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Gotowe bibliografie tematyczne / Chinese language acquisition / Rozprawy doktorskie

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Rozprawy doktorskie na temat „Chinese language acquisition”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

Hsu, Chun-chieh Natalie. "Issues in head-final relative clauses in Chinese derivation, processing, and acquisition /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 3.01 Mb., 371 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220735.

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Mak, David Lai-woon. "The acquisition to classifiers in Cantonese." Online version, 1991. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.293547.

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3

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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Zhu, Bo. "Chinese Cultural Values And Chinese Language Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228349636.

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5

Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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6

Cheng, Chun-ming. "The connectionism approach to syntactic and semantic acquisition of simple Chinese sentences the role of word order information /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23272934.

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7

Wang, Xiaojun. "Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187340.

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The purpose of this dissertation is to examine the relation between the teaching of Chinese syntax and the acquisition process by adult learners based on multitheoretical and multimethodological approaches. Through a brief review of the features of Chinese syntax and a comparative study of three different syntactic analytic systems, a Chinese linguistic background is provided. A further study of pedagogical Chinese syntax was conducted by investigating the teaching materials and methods introduced in three commonly used Chinese textbooks. Based on the Chinese linguistic and pedagogical backgro

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8

Mai, Ziyin. "Properties of the (shi)...de focus construction in adult L2 acquisition and heritage language acquisition of mandarin Chinese." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607706.

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9

Siok, Wai-ting. "The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23294516.

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10

Dai, Ruyi. "Second language acquisition and processing of Chinese 'bei' passives." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288880.

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This doctoral dissertation reports on an empirical study, which takes a feature-based approach and probes the L2 acquisition and processing of Chinese bei passives by adult English native speakers. In Chinese, an individual passive marker bei is used to mark passive constructions. Whilst historically used as a lexical verb, bei is in the process of being grammaticalised (i.e. semi-lexical) and hence contains a semantic component (Liu, 2012a). Three forms of bei passives and their semantic properties have been investigated: basic long bei passives (i.e. with an external argument), basic short b

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11

Paul, Michael A. "Chinese Foreign Language Attrition: Investigating Aspect Marker Usage." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194292.

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The purpose of this study is to investigate the effect that rote memorization has on language attrition. More specifically, the loss of grammatical aspect markers is investigated. This study measures the general language attrition of a memorized narrative and an open-ended narrative between time one (T1) and time two (T2) measurements. Attrition of the memorized narrative at T2 is compared to how well the subject had it memorized it at T1. The attrition of aspect is then investigated in both the memorized narratives and open-ended narratives. Aspect marker attrition in the memorized narratives

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12

Lu, Yuan. "The acquisition of Chinese connectives by second language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5560.

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This study investigates the acquisition of Chinese connectives by second language learners under the theoretical framework of usage-based theory. Language is not a random set of words and phrases, but rather a coherent and cohesive set of utterances. As such, learning a second language (L2) entails, among other processes, learners’ development of employing cohesive devices to construct a coherent discourse in their target language. One type of cohesive devices frequently used by L2 learners is connectives. In Chinese, connectives are utilized to denote various semantic relationships between th

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13

Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /." Link to the online version, 2005. http://hdl.handle.net/10019/1326.

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14

Juffs, Alan. "Learnability and the lexicon in second language acquisition : Chinese learners' acquisition of English argument structure." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41626.

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This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed

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15

Yuan, Boping. "Directionality of difficulty in second language acquisition of Chinese and English." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/17576.

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This thesis is concerned with the investigation of directionality of difficulty in second language acquisition (SLA) by Chinese-speaking learners learning English as a foreign language (EFL) and by English-speaking learners learning Chinese as a foreign language (CFL) . Chinese allows both subject PRO in finite clauses and object pro. However, subject PRO in finite clauses and object pro give rise to ungrammaticality in English. Unlike Chinese, in which topics can be base-generated, English does not allow a base-generated topic. Chinese and English are also different in that while English refl

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16

Lyu, Ting. "Second language vocabulary acquisition through storybook reading for Chinese children." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/4.

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This six-week quasi-experimental study compared the effectiveness of two English storybook reading styles (preview-review reading versus concurrent translation) on the vocabulary development of kindergarteners ( n =50) in China, whose primary language is Chinese, who learn English as a second language. The children (aged 5 to 6) were pretested to evaluate their knowledge of general and targeted words using a researcher-designed instrument tailored to the content of three selected English stories. Validity evidence based on contrasted groups and test-retest reliability had been previously gathe

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17

Charters, Areta Helen. "The second language acquisition of Mandarin nominal syntax." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/2405.

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This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once

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18

Ho, Suk-han Connie. "The relevance of visual & phonological abilities for Chinese beginningreaders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783021.

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19

Lai, Shuk-mei Angela. "The acquisition of deictic terms in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29788985.

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20

鄭俊洺 and Chun-ming Cheng. "The connectionism approach to syntactic and semantic acquisition of simple Chinese sentences: the role of wordorder information." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31224118.

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21

Lin, Chieh-Ting. "The effects of teacher-fronted and group work techniques on beginning Chinese as a Foreign Language learners' acquisition of grammar in a Performed Culture classroom /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2615.pdf.

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22

Qi, Ruying, University of Western Sydney, of Arts Education and Social Sciences College, and School of Languages and Linguistics. "From nominal reference to the acquisition of personal pronouns in a Mandarin-English bilingual child." THESIS_CAESS_LLI_Qi_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/466.

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This longitudinal study aims to trace the developmental route from nominal to pronominal reference to person in a bilingual first language acquirer of two typologically distinct languages : Mandarin and English. The study reveals that experiencing different types of input influences the speed and movement by which personal pronouns are learned in language production. The study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environmen

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23

Yang, Jun. "The acquisition of temporality by adult second language learners of Chinese." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280075.

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This dissertation is about the acquisition of temporality in the Chinese language by adult native English speakers. The major objective is to chart the course of development of temporality by adult English-speaking learners of Chinese and explore the universals in the acquisition of temporality. The dataset used for this dissertation study consists of the Pear Story narratives produced by twenty native speakers of Chinese and the Pear Story narratives produced by twenty-one English-speaking adult second language learners of Chinese, grouped into three different proficiency levels--the low, the

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24

Qu, Chen. "Representation and acquisition of the tonal system of Mandarin Chinese." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119377.

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This thesis examines the representation and acquisition of the Mandarin tonal system. The proposals raised relate to three areas of phonological research: formal phonology, Mandarin phonology and the acquisition of phonology. Concerning formal phonology, the proposals are mainly three. First, tones are internally structured, following Yip (1990) and Bao (1999). Second, tone and stress can co-occur in tone languages, following Hyman (2006). And the uneven trochee should be recognized as one of the universal foot shapes across languages. Last, there is a relation between rising tone and stress,

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25

Ko, Shu-Ling. "Female CFL (Chinese as Foreign Language) Learners' Acquisition of Native-Like Features of Feminine Chinese Speech." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2179.

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This study was designed to evaluate the correlation between participants' acquisition of feminine Chinese speech patterns and time lived in Chinese speaking areas. These patterns include final particles, key words, request words, sentence patterns, and intonation. Data collection was administered through an on-line survey. Participants in this study included twenty female native Mandarin Chinese speakers and 39 female CFL learners. The data collected revealed the correlation between the participants' acquisition of feminine Chinese speech patterns and time spent abroad in a Chinese language en

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26

Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

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Xiao, Xiaoyun. "Development of syntactic skills in Chinese children." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.

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28

Du, Hang. "The acquisition of the Chinese ba-constructionby adult second language learners." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290065.

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The ba-construction is probably the best-known syntactic construction in Modern Standard Chinese, but little has been done on the acquisition of it by second language learners. My study fills this gap. The theoretical framework is Liu's (1997) aspectual analysis of ba. The study is experimental. The constraint on the ba-NP and the constraint on the ba-VP were investigated. The constraint on the ba-NP is that it has to be specific. The constraint on the ba-VP is that it has to be complex. Two of the structures that can satisfy the complexity constraint on the ba-VP, the resultative verb compl

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29

Bao, Xuehua. "Morphological processing of Chinese words among elementary students." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090185.

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30

Kim, Shin-hye. "The acquisition of tense and aspect by Korean and Chinese learners of English /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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31

Zhang, Hang Smith Jennifer L. "A phonological study of second language acquisition of Mandarin Chinese tones." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1339.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics.

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32

Xu, Yi. "The Syntax, Processing and Second Language Acquisition of Chinese Relative Clauses." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195226.

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The structural complexity and the typological universals associated with relative clauses (RCs) have made the structure particularly interesting to linguists and second language acquisition (SLA) researchers. Currently, much controversy is found in RCs in East Asian Languages. This dissertation tests the syntactic status of "relative clauses" in Chinese and explores second language (L2) learners' processing and production of different types of Chinese RCs.In the theoretical part of the dissertation, I test whether Comrie (2002)'s proposal of analyzing putative relative clauses in East Asian la

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33

Fu, I.-Ping P. "Student Approaches to Learning Chinese Vocabulary." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.

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This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was select

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34

Cao, Xuexin. "The acquisition of double-gapped relatives in Chinese: Grammar and processing." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/28978.

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This dissertation is an acquisition study of double-gap relatives in Chinese, developed under the thesis of subject-object asymmetry as postulated in Huang (1984). Two sets of act-out experiments were conducted. The first experiment tested covert-binder relatives, i.e. double gap relatives with the binder of their non-head EC unmentioned in the sentence. This type of relative was presented in two contexts: pragmatically neutral vs. biased conditions. Assuming that in the absence of pragmatic bias there is a requirement for the head of a double gap relative to be construed as the object of the

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35

Ming, Tao. "The acquisition of temporal marking a bidirectional study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619405921&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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36

謝宗義 and Chung-yee Andrew Tse. "The acquisition process of Cantonese phonology: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31210569.

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37

Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /." access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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38

Li, Yu. "Comparison of the comprehension of three types of Chinese colloquial idioms by advanced Chinese L2 learners." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2112.

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This study explores how comprehension strategies, first language (L1), and contextual information affect the comprehension and interpretation of three types of colloquial idioms by Chinese as a second language (L2) learners at an advanced level of proficiency. Three research questions are addressed: (1) to what extent does context affect the comprehension and interpretation of three types of Chinese colloquial idioms, (2) to what extent does the degree of L1–L2 similarity influence the comprehension and interpretation of t

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39

Siok, Wai-ting, and 蕭慧婷. "The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29799429.

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40

De, la Rouviere Jeremiah Daneil. "Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80325.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimen

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41

McEwen, Ping. "Vocabulary Acquisition in CFL (Chinese as a Foreign Language) Contexts: a Correlation of Performance and Strategy Use." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1217.pdf.

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42

Law, Wai Fun Fanny. "Negative transfer in Chinese students' acquisition of English." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/99.

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43

Huang, Yi-Tzu. "Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2524.

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Having acquired some degree of oral proficiency but low (or non-existent) literacy, the learning of Chinese heritage learners' (CHLs) learning needs are different from those of Chinese foreign language learners (CFLs), who have learned Chinese only in the classroom setting. Although researchers have advocated for a separate curriculum for CHLs, creating a heritage track may not be an option for many Chinese programs due to insufficient enrollment and limited resources. Huge proficiency variations among CHLs also make it di

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44

Ilnyckyj, Roma Areta. "Learning as laowai : race, social positioning, and Chinese language acquisition in China." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28458.

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Due to China’s increasing economic and political power, interest in learning Chinese as an Additional Language (CAL) is growing rapidly around the world. Large numbers of learners with no historical or cultural ties to China are undertaking the study of Mandarin, often for professional or economic gain. Research in the field of CAL has traditionally been driven by cognitive considerations, and has only recently begun to examine social and cultural factors that influence the learning of Chinese. In particular, the relationships between language acquisition and social identity categories such

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45

Matthews, Guy. "Second language acquisition of English reflexives by Taiwanese speakers of Mandarin Chinese." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446480.

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46

Jiang, Lin. "Second language acquisition of English 'pronominality' by advanced proficiency Chinese-speaking learners." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422240.

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Yeung, Nai-chi. "Pre-lexical phonological activation in silent reading of Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783434.

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48

McGory, Julia Tevis. "Acquisition of intonational prominence in English by Seoul Korean and Mandarin Chinese speakers." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299009149.

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Kato, Toshihito School of Modern Language Studies UNSW. "Acquisition of Japanese vocabulary by Chinese background learners: the roles of transfer in the productive and receptive acquisition of cognates and polysemy." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/27306.

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As is widely known, Japanese and Chinese not only share the common logo graphic orthography called ???kanji??? or ???hanzi??? respectively, but also share a number of kanji compounds as cognates, many of which share the same or similar meaning. The major objective of this dissertation is to investigate the roles of transfer and the difficulty in Chinese background learners??? (CBLs???) use and acquisition of Japanese kanji compounds and kanji words. In particular, under what condition and how CBLs transfer Chinese words into Japanese counterparts is investigated. The results of a lexicality j

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50

Xia, Mengying. "Acquisition of metaphorical expressions by Chinese learners of English." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/284383.

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This study investigates the acquisition of conventional metaphorical expressions by Chinese learners of English. A conventional metaphorical expression, following the definition of cognitive semantics, refers to the use of a conventionalised non-literal meaning of a lexical item in a multi-word phrase. For example, the word 'attack' in the phrase 'attack one's idea', which should be interpreted as 'to criticise somebody or something severely', clearly departs from the literal meaning 'to use violence to try to hurt or kill somebody', and thus should be seen as a metaphorically used word. Conse

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