarin first language"
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Artículos de revistas sobre el tema "Mandarin first language"
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Hao, Yuxin, Xun Duan y Qiuyue Yan. "Processing Aspectual Agreement in a Language with Limited Morphological Inflection by Second Language Learners: An ERP Study of Mandarin Chinese". Brain Sciences 12, n.º 5 (21 de abril de 2022): 524. http://dx.doi.org/10.3390/brainsci12050524.
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Previous studies on the neural cognitive mechanisms of aspectual processing in second language (L2) learners have focused on Indo-European languages with rich inflectional morphology. These languages have aspects which are equipped with inflected verb forms combined with auxiliary or modal verbs. Meanwhile, little attention has been paid to Mandarin Chinese, which has limited morphological inflection, and its aspect is equipped with aspectual particles (e.g., le, zhe, guo). The present study explores the neurocognitive mechanism of Mandarin Chinese aspect processing among two groups of late Mandarin Chinese proficient learners with Thai (with Mandarin Chinese-like aspect markers) and Indonesian (lack of Mandarin Chinese-like aspect markers) as their first language (L1). We measured event-related potentials (ERPs) time locked to the aspect marker le in two different conditions (the aspect violation sentences and the correct sentences). A triphasic ELAN-LAN-P600 effect was produced by the Mandarin Chinese native speakers. However, there was no ELAN and LAN in Indonesian native speakers and Thai native speakers, except a 300–500 ms negativity widely distributed in the right hemisphere and P600-like effect. This suggests that both groups of Mandarin Chinese learners cannot reach the same level as Mandarin Chinese native speakers to process Mandarin Chinese aspect information, probably due to the complex feature of Mandarin Chinese aspect maker, the participants’ L2 proficiency and age of L2 acquisition.
2
Coblin, W. South. "Robert Morrison and the Phonology of Mid-Qīng Mandarin". Journal of the Royal Asiatic Society 13, n.º 3 (noviembre de 2003): 339–55. http://dx.doi.org/10.1017/s1356186303003134.
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AbstractRobert Morrison (1782–1834; Chinese name: Maˇ Liˇxùn) was the London Missionary Society's first representative in China and is generally viewed as the father of Protestant missionary work there. Modern scholarly interest in him has in the main focused on his role as a Bible translator (see, for example, Zetzsche 1999, especially Chapter 2). As part of his missionary activities, Morrison studied both written and spoken Chinese; and these researches yielded grammars of both Mandarin (i.e. Guānhuà “the language of the mandarins or officials”; Morrison, 1815) and Cantonese (1815: appendix, pp. 259–280), plus a major dictionary of written Chinese (1815–1823) and a smaller lexicon of Cantonese (1828). In order to transcribe spoken Chinese, Morrison developed romanisations for both Mandarin and Cantonese. These orthographic systems shed light on the pronunciation of the underlying languages as they were spoken two hundred years ago. The purpose of the present paper is to examine Morrison's romanisation of Mandarin for clues about the pronunciation of early nineteenth-century standard Chinese.
3
Suo Yan Ju, Mikail Ibrahim y Nurhasma Muhamad Saad. "The Impact of Attitude Towards Mandarin as A Foreign Language Achievement". Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, n.º 2 (11 de diciembre de 2022): 115–22. http://dx.doi.org/10.33102/alazkiyaa.v1i2.31.
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Attitude plays a fundamental role in the learning process of foreign languages. It has recently gotten much attention from first and second-language researchers. Previous studies have indicated that learners showed a positive attitude towards learning Mandarin. Limited studies investigated the correlations between language learning attitude and course achievement among Mandarin foreign language learners. Therefore, this study tends to fill this gap. 614 non-native Malay learners of Mandarin from 5 different public universities in Malaysian participated in this study. The study used a quantitative design, and data was collected through questionnaires and the end-of-semester course grade. Descriptive statistics analysis, correlation and linear regression using SPSS. 25 were run to analyse the collected data. This study revealed a statistically positive correlation between attitude and Mandarin foreign language course achievement. The linear regression result revealed that learning attitude statistically predicted Mandarin foreign language learners' course achievement (β = .20, .001). This study has concluded limitations and recommendations to help institutions and interested researchers shed light on these further research studies.
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Chen, Jidong y Zhiying Qian. "Learning the Lexical Semantics of Mandarin Monomorphemic State-Change Verbs by English-Speaking Learners of Mandarin Chinese". Languages 7, n.º 3 (11 de agosto de 2022): 215. http://dx.doi.org/10.3390/languages7030215.
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Languages vary systematically in how semantic information is “packaged” in verbs and verb-related constructions. Mandarin Chinese contrasts typologically with English in its lexicalization of state change. Most Mandarin monomorphemic verbs are moot about or imply a state change, whereas many English monomorphemic verbs (e.g., kill, break) entail the fulfillment of a state change. Recent studies suggest that Mandarin monomorphemic verbs form a continuum in the strength of state-change implicature. State-change verbs have been found difficult for first language (L1) learners. This study reports two experiments that investigate the lexical semantic knowledge of Mandarin monomorphemic implied or moot state-change verbs by intermediate (N = 19, mean age 21) and advanced (N = 12, mean age 21) English-speaking second language (L2) learners of Mandarin Chinese. The results reveal L2 learners’ general preference for the state-change interpretation for the monomorphemic verbs and their limited sensitivity to the nuanced strength of state-change implicature in the Mandarin verbs. Typological differences in the lexicalization of state change are argued to contribute to the difficulties in L2 learning of the lexical semantics in the semantic domain of state change in Mandarin.
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Yuan, Chen. "The Chinese Language (Mandarin) in the Twenty-first Century". Contemporary Chinese Thought 35, n.º 3 (abril de 2004): 73–95. http://dx.doi.org/10.2753/csp1097-1467350373.
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Jiang, Haisheng. "Mandarin‐English bilinguals’ accented first‐language (L1) vowel production." Journal of the Acoustical Society of America 125, n.º 4 (abril de 2009): 2755. http://dx.doi.org/10.1121/1.4784625.
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Yang, Jing. "Comparison of VOTs in Mandarin–English bilingual children and corresponding monolingual children and adults". Second Language Research 37, n.º 1 (24 de junio de 2019): 3–26. http://dx.doi.org/10.1177/0267658319851820.
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Word-initial stops in Mandarin and English show a distinctive phonological categorization but a similar phonetic realization along the VOT (Voice Onset Time) continuum. Previous research reported that native Mandarin adults produce measurably longer long-lag VOTs than native English adults. The present study examined whether and how the difference between Mandarin and English VOTs is manifested in monolingual children and Mandarin–English bilingual children. The participants included 15 five- to six-year-old sequential bilingual children, 24 corresponding monolingual children (15 Mandarin, 9 English), and 22 monolingual adults (12 Mandarin, 10 English). The bilingual children were divided into two groups (Bi-low and Bi-high) based on the amount of experience in English. Each participant was recorded producing 18 Mandarin words and/or 18 English words containing six stops in each language. The VOT values were measured from the beginning of stop burst to the onset of the voicing. The results showed that the language difference in VOT in the monolingual children was manifested in a pattern similar to the monolingual adults. However, Mandarin and English VOTs showed less separable distributions in the two groups of bilingual children. Further analysis suggested that both groups of bilingual children tended to separate Mandarin and English short-lag VOTs but only the Bi-low children showed different long-lag VOTs between the two languages. These results suggested that due to the bilingual effects and L1–L2 (first language – second language) interactions, even though the bilingual children tried to separate the two VOT systems, they implemented the separation in a different manner than the monolingual speakers.
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Chang, Sharon. "Raciolinguistic ideology in first-year university (non)heritage Chinese classes". Language Learning in Higher Education 10, n.º 2 (1 de diciembre de 2020): 491–509. http://dx.doi.org/10.1515/cercles-2020-2031.
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Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.
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Luo, Jin, Wenchun Yang, Angel Chan, Kelly Cheng, Rachel Kan y Natalia Gagarina. "The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN". ZAS Papers in Linguistics 64 (31 de agosto de 2020): 159–62. http://dx.doi.org/10.21248/zaspil.64.2020.569.
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This paper introduces the Mandarin version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and describes the adaptation process. The Mandarin MAIN not only extends the empirical coverage of MAIN by including one of the most widely spoken languages in the world, but also offers an important tool to assess the narrative abilities of monolingual and bi-/ multi- lingual children acquiring Mandarin as a first, heritage, second, or additional language across the globe.
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Lin, Yu-Jung, Joshua Isakson y Emma Keane. "Impact of face masks on second language word identification". Journal of the Acoustical Society of America 151, n.º 4 (abril de 2022): A277—A278. http://dx.doi.org/10.1121/10.0011331.
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The current study investigated the effects of face masks on the intelligibility of second language (L2) speech. Specifically, we examined whether L2 learners of Mandarin and English identify words in their L2s less accurately when the speakers spoke through masks. Seven Mandarin native speakers whose L2 is English and seven English native speakers whose L2 is Mandarin were asked to identify the words they heard in videos, where English and Mandarin native speakers pronounced monosyllabic words in their native languages with and without surgical masks. The first languages (L1s) of these 14 subjects, the language of the videos, the mask conditions (with mask versus without mask), the noise conditions (quiet versus noisy), and the speaker gender (male versus female) were included in the experimental design. Preliminary results suggested that L2 word identification was significantly impacted when the background noise was present. Furthermore, the accuracy of L2 word identification in the male-speaker condition was significantly lower than the female-speaker condition when masks were worn. These findings were compared to the L1 perception data to demonstrate how the use of masks may negatively impact L2 perception to a greater degree than L1 perception.
Tesis sobre el tema "Mandarin first language"
1
Ma, Lixia. "Acquisition of the perfective aspect marker "le" of Mandarin Chinese in discourse by American college learners". Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/68.
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Bridges, Susan Margaret y n/a. "English Language Immersion: Theorising from Stakeholders' Accounts". Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060322.144245.
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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.
3
Bridges, Susan Margaret. "English Language Immersion: Theorising from Stakeholders' Accounts". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.
Texto completoResumen
This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
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Liu, Huei-Mei. "The acoustic-phonetic characteristics of infant-directed speech in Mandarin Chinese and their relation to infant speech perception in the first year of life /". Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8253.
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Yang, Bei. "A model of Mandarin tone categories--a study of perception and production". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/764.
Texto completoResumen
The current study lays the groundwork for a model of Mandarin tones based on both native speakers' and non-native speakers' perception and production. It demonstrates that there is variability in non-native speakers' tone productions and that there are differences in the perceptual boundaries in native speakers and non-native speakers.
There are four experiments in this study. Experiment 1 utilizes native speakers' production data from a published speech database to explore the features of tone production by native speakers. Inter-speaker normalization is used to analyze the data. Experiment 2 synthesizes 81 tones that are carried by four sentences to measure perception by native and non-native speakers. The intra-speaker and inter-speaker normalization is used to investigate the perceptual space of T1, T2, T3, and T4. The researcher also explores the salient features distinguish native speakers' and non-native speakers' perception of the four principal tones. Experiment 3 uses both synthesized tones and natural tones that are carried by sentences to explore how pitch values of tones create overlapping areas in the perceptual map. Experiment 4 examines tone production by non-native speakers to identify the differences between native speakers' perception and non-native speakers' production; and the differences between non-native speakers' perception and their production of tones.
The results of the perception and production experiments with native speakers show the perceptual boundaries and tonal categories in the perceptual space and the production space. The difference of native speakers' perception and production shows us the perceptual cue for perception. Meanwhile, the similarities of native speakers' perception and production reveal the acoustic cues, including register and contour, for tone perception and production. The results of the perception experiments with non-native speakers indicate that there are no clear boundaries, and that tone overlap in the perceptual space. Register plays an important role in the perception of tones by non-native speakers. The results of non-native speaker production also show overlapping tones in the acoustic space. The non-native speaker production appears to be determined by the contour of the tones in contrast both the contour and register determine the tonal categories of native speaker.
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Lu, Chien-hui Rose y 呂建慧. "First Language Acquisition of Mandarin Chinese Conditionals". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/72937586861695266748.
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碩士國立臺灣師範大學
英語學系
100
In first language acquisition, conditionals are regarded as one of the most complicated syntactic constructions, enjoying extensive discussion in the literature. However, few researchers have conducted an empirical study to investigate the competence and performance of Chinese children’s acquisition of conditional sentences. Therefore, the present study aims to probe into Chinese children’s development by investigating the markednesss issues, scenario differences, task effects, production analysis and age effects on the five types of conditionals. A comprehension task (i.e., interpretation task) and a production task (i.e., imitation task) were assigned to 90 Chinese children (aged 3-7), divided into five age groups, and a control group of 18 Chinese speaking adults. The overall results indicated that the markedness, scenarios, tasks and age were determinant factors in the acquisition of Mandarin Chinese conditionals. The five types exhibited different degrees of difficulty. Type 2 (i.e., clause-initial adverbial conditionals) was found the easiest, and Type 1 (i.e., double adverbial conditionals) and Type 4 (i.e., non-wh-word conditionals) were relatively easier than Type 5 (wh-word conditionals) and Type 3 (i.e., clause-final adverbial conditionals). The results also showed that children performed better on the unmarked types (Types 1, 2 and 4) while the marked types (Types 3 and 5) were found challenging. Concerning the scenarios, it was found that the hypothetical conditionals were acquired prior to the counterfactual conditionals, a result in accord with the literature. As for the task effects, the subjects performed the comprehension task significantly better than the production task. With regard to the production data, it was found that most of the children’s production resulted from Type 3 and Type 5. In addition, Insertion was commonly used by most subjects and they tended to add an unmarked clause-initial conditional adverbial ruguo ‘if’ to produce typical conditional sentences. Finally, it was found that age six was a cutting point where our children performed significantly better than preschoolers and reached the adult grammar.
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Chiang, Kuan-Hsien y 江冠嫻. "Children’s First Language Acquisition of Classifiers in Mandarin Chinese". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/33eew6.
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碩士國立臺灣師範大學
英語學系
107
The present study aims at investigating Mandarin-speaking children’s acquisition of classifiers. Two experiments were designed to elicit the subjects’ comprehension and production: a picture-pointing task and a picture--description task. The issues addressed in the present study included children’s difficulty in acquiring count-noun and noncount-noun classifiers, individual and group classifiers, and shape classifiers, as well as age effect. Forty-eight children participated in the present study, and they were further divided into three age groups: Group 1 (five to six years old), Group 2 (seven to eight years old), and Group 3 (nine to ten years old). In addition, sixteen adults were recruited as the control group. The major findings are summarized as follows: First of all, it was found that our subjects performed significantly better on noncount-noun classifiers than on count-noun classifiers (p < 0.05). Secondly, there was a significant difference between the subjects’ performances on individual classifiers and group classifiers (p < 0.05). They showed better ability in dealing with individual classifiers than with group classifiers. Thirdly, with regard to shape classifiers, all the child groups demonstrated an identical acquisition pattern, where irregular three-dimensional classifiers were the easiest to acquire, followed by two-dimensional classifiers and one-dimensional classifiers. Regular three-dimensional classifiers were the most challenging to acquire. Finally, the results indicated that children at the ages of five and six could comprehend and produce count-noun and noncount-noun classifiers, individual and group classifiers, and some shape classifiers, but not adult-like yet. Children aged seven to eight obtained adult-like comprehension of count-noun and noncount-noun classifiers, individual and group classifiers, and part of shape classifiers; however, they were not able to show adult-like production yet. Moreover, the subjects aged nine to ten comprehended all the test classifiers as the adult group did; nevertheless, their production was still not adult-like yet.
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Li, Wei-shan y 李瑋珊. "The First Language Influence on the Second Language Acquisition of Mandarin Resultative Verb Compounds". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7xzvm5.
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碩士國立臺灣師範大學
英語學系
96
The resultative verb compounds (hereafter RVC) in Chinese consist of two verbal elements, with the second element signifying the result of the action/state denoted by the first (Li and Thompson 1981). Smith (1997) hence suggests that RVCs are like English Accomplishments. However, there are some cross-linguistic variations between RVCs and Accomplishments, though the two verbs have the action-result semantic relation between their semantic components. Tai (1984), for example, indicates that the Mandarin RVC encodes only the aspectual meaning of the result; thus, RVCs are instantaneous verbs, whereas English Accomplishments with the aspectual meaning of both the action and result are durative verbs. Tai (2003) also points out that in Mandarin RVCs, the result of an event is ‘overtly’ expressed with the resultative morpheme, while in English Accomplishments, it is ‘covertly’ expressed, or ‘implied’ in the meaning of the verb (Tai 2003). Based on the difference between Mandarin and English in the specification of ‘result’, Tai claims that English speakers would attend less to the result part of the event than Chinese speakers. Motivated by the cross-linguistic variations between Mandarin RVCs and English Accomplishments, this study explores the L2 acquisition of Mandarin RVCs by English L2 learners to see whether they have full understanding of the semantic properties of RVCs in general and whether their acquisition varies according to the three RVC types—divided based on the semantic property of the two constituents-- Activity-Result, Semelfactive-Result and State-Result RVCs. Forty native English speakers learning Chinese at the MTC participated in this study, and they were further divided into two groups according to their Chinese proficiency levels, i.e., the intermediate and high groups. The instrument was a survey composed of two tasks--grammaticality judgment (GJ) and sentence interpretation (SI). The overall results showed that the learners’ performance differed according to the three RVC types. They did best on the Sta-R RVCs, with the notable exception of test questions containing both a Sta-R RVC and the adverb chayidianr ‘almost’ in the SI task. Among the three RVC types, the Sem-R RVC had the lowest accuracy rate. Though the learners performed better on the Act-R RVC than on the Sem-R RVC, there was no significant difference between the performances. A further examination revealed that the English learners had the knowledge that the result part constitutes the semantic focus of RVCs and treated Act-R and Sem-R RVCs as English typical Achievements and derived Achievements, respectively. Moreover, the results showed that the learners’ L1 played a crucial role in the L2 acquisition of Mandarin RVCs. In the GJ task, it has been observed the compatibility between the meaning of the derived Achievement and the English progressive misled the learners into considering that Sem-R RVCs could appear with the Mandarin imperfective aspect marker zhengzai, which implies that the L1-L2 difference in structure brings about negative transfer. With respect to positive transfer, it was found that the accuracy of judgment for the Act-R RVC was higher than that for the Sem-R RVC, suggesting that the L1 knowledge of (typical) Achievements had great help in acquiring the Act-R RVC. In the SI task, the results showed that as far as the Action-Result RVCs are concerned, the frequency of the result interpretation for questions with the adverb ‘almost’ is higher than that for questions without the adverb, suggesting that the learners relied heavily on English Achievements when making decision on the center predication of sentences with such RVCs. Last but not least, our results showed that English-speaking people attended more to the action part of the event than to the action part.
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Chang-Smith, Meiyun. "First language acqusition of functional categories in Mandarin nominal expressions: a longitudinal study of two Mandarin speaking children". Phd thesis, 2004. http://hdl.handle.net/1885/10143.
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In the present study, I adopt theoretical aspects from the Minimalist framework (Chomsky 1995), namely the theory of Economy, Merge Operation and Feature Checking, to account for the acquisition of functional categories in early child grammar. I focus on the acquisition of functional categories associated with Mandarin nominal expressions, namely Determiner Phrase (DP), Number Phrase (NumbP) and Classifier Phrase (ClP), by carrying out longitudinal studies of two Mandarin speaking children, one monolingual and the other bilingual. Based on the data from two corpora (starting from the onset of the one-word stage to the later multi-word stage), clear developmental sequences, which I categorize in terms of six phenomenological phases, for the acquisition of functional categories associated with Mandarin nominal expressions are identified. Interpretations of the developmental sequences, leading to proposals for the incremental development of phrase structure representations, together with tentative rationalizations for why the developmental sequences proceed as they do are provided. As a result of my analysis of the two corpora, I demonstrate that at least one functional head (namely head D) was already manifested in the child's grammar from the middle of the one-word stage onwards. Both head Numb and head Cl are instantiated from the second half of the two-word stage (MLU 1.5 - 2.0). However, while instantiated early in child Mandarin, the grammatical features of these functional heads appear to be under specified, i.e., they do not contain all the grammatical features of those in adult Mandarin. For instance, at least the specifier- and complement-feature of the head D and the complement-feature of the head Cl are still missing during the second half of the two-word stage. The grammatical features of functional heads in Mandarin nominal expressions are found to be instantiated incrementally in the child's grammar during the course of development. Overall, the findings of the present study provide strong support for the Weak Continuity perspective regarding children's grammatical competence during the earliest stage of syntactic development.
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LIN, YUN-WEN y 林允文. "First Language Effects on the Production of the Syllable-final Nasals in Taiwan Mandarin". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58ctf5.
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碩士輔仁大學
跨文化研究所語言學碩士班
103
The phenomenon that Mandarin [-iŋ] being often replaced in Taiwan Mandarin by [-in] was observed by Kubler (1986) first. This study aims to observe whether the production of two nasal codas, [n] and [ŋ] in Taiwan Mandarin is associated with the language background of Hakka, Southern Min and Mandarin. A word list reading was conducted focusing on the nasal coda /n/ and /ŋ/ preceded by the vowels, /i/, / ə / and /a/. Forty-five subjects participated in the experiment, with each language groups recruiting 15 natives. The spectral analysis of digital audio recordings analyzed by Praat extracted the median values of F2 resulting in the average of each subjects. The results analyzed by Mixed Models indicated that the all groups have produced nasals in a similar way, in both citation form and phrase initial position. In addition, the vowel plays a significant role in the production of the nasals. More specific, the F2 vowels determine the place of articulation (POA) of the following nasals in Taiwan Mandarin, which is what Hsieh (2010) has observed. That is Taiwan Southern Min natives intend to rely on the F2 to determine the place of articulation of the nasals to keep the contrasts of the closed syllables (VC). The phenomenon that the [ŋ] tends to be produced more as [n] by natives of Taiwan Mandarin or Hakka can be explained by the fact that the Taiwan Southern Min natives keep more contrasts than the other two groups.
Libros sobre el tema "Mandarin first language"
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Kalz, Jill. My first Mandarin Chinese phrases. Mankato, Minn: Picture Window Books, 2011.
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My first book of Mandarin Chinese words. Mankato, Minn: Capstone Press, 2010.
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Mansfield, Andy, Sebastien Iwohn, Lonely Planet Publications Staff y Lonely Planet Kids Staff. First Words - Mandarin: 100 Mandarin Words to Learn. Lonely Planet Global Limited, 2018.
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Kids, Lonely Planet. First Words - Mandarin: 100 Mandarin Words to Learn. Lonely Planet Global Limited, 2018.
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Lonely Planet First Words - Mandarin: 100 Mandarin Words to Learn. Lonely Planet Publications, 2018.
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Bushel & Peck Books. My First Book of Mandarin. Bushel & Peck Books, 2022.
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Kudela, Katy R. My First Book of Mandarin Chinese Words. Capstone, 2009.
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Kudela, Katy R. My First Book of Mandarin Chinese Words. Capstone, 2009.
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A First Bilingual Dictionary: English / Mandarin Chinese (First Bilingual Dictionaries). Schofield & Sims Ltd, 1995.
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My First Book of Mandarin Chinese Words Bilingual Picture Dictionaries. A+ Books, 2009.
Buscar texto completoCapítulos de libros sobre el tema "Mandarin first language"
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Boroditsky, Lera. "First-Language Thinking for Second-Language Understanding: Mandarin and English Speakers’ Conceptions of Time". En Proceedings of the Twenty First Annual Conference of the Cognitive Science Society, 84–89. New York: Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-20.
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"6. Language Teaching and Learning Strategies Employed in a First-Year Chinese Dual Language Immersion Classroom". En Mandarin Chinese Dual Language Immersion Programs, 111–36. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923965-006.
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Tran, Ben. "I Speak in the Third Person". En Post-Mandarin. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823273133.003.0005.
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Focusing on Khái Hưng’s Nửa chừng xuân [In the Midst of Spring], Chapter 4 examines how the author addressed the cultural translation of Europe’s first-person grammatical category, a significant marker of modern Vietnamese literature, into Vietnam’s Confucian sociolinguistic order. The chapter suggests that the cultural translation of Western individualism into the Vietnamese language was a site of gendered discrepancies and differences. In particular, the chapter examines how the colonial government’s implementation of a French educational system in place of the preexisting mandarin exam system affected women, a social group that had been excluded from the precolonial educational system.
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Hoogervorst, Tom G. "Connected Language Histories". En Language Ungoverned, 28–45. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501758225.003.0001.
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This chapter reconstructs the plurilingual landscape of the Indies Chinese, along with its tensions and loyalty conflicts. It focuses on the multiple linguistic competencies of Indonesia's Chinese communities. The chapter first traces episodes of language contact preceding the late colonial situation. It follows words to designate, respectively, the different communities, languages, and language politics informing Chinese-Indonesian linguistic experiences and cultural productions. It then investigates what terms were available to designate local-born Chinese, people born in China, and indigenous Southeast Asians, and where did they originate from. By addressing such queries, the chapter unveils a complex hierarchy in which linguistic proficiency intersected with social mobility. From the early twentieth century, this plurilingual landscape was further complicated by the sudden entry of Mandarin as the proud vehicle of pan-Chinese chauvinism. Ultimately, the chapter looks at how Chinese children could theoretically receive education in Dutch, Malay, Mandarin, or the provincial Sinitic variety of their ancestors. It then assesses how such language choices shaped political allegiances and cultural identities.
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Egbert, Joy, David Herman y AiChia Chang. "Flipped Instruction in CALL". En Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 1–14. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch001.
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Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments and student engagement. This chapter links flipped instruction to these two models to form a theoretical framework for CALL use. The chapter then briefly describes two CALL contexts in which this framework was implemented. The first is a short Mandarin course for teacher education students, and the second is an intensive ESL course that was part of a summer language and culture camp. Observations, student comments and actions, and course documents form the basis for this discussion. The chapter concludes by suggesting how flipped instruction might work in these and other CALL contexts; related issues are also addressed.
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Lim, Jeehyun. "Epilogue". En Bilingual Brokers. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823275304.003.0007.
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The epilogue reflects on the future of bilingual brokering in the twenty-first century through David Henry Hwang’s bilingual play, Chinglish. While Chinglish seemingly overturns the social construction of bilingual personhood along the terms of possessive individualism by championing interlingual lapses, irregularities, and mistakes, this attempt to free the linguistic subject from the constraints of language as capital is delivered through a careful rendition of English-Mandarin bilingualism, enabled through such institutional actors’ interest in the play as the Chinese state. These conditions of possibility for Hwang’s bilingual play serve as a reminder that while bilingual personhood may recede from cultural significance as a site of examining the relationship between racial subjectivity and capital, bilingualism in cultural politics is still enmeshed in the flows of capital.
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Lín, Huáng. "Changes in Language Use as Reflected in Shuǐhǔ zhuàn Passages Embedded in the Jīn Píng Méi cíhuà". En Studies in Colloquial Chinese and Its History, editado por Richard VanNess Simmons y Richard VanNess Simmons, 88–103. Hong Kong University Press, 2022. http://dx.doi.org/10.5790/hongkong/9789888754090.003.0005.
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In adopting textual content from the Shuǐhǔ zhuàn 水滸傳, the Jīn Píng Méi cíhuà 金瓶梅詞話 inserted a great deal of dialect and colloquial expressions. In this way, this novel effected a transformation toward the adoption of rustic expressions in the báihuà 白話 colloquial of the traditional Chinese vernacular novel in the process of the evolution of the genre. Among the expressions added in Jīn Píng Méi cíhuà, HUÁNG Lín finds dialect and colloquial expressions that are characteristic of Wú dialects. Only these expressions are able truly to reflect the attributes of dialect used by the author. This is of highly valuable reference for judging whether the author is a Northerner or a person of the Wú region. Nonetheless, the name Yíng’ér 迎兒 that is used in the first half of Jīn Píng Méi cíhuà, is written as Yíng’ér 蠅兒 in the latter sections. This example raises challenging issues in determining whether the author is using Wú dialect or a northern [Mandarin] dialect.
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Arcodia, Giorgio Francesco y Bianca Basciano. "The sounds of Chinese". En Chinese Linguistics, 105–49. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198847830.003.0004.
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This chapter introduces the phonology of Sinitic languages, both in a diachronic and in a synchronic perspective. It first proposes an overview of the peculiar methodology for the reconstruction of earlier historical stages of Chinese, followed by a short presentation of the salient phonological features of Old Chinese, Middle Chinese, and Early Mandarin. It then discusses some general issues concerning Sinitic phonology, including the relevance of syllables and the representation of tones, and presents the phonology of Modern Standard Chinese and of each dialect group. Specifically, it provides a more extensive presentation of the national standard, while for dialects it is limited to a discussion of the most relevant features which characterize each group (and major subgroups).
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Warner, Tobias. "Counterpoetics: Translation as Aesthetic Constraint in Sembène’s Mandabi and Ndao’s Buur Tilleen". En The Tongue-Tied Imagination, 152–78. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823284634.003.0006.
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Modern Wolof literature and film emerged in the 1960s, when artists set out to break with French and yet ended up being obliged to make francophone versions of their works anyway. This chapter explores how the first Wolof film and novel, Ousmane Sembène’s 1968 Mandabiand Cheikh Aliou Ndao’s 1967 Buur Tilleen,make creative use of this paradoxical situation. As a condition of his funding, Sembène had to shoot two versions of Mandabisimultaneously, with his actors performing first in Wolof and then in French. Ndao had to translate his Wolof novel into French after failing to find a publisher. Working between the multiple versions of these artworks that now exist (including the unreleased, French version of Mandabi), this chapter explores how Sembène and Ndao develop a multilingual strategy that can be called counterpoetics, which refashions the obligation to work in two languages into a productive aesthetic constraint.
Actas de conferencias sobre el tema "Mandarin first language"
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Liu, Chi-Shi, Wern-Jun Wang, Shiow-Min Yu y Hsiao-Chuan Wang. "Mandarin speech synthesis by the unit of coarticulatory demi-syllable". En First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-93.
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Tsukuma, Yoshimasa y Junichi Azuma. "Prosodic features determining the comprehension of syntactically ambiguous sentences in Mandarin Chinese". En First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-150.
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Niimi, Seiji, Qun Yan, Satoshi Horiguchi y Hajime Hirose. "An electromyographic study on laryngeal adjustment for production of the light tone in Mandarin Chinese". En First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-180.
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Trihardini, Ayu y Aprilia Wikarti. "A Need Analysis of Mandarin Conversation Teaching Materials Development". En Proceedings of the First International Conference on Literature Innovation in Chinese Language, LIONG 2021, 19-20 October 2021, Purwokerto, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.19-10-2021.2316555.
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Julina, Julina, Niza Ayuningtias y Rudiansyah Rudiansyah. "STAD Type Cooperative Learning Model Strategy in Mandarin Learning in Tebing Tinggi City". En Proceedings of the First International Conference on Literature Innovation in Chinese Language, LIONG 2021, 19-20 October 2021, Purwokerto, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.19-10-2021.2316582.
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Prasetyowati, Henggar, Adilla Syahputri, Zuyinatul Isro y Chendy Arieshanty. "Analysis of Techniques and Translation Quality of Conjunction of Students’ Text Majoring in D-3 Mandarin of Jenderal Soedirman University: Students of Socio-Cultural Translation Course". En Proceedings of the First International Conference on Literature Innovation in Chinese Language, LIONG 2021, 19-20 October 2021, Purwokerto, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.19-10-2021.2316581.
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Huang, Chu-Ren, Jingxia Lin, Menghan JIANG y Hongzhi Xu. "Corpus-based Study and Identification of Mandarin Chinese Light Verb Variations". En Proceedings of the First Workshop on Applying NLP Tools to Similar Languages, Varieties and Dialects. Stroudsburg, PA, USA: Association for Computational Linguistics and Dublin City University, 2014. http://dx.doi.org/10.3115/v1/w14-5301.
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Hamzah, Hamzah. "Learning Strategies for Arabic Grammar at the West Sulawesi in Understanding the Heritage Books (A Case Study at Allo Biqar Pambusuang Foundation, Polewali Mandar, West Sulawesi)". En Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296256.
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