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Relevant bibliographies by topics / Mandarin first language

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Journal articles
Dissertations / Theses
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Conference papers

Academic literature on the topic 'Mandarin first language'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Mandarin first language"

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Hao, Yuxin, Xun Duan, and 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, no. 5 (April 21, 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 Ma

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Coblin, W. South. "Robert Morrison and the Phonology of Mid-Qīng Mandarin." Journal of the Royal Asiatic Society 13, no. 3 (November 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,

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Suo Yan Ju, Mikail Ibrahim, and Nurhasma Muhamad Saad. "The Impact of Attitude Towards Mandarin as A Foreign Language Achievement." Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, no. 2 (December 11, 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 quantitat

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Chen, Jidong, and Zhiying Qian. "Learning the Lexical Semantics of Mandarin Monomorphemic State-Change Verbs by English-Speaking Learners of Mandarin Chinese." Languages 7, no. 3 (August 11, 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

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Yuan, Chen. "The Chinese Language (Mandarin) in the Twenty-first Century." Contemporary Chinese Thought 35, no. 3 (April 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, no. 4 (April 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, no. 1 (June 24, 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 E

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Chang, Sharon. "Raciolinguistic ideology in first-year university (non)heritage Chinese classes." Language Learning in Higher Education 10, no. 2 (December 1, 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 collective

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Luo, Jin, Wenchun Yang, Angel Chan, Kelly Cheng, Rachel Kan, and Natalia Gagarina. "The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN." ZAS Papers in Linguistics 64 (August 31, 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, and Emma Keane. "Impact of face masks on second language word identification." Journal of the Acoustical Society of America 151, no. 4 (April 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 subj

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Dissertations / Theses on the topic "Mandarin first language"

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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, and 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

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Bridges, Susan Margaret. "English Language Immersion: Theorising from Stakeholders' Accounts." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.

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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

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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.

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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

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Lu, Chien-hui Rose, and 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<br>國立臺灣師範大學<br>英語學系<br>100<br>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 comprehensi

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Chiang, Kuan-Hsien, and 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<br>國立臺灣師範大學<br>英語學系<br>107<br>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 (fiv

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Li, Wei-shan, and 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<br>國立臺灣師範大學<br>英語學系<br>96<br>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,

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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

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LIN, YUN-WEN, and 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<br>輔仁大學<br>跨文化研究所語言學碩士班<br>103<br>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 reco

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Books on the topic "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, and 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.

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Book chapters on the topic "Mandarin first language"

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Boroditsky, Lera. "First-Language Thinking for Second-Language Understanding: Mandarin and English Speakers’ Conceptions of Time." In 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." In 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." In 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." In 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, and AiChia Chang. "Flipped Instruction in CALL." In 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." In 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." In Studies in Colloquial Chinese and Its History, edited by Richard VanNess Simmons and 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, and Bianca Basciano. "The sounds of Chinese." In 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." In 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.

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Conference papers on the topic "Mandarin first language"

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Liu, Chi-Shi, Wern-Jun Wang, Shiow-Min Yu, and Hsiao-Chuan Wang. "Mandarin speech synthesis by the unit of coarticulatory demi-syllable." In 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, and Junichi Azuma. "Prosodic features determining the comprehension of syntactically ambiguous sentences in Mandarin Chinese." In 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, and Hajime Hirose. "An electromyographic study on laryngeal adjustment for production of the light tone in Mandarin Chinese." In 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, and Aprilia Wikarti. "A Need Analysis of Mandarin Conversation Teaching Materials Development." In 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, and Rudiansyah Rudiansyah. "STAD Type Cooperative Learning Model Strategy in Mandarin Learning in Tebing Tinggi City." In 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, and 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." In 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, and Hongzhi Xu. "Corpus-based Study and Identification of Mandarin Chinese Light Verb Variations." In 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)." In 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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