Chinese: An Essential Grammar

Rimmington, Don; Po-Ching, Yip

doi:10.4324/9780203969793

Cited by 9 publications

(10 citation statements)

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“…For example, ‘fall down’ is ‘ diē dǎo ’ in Mandarin and ‘fell down’ is ‘ diē dǎo le ’ (Yu et al . , Yip and Rimmington ). It is possible that the ML1 participants conceptualized their responses to the questions in English either in Mandarin or in SCE rather than SStdE.…”

Section: Discussionmentioning

confidence: 99%

“…). This aspectual marking occurs through the insertion of markers, for example the ‘ le ’ marker in Mandarin is inserted into an utterance to indicate the past tense/completed aspect (Yip and Rimmington ). For example, ‘fall down’ is ‘ diē dǎo ’ in Mandarin and ‘fell down’ is ‘ diē dǎo le ’, translating directly as ‘fall down already’.…”

Section: Introductionmentioning

confidence: 99%

“…Ho and Platt () noted that verbs are often marked for past tense by the use of ‘already’ or ‘just’ (e.g. ‘just do’ for ‘did’, ‘finish already’ for ‘finished) and Bao () also reports on the use of ‘already’ as a marker for the past tense in SCE, likely used due to contact with Chinese languages because it translates directly from the ‘ le ’ marker in Mandarin to indicate completed aspect (Yip and Rimmington ).…”

Section: Introductionmentioning

confidence: 99%

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Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test

Brebner

McCormack

Liow

2015

International Journal of Language & Communication Disorders

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What this paper addsThe phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. We know that the development of language for bilingual children differs to that of monolingual children and speech and language therapists need to understand bilingual development for children speaking these languages in order to reliably assess and provide intervention. This study examines the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English.This study provides further evidence that bilingual language development is not the same as monolingual language development. We now know there are very different rates and patterns of verb tense marking in English for children bilingual in English and Mandarin, depending on their language dominance. When assessing bilingual children's language, accurate information needs to be obtained on the child's language dominance over time, even if the language of education for the population is English.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test

Brebner

McCormack

Liow

2015

International Journal of Language & Communication Disorders

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“…The linguistic metaphor is more suggestive than the visual or social metaphor. In Chinese, meanings are constructed through the use of Mandarin words and grammar, which consists of about 40,000 characters (Yip & Rimmington ). Unlike English, in Chinese each character can be used to represent a syllable, and the emphasis in the organisation of several characters is on its representation of a word or concept, rather than on the production of a particular sound.…”

Section: The Relationship Of Language To Art Interpretationmentioning

confidence: 99%

The Perfect Marriage? – Language and Art Criticism in the Hong Kong Public Examination Context

Lau¹,

Tam²

2017

Int J Art Design Ed

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Art education in Hong Kong has undergone various changes in response to educational reform. In art assessment, a major change in the Hong Kong New Senior Secondary (NSS) Curriculum is the inclusion of art criticism as a compulsory component of the new public examination. Assessing students’ abilities to interpret art in an art criticism public examination context is a critical issue in Hong Kong because the new senior secondary curriculum and assessment has brought attention to the role of written language in the art examination paper. This means the examination assesses not only students’ abilities to interpret art, but also their language abilities required to respond to art in written form. Since this new mode of assessment of art criticism has been published a number of issues have appeared. Recent studies show that teachers and students perceive this development negatively and they believe that the written format will assess students’ written language abilities rather than their critical abilities. These findings challenge the justification of the new art assessment policy and raise questions about the role of written language in responding to art. This article aims to raise the issue of the marriage between language and art criticism in the Hong Kong public examination context. It argues and examines the relationship of language to art interpretation, reasoning in the assessment, and issues in the public art criticism examination context. The issues addressed in this article provide opportunities for researchers and policy makers to reconsider and refine the new form of examination.

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“…Spatial relation in Chinese cannot be expressed by simply using prepositions; instead, it should employ a combination of prepositions and localizers (Yip and Rimmington 2006;Chu 1997). In the expression of 'on the table', for instance, 'on' is a spatial localizer and should be presented as 'zai … shang (在…上)' in Chinese, in which 'zai (在)' is a preposition and 'shang (上)' is the spatial localizer.…”

Section: Introductionmentioning

confidence: 99%

“Physical Space First!”: A Corpus-Based Study on the Use of Localizer ‘Shang’ in Early Child Mandarin

Lau

2017

Corpus Pragmatics

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The study investigated the pragmatic use of localizer 'shang (上)' by 168 Mandarin-speaking preschoolers (aged 2;6, 3;6, 4;6, 5;6) in the Early Childhood Mandarin Corpus (ECMC) (Li and Tse in Early Childhood Mandarin Corpus, The University of Hong Kong, Pokfulam, 2011). Six types of pragmatic meaning of 'shang (上)' were proposed based on literature review, the four about physical space (including the meaning of supporting, attaching, positioning and containing) were produced by 62 children with 118 tokens from the four age groups, whereas the two about psychological space were not found in the corpus. No significant age and gender differences were found in the production of 'Noun (N) + shang (上)' expression. The localizers, 'shang (上, on)' and 'li (里, in)' were often used interchangeably, although they have different meanings in spatial expression. The developmental trends of use of 'shang (上)' were discussed with reference to cultural context, cognitive development and language acquisition.

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Chinese: An Essential Grammar

Cited by 9 publications

References 0 publications

Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test

Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test

The Perfect Marriage? – Language and Art Criticism in the Hong Kong Public Examination Context

“Physical Space First!”: A Corpus-Based Study on the Use of Localizer ‘Shang’ in Early Child Mandarin

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