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Social interaction, meaning, and gra...

Guo, Jiansheng.

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Social interaction, meaning, and grammatical form: Children's development and use of modal auxiliaries in Mandarin Chinese.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social interaction, meaning, and grammatical form: Children's development and use of modal auxiliaries in Mandarin Chinese./
Author:	Guo, Jiansheng.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
Description:	971 p.
Notes:	Source: Dissertation Abstracts International, Volume: 55-09, Section: B, page: 4141.
Contained By:	Dissertation Abstracts International55-09B.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9504824

Social interaction, meaning, and grammatical form: Children's development and use of modal auxiliaries in Mandarin Chinese.
Guo, Jiansheng.

Social interaction, meaning, and grammatical form: Children's development and use of modal auxiliaries in Mandarin Chinese. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 971 p.

Source: Dissertation Abstracts International, Volume: 55-09, Section: B, page: 4141.

Thesis (Ph.D.)--University of California, Berkeley, 1994.

Combining methods in psychology, linguistics, ethnography, discourse analysis, and developmental psycholinguistics, this dissertation studies the syntactic forms, semantic meanings, and discourse functions of Mandarin modal auxiliaries in children's speech, focusing on how notions such as desire, ability, need, permission, obligation, and logical possibility and necessity are employed in children's daily interactive discourse, and how children's activities and interpersonal goals serve as a structuring frame and motivating force for the development of these modal concepts.Subjects--Topical Terms:

516948
Developmental psychology.

Social interaction, meaning, and grammatical form: Children's development and use of modal auxiliaries in Mandarin Chinese.
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035 $a (MiAaPQ)AAI9504824
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100 1 $a Guo, Jiansheng. $3 2074384
245 1 0 $a Social interaction, meaning, and grammatical form: Children's development and use of modal auxiliaries in Mandarin Chinese.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 971 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-09, Section: B, page: 4141.
500 $a Chair: Dan I. Slobin.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 1994.
520 $a Combining methods in psychology, linguistics, ethnography, discourse analysis, and developmental psycholinguistics, this dissertation studies the syntactic forms, semantic meanings, and discourse functions of Mandarin modal auxiliaries in children's speech, focusing on how notions such as desire, ability, need, permission, obligation, and logical possibility and necessity are employed in children's daily interactive discourse, and how children's activities and interpersonal goals serve as a structuring frame and motivating force for the development of these modal concepts.
520 $a The data were collected from naturalistic interactive discourse by Mandarin-speaking children of 3, 5, and 7 years of age living in Beijing, China. Nine Mandarin modal are studied: yao 'want, must', xiang 'desire, think', neng 'can, allowed', hui 'know-how-to, will', dei 'hafta', yong 'need', xi huan 'like', yuanyi 'willing', and gan 'dare'.
520 $a The following findings are reported: (1) The previously conceived logical concepts of modality are first and foremost social notions from the perspective of the child. Depragmatization of modal notions is a later development as a result of internalization of their semantic-pragmatic structures. (2) Children's focus on notions of modality changes with age. Three-year-olds focus on personal ability and desire; five-year-olds focus on permission and obligation; and 7-year-olds start to focus on logical reasoning. This results in the following developmental order of modals: dynamic modality $>$ deontic modality $>$ epistemic modality. (3) Children's social skills in using modals become more sophisticated as they grow older: 3-year-olds state rules, assuming compliance; 5-year-olds state commands, assuming social justification; and 7-year-olds use language to "constitute" social rules. (4) Several discourse-driven mechanisms of semantic change are proposed: discourse focus shifting, discourse bridging, and discourse framing.
520 $a The above findings are discussed in terms of Vygotsky's developmental theory, children's social and cognitive development, their relevance to historical development, and the current rethinking of the theoretical notion of "context".
520 $a The dissertation concludes that children's daily social interactions are a crucial factor in the understanding of children's use and development of certain linguistic forms and their meanings. In return, studies of children's language in natural conversations can make important contributions to the understanding of children's social and cognitive worlds.
590 $a School code: 0028.
650 4 $a Developmental psychology. $3 516948
650 4 $a Language. $3 643551
650 4 $a Linguistics. $3 524476
690 $a 0620
690 $a 0679
690 $a 0290
710 2 $a University of California, Berkeley. $3 687832
773 0 $t Dissertation Abstracts International $g 55-09B.
790 $a 0028
791 $a Ph.D.
792 $a 1994
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9504824