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Artykuły w czasopismach na temat "Mandarin first language"
Hao, Yuxin, Xun Duan i 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, nr 5 (21.04.2022): 524. http://dx.doi.org/10.3390/brainsci12050524.
Pełny tekst źródłaCoblin, W. South. "Robert Morrison and the Phonology of Mid-Qīng Mandarin". Journal of the Royal Asiatic Society 13, nr 3 (listopad 2003): 339–55. http://dx.doi.org/10.1017/s1356186303003134.
Pełny tekst źródłaSuo Yan Ju, Mikail Ibrahim i Nurhasma Muhamad Saad. "The Impact of Attitude Towards Mandarin as A Foreign Language Achievement". Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, nr 2 (11.12.2022): 115–22. http://dx.doi.org/10.33102/alazkiyaa.v1i2.31.
Pełny tekst źródłaChen, Jidong, i Zhiying Qian. "Learning the Lexical Semantics of Mandarin Monomorphemic State-Change Verbs by English-Speaking Learners of Mandarin Chinese". Languages 7, nr 3 (11.08.2022): 215. http://dx.doi.org/10.3390/languages7030215.
Pełny tekst źródłaYuan, Chen. "The Chinese Language (Mandarin) in the Twenty-first Century". Contemporary Chinese Thought 35, nr 3 (kwiecień 2004): 73–95. http://dx.doi.org/10.2753/csp1097-1467350373.
Pełny tekst źródłaJiang, Haisheng. "Mandarin‐English bilinguals’ accented first‐language (L1) vowel production." Journal of the Acoustical Society of America 125, nr 4 (kwiecień 2009): 2755. http://dx.doi.org/10.1121/1.4784625.
Pełny tekst źródłaYang, Jing. "Comparison of VOTs in Mandarin–English bilingual children and corresponding monolingual children and adults". Second Language Research 37, nr 1 (24.06.2019): 3–26. http://dx.doi.org/10.1177/0267658319851820.
Pełny tekst źródłaChang, Sharon. "Raciolinguistic ideology in first-year university (non)heritage Chinese classes". Language Learning in Higher Education 10, nr 2 (1.12.2020): 491–509. http://dx.doi.org/10.1515/cercles-2020-2031.
Pełny tekst źródłaLuo, Jin, Wenchun Yang, Angel Chan, Kelly Cheng, Rachel Kan i Natalia Gagarina. "The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN". ZAS Papers in Linguistics 64 (31.08.2020): 159–62. http://dx.doi.org/10.21248/zaspil.64.2020.569.
Pełny tekst źródłaLin, Yu-Jung, Joshua Isakson i Emma Keane. "Impact of face masks on second language word identification". Journal of the Acoustical Society of America 151, nr 4 (kwiecień 2022): A277—A278. http://dx.doi.org/10.1121/10.0011331.
Pełny tekst źródłaRozprawy doktorskie na temat "Mandarin first language"
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.
Pełny tekst źródłaBridges, Susan Margaret, i 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.
Pełny tekst źródłaBridges, Susan Margaret. "English Language Immersion: Theorising from Stakeholders' Accounts". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
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.
Pełny tekst źródłaYang, Bei. "A model of Mandarin tone categories--a study of perception and production". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/764.
Pełny tekst źródłaLu, Chien-hui Rose, i 呂建慧. "First Language Acquisition of Mandarin Chinese Conditionals". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/72937586861695266748.
Pełny tekst źródła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.
Chiang, Kuan-Hsien, i 江冠嫻. "Children’s First Language Acquisition of Classifiers in Mandarin Chinese". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/33eew6.
Pełny tekst źródła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.
Li, Wei-shan, i 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.
Pełny tekst źródła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.
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.
Pełny tekst źródłaLIN, YUN-WEN, i 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.
Pełny tekst źródła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.
Książki na temat "Mandarin first language"
Kalz, Jill. My first Mandarin Chinese phrases. Mankato, Minn: Picture Window Books, 2011.
Znajdź pełny tekst źródłaMy first book of Mandarin Chinese words. Mankato, Minn: Capstone Press, 2010.
Znajdź pełny tekst źródłaMansfield, Andy, Sebastien Iwohn, Lonely Planet Publications Staff i Lonely Planet Kids Staff. First Words - Mandarin: 100 Mandarin Words to Learn. Lonely Planet Global Limited, 2018.
Znajdź pełny tekst źródłaKids, Lonely Planet. First Words - Mandarin: 100 Mandarin Words to Learn. Lonely Planet Global Limited, 2018.
Znajdź pełny tekst źródłaLonely Planet First Words - Mandarin: 100 Mandarin Words to Learn. Lonely Planet Publications, 2018.
Znajdź pełny tekst źródłaBushel & Peck Books. My First Book of Mandarin. Bushel & Peck Books, 2022.
Znajdź pełny tekst źródłaKudela, Katy R. My First Book of Mandarin Chinese Words. Capstone, 2009.
Znajdź pełny tekst źródłaKudela, Katy R. My First Book of Mandarin Chinese Words. Capstone, 2009.
Znajdź pełny tekst źródłaA First Bilingual Dictionary: English / Mandarin Chinese (First Bilingual Dictionaries). Schofield & Sims Ltd, 1995.
Znajdź pełny tekst źródłaMy First Book of Mandarin Chinese Words Bilingual Picture Dictionaries. A+ Books, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Mandarin first language"
Boroditsky, Lera. "First-Language Thinking for Second-Language Understanding: Mandarin and English Speakers’ Conceptions of Time". W 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.
Pełny tekst źródła"6. Language Teaching and Learning Strategies Employed in a First-Year Chinese Dual Language Immersion Classroom". W Mandarin Chinese Dual Language Immersion Programs, 111–36. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923965-006.
Pełny tekst źródłaTran, Ben. "I Speak in the Third Person". W Post-Mandarin. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823273133.003.0005.
Pełny tekst źródłaHoogervorst, Tom G. "Connected Language Histories". W Language Ungoverned, 28–45. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501758225.003.0001.
Pełny tekst źródłaEgbert, Joy, David Herman i AiChia Chang. "Flipped Instruction in CALL". W 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.
Pełny tekst źródłaLim, Jeehyun. "Epilogue". W Bilingual Brokers. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823275304.003.0007.
Pełny tekst źródłaLín, Huáng. "Changes in Language Use as Reflected in Shuǐhǔ zhuàn Passages Embedded in the Jīn Píng Méi cíhuà". W Studies in Colloquial Chinese and Its History, redaktorzy Richard VanNess Simmons i Richard VanNess Simmons, 88–103. Hong Kong University Press, 2022. http://dx.doi.org/10.5790/hongkong/9789888754090.003.0005.
Pełny tekst źródłaArcodia, Giorgio Francesco, i Bianca Basciano. "The sounds of Chinese". W Chinese Linguistics, 105–49. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198847830.003.0004.
Pełny tekst źródłaWarner, Tobias. "Counterpoetics: Translation as Aesthetic Constraint in Sembène’s Mandabi and Ndao’s Buur Tilleen". W The Tongue-Tied Imagination, 152–78. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823284634.003.0006.
Pełny tekst źródłaStreszczenia konferencji na temat "Mandarin first language"
Liu, Chi-Shi, Wern-Jun Wang, Shiow-Min Yu i Hsiao-Chuan Wang. "Mandarin speech synthesis by the unit of coarticulatory demi-syllable". W First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-93.
Pełny tekst źródłaTsukuma, Yoshimasa, i Junichi Azuma. "Prosodic features determining the comprehension of syntactically ambiguous sentences in Mandarin Chinese". W First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-150.
Pełny tekst źródłaNiimi, Seiji, Qun Yan, Satoshi Horiguchi i Hajime Hirose. "An electromyographic study on laryngeal adjustment for production of the light tone in Mandarin Chinese". W First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-180.
Pełny tekst źródłaTrihardini, Ayu, i Aprilia Wikarti. "A Need Analysis of Mandarin Conversation Teaching Materials Development". W 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.
Pełny tekst źródłaJulina, Julina, Niza Ayuningtias i Rudiansyah Rudiansyah. "STAD Type Cooperative Learning Model Strategy in Mandarin Learning in Tebing Tinggi City". W 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.
Pełny tekst źródłaPrasetyowati, Henggar, Adilla Syahputri, Zuyinatul Isro i 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". W 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.
Pełny tekst źródłaHuang, Chu-Ren, Jingxia Lin, Menghan JIANG i Hongzhi Xu. "Corpus-based Study and Identification of Mandarin Chinese Light Verb Variations". W 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.
Pełny tekst źródłaHamzah, 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)". W 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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