Word-learning strategies and mean length of utterances in Mandarin-English bilingual children
碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 93 === In this study, we set three experiments on detecting Mandarin-English bilingual children and monolingual children’s use of word-learning strategies and mean length of utterances. In these experiments, we use 4-year-old and 6-year-old Mandarin-English bilingual a...
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ndltd-TW-093CYUT57090042015-10-13T11:54:00Z http://ndltd.ncl.edu.tw/handle/70577804085839889263 Word-learning strategies and mean length of utterances in Mandarin-English bilingual children 國英雙語幼兒詞彙學習策略與平均說話長度 Li-Chin Hsieh 謝莉卿 碩士 朝陽科技大學 幼兒保育系碩士班 93 In this study, we set three experiments on detecting Mandarin-English bilingual children and monolingual children’s use of word-learning strategies and mean length of utterances. In these experiments, we use 4-year-old and 6-year-old Mandarin-English bilingual and Mandarin monolinguals children to discuss these experiments. In the first experiment, we focus on the mutual exclusivity constraint across children’s word-learning and compare the different performance between two groups of children. We found that both monolinguals and bilingual children would choose the referent objects correctly when different language inputs and 6-year-old children tendency stronger to use the mutual exclusivity constraint than 4-year-old children. In the second experiment, we add social context in a sentence to investigate whether influence inference of the word-meaning in monolinguals and bilingual or not. We found that both monolinguals and bilingual children would choose the referent objects correctly when they encountered stronger referential intention. These results show that Mandarin-English bilingual and Mandarin monolinguals children would adopt both the mutual exclusivity constraint and social-pragmatic cues to interpret the meanings of new words. In the final experiment, we show picture to children and to detecting children’s mean length of utterances. Results indicate that performance of speech productivity in 6-year-old children are better then 4-year-old and 4-year-old Mandarin-English bilingual children’s MLU are better than 4-year-old Mandarin children’s, but 6-year-old Mandarin children’s MLU are better than 6-year-old Mandarin-English bilingual children''s. Kuo-You Huang 黃國祐 2005 學位論文 ; thesis 101 zh-TW |
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碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 93 === In this study, we set three experiments on detecting Mandarin-English bilingual children and monolingual children’s use of word-learning strategies and mean length of utterances. In these experiments, we use 4-year-old and 6-year-old Mandarin-English bilingual and Mandarin monolinguals children to discuss these experiments. In the first experiment, we focus on the mutual exclusivity constraint across children’s word-learning and compare the different performance between two groups of children. We found that both monolinguals and bilingual children would choose the referent objects correctly when different language inputs and 6-year-old children tendency stronger to use the mutual exclusivity constraint than 4-year-old children. In the second experiment, we add social context in a sentence to investigate whether influence inference of the word-meaning in monolinguals and bilingual or not. We found that both monolinguals and bilingual children would choose the referent objects correctly when they encountered stronger referential intention. These results show that Mandarin-English bilingual and Mandarin monolinguals children would adopt both the mutual exclusivity constraint and social-pragmatic cues to interpret the meanings of new words. In the final experiment, we show picture to children and to detecting children’s mean length of utterances. Results indicate that performance of speech productivity in 6-year-old children are better then 4-year-old and 4-year-old Mandarin-English bilingual children’s MLU are better than 4-year-old Mandarin children’s, but 6-year-old Mandarin children’s MLU are better than 6-year-old Mandarin-English bilingual children''s.
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author2 |
Kuo-You Huang |
author_facet |
Kuo-You Huang Li-Chin Hsieh 謝莉卿 |
author |
Li-Chin Hsieh 謝莉卿 |
spellingShingle |
Li-Chin Hsieh 謝莉卿 Word-learning strategies and mean length of utterances in Mandarin-English bilingual children |
author_sort |
Li-Chin Hsieh |
title |
Word-learning strategies and mean length of utterances in Mandarin-English bilingual children |
title_short |
Word-learning strategies and mean length of utterances in Mandarin-English bilingual children |
title_full |
Word-learning strategies and mean length of utterances in Mandarin-English bilingual children |
title_fullStr |
Word-learning strategies and mean length of utterances in Mandarin-English bilingual children |
title_full_unstemmed |
Word-learning strategies and mean length of utterances in Mandarin-English bilingual children |
title_sort |
word-learning strategies and mean length of utterances in mandarin-english bilingual children |
publishDate |
2005 |
url |
http://ndltd.ncl.edu.tw/handle/70577804085839889263 |
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