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children s early language development
相关语句
  儿童早期语言发展
     This paper is composed of five chapters, focusing on the issue of fine-tuning in CDS (Child Directed Speech) and its correlation with the children's early language development.
     本文从以下五个部分对儿向语的是否精调性以及它与儿童早期语言发展的关系做研究。
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  “children ' s early language development”译为未确定词的双语例句
     The purpose of the present study is to find out whether the children's main language input (usually the mothers) modifies the linguistic complexity when talking to the children over time in adapting to the children's early language development.
     本研究的主要目的是看作为儿童语言主要输入者(一般为母亲)是否随儿童年龄的增长而逐步调整了语言的复杂程度以适应儿童语言的发展。
短句来源
     This paper discusses some major issues in bilingual children's early language development with special reference to the Cantonese-English language pair.
     本文针对粤语和英语这一对语言组合 ,探讨双语儿童语言发展的若干主要问题。
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  相似匹配句对
     Development of adverbs in children language
     儿童语言中副词的发展
短句来源
     This wasparallel with the development of children's language.
     这似乎和儿童的言语发展相平行。
短句来源
     Children's Theory-of-Mind and Language Development
     心理理论和语言发展的关系
短句来源
     The Development of Children's Early Measurement Abilities
     儿童早期测量能力的发展
短句来源
     The related factors influencing development of language understanding and expression of early-children
     8~16个月婴幼儿语言理解和表达水平的影响因素
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This paper discusses some major issues in bilingual children's early language development with special reference to the Cantonese-English language pair. Questions addressed in research on early bilingual acquisition will be discussed in relation to child second language acquisition including the epistemological status of the knowledge of language in each acquisition context, evidence for language differentiation, and cross-linguistic interaction...

This paper discusses some major issues in bilingual children's early language development with special reference to the Cantonese-English language pair. Questions addressed in research on early bilingual acquisition will be discussed in relation to child second language acquisition including the epistemological status of the knowledge of language in each acquisition context, evidence for language differentiation, and cross-linguistic interaction in the child's developing grammars. Recent studies have overwhelmingly rejected the unitary system hypothesis that the bilingual child begins with an undifferentiated system in favour of early differentiation between the two linguistic systems in the mind of the bilingual child. Given two fully differentiated systems in contact in the mind of the bilingual individual, however, there are ample opportunities for interaction between them, as demonstrated in our case study. The creation of a longitudinal database The Hong Kong Bilingual Child Language Corpus allows us to systematically investigate the development of bilingual children simultaneously exposed to Cantonese and English in the first three years. We discuss analysis of the structures involving null objects and the learnability issues given rise by transfer: Why are null objects more frequent and produced over a more protracted period than in their monolingual counterparts? Input ambiguity in the sense of Müller (1998) suggests a mechanism to explain how such interaction takes place between separate systems in bilingual development.

本文针对粤语和英语这一对语言组合 ,探讨双语儿童语言发展的若干主要问题。我们主要讨论儿童习得双语和儿童习得第二语言的一些问题 ,包括每类习得环境下语言知识的认识状态(epistemologicalstatus)、语言区别实例和儿童语法发展中的跨语言互动。许多近期研究推翻了单一系统假说 (UnitarySystemHypothesis) ,即双语儿童习得初期心智中只存在一个系统 (VolterraandTaeschner 1978) ,而非两个不同的语言系统 (Geneseeetal.1995 ;Meisel 2 0 0 1)。尽管双语习得者心智中存在两个截然不同的语言系统 ,我们的实例研究表明两个系统间有充分机会相互影响

 
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