This dissertation, "A Corpus-based Analysis of Tense Usage in Cantonese-English Bilingual Children" by Chin-ying, Alice, Chan, 陳展瑩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b4515093 Subjects: Corpora (Linguistics) English language - Tense - Study and teaching Preschool children - China - Hong Kong - Language Bilingualism - China - Hong Kong
This dissertation, "A Corpus-based Study of Recurrent Errors in the Spoken and Written English of Native Cantonese Speakers" by Paul Francis-xavier, Paskewitz, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3194515 Subjects: English language - Study and teaching (Secondary) English language - Errors of usage English language - Study and teaching (Secondary) - Foreign speakers - Cantonese English language - Study and teaching (Secondary) - China - Hong Kong Secondary school students
Understanding Development and Disorder in Cantonese using Language Sample Analysis brings together 20 years of research on typical development and Development Language Disorder (DLD) in Cantonese. This book begins with a succinct overview of Cantonese, which is a popular variety of Chinese, a Sino-Tibetan language. The second chapter describes a new framework of the Grammatical Analysis of Cantonese Samples (GACS), which is developed on the basis of functionalist and usage-based theories of language and language development. The third chapter reports on a quantitative analysis, as well as a qualitative description of the development of Cantonese in preschool children using the GACS framework. The book ends with a chapter that presents the linguistic profile of a Cantonese-speaking child with DLD. It also illustrates how to make decisions on intervention targets on the basis of the grammatical and error analysis. The book provides a timely and important addition to the typological diversity of studies in both child language development and disorder. This book is informative for students and practitioners of speech and language therapy, students in early childhood education and Chinese linguistics and researchers in child language development and disorders.
How does a child become bilingual? The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. While each bilingual child's profile is unique, the children studied are shown to develop quite differently from monolingual children. The authors demonstrate significant interactions between the children's developing grammars, as well as the important role played by language dominance in their bilingual development. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact.
This dissertation, "Developing Descriptions: the Emergence of Cantonese Adjectival Constructions in a Bilingual Child" by Wei-yan, Fung, 馮卉欣, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The setting up of the lexical category 'adjective' in Chinese has been a controversial topic in linguistics. This is due to the phenomenon that in Chinese, among the group of words which denote properties of noun phrases, there is a notable amount manifesting the characteristics of verbs. That is, they can be potentially qualified as both verbs and adjectives. Over the years, studies on syntactic distributional patterns and semantics on this group of words have been carried out in order to address the problem. However, a theory which adequately describes this multifunctional category in the Chinese language still seems to be lacking. To shed light on the issue, the current thesis investigates the behavior of words which are potentially considered as 'adjectives' occurring naturally in a Cantonese-English bilingual child's corpus data. Patterns of child language development can provide a new perspective to the adjective-verb controversy in Cantonese from the viewpoint of language acquisition. At the same time, they might review whether interference between English and Cantonese occur. In this thesis, the use of adjectival verbs for attribution and predication, and the manner of their being modified are discussed. While the results in our data set do not show that English has prominent influence on the development of Cantonese in our subject, one of our major findings is that the distributional pattern of adjectival verbs in the child's Cantonese is predominantly predicative. The current results contrast with theories supporting attributive use of adjectives as being the prototype. DOI: 10.5353/th_b4852183 Subjects: Cantonese dialects - Adjective Bilingualism in children
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.
