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undergraduate thesis: Effect of linguistic context and transparency on the comprehension of idioms in Cantonese-speaking children

TitleEffect of linguistic context and transparency on the comprehension of idioms in Cantonese-speaking children
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Leung, T. [梁芷琳]. (2011). Effect of linguistic context and transparency on the comprehension of idioms in Cantonese-speaking children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThe present study investigated the adoption of literal interpretation and contextual strategy on comprehension of three types of idioms namely, highly transparent, transparent and opaque idioms in Cantonese-speaking school-aged children. Thirty eight children at Grades 2, 4 and 6 were asked to interpret the idiomatic meanings of 15 idioms embedded in linguistic contexts (stories) incongruent to the idiomatic meanings. The children were assessed in multiple-choice format in which story-dependent and literal-meaning responses were two of the five choices. The result showed a larger extent of use of contextual strategy than literal interpretation among all the children. Contextual strategy and literal interpretation are commonly used for interpretation of opaque and literal idioms respectively. Children at grade 6 were found more readily to use literal interpretation than grade 2 and 4 when highly transparent idioms are presented. Pedagogy of idiom teaching using story context was suggested.
DegreeBachelor of Science in Speech and Hearing Sciences
SubjectChinese language - Acquisition
Chinese language - Idioms
Dept/ProgramSpeech and Hearing Sciences
Persistent Identifierhttp://hdl.handle.net/10722/192893

 

DC FieldValueLanguage
dc.contributor.authorLeung, Tsz-lamen_US
dc.contributor.author梁芷琳en_US
dc.date.accessioned2013-11-28T06:05:27Z-
dc.date.available2013-11-28T06:05:27Z-
dc.date.issued2011en_US
dc.identifier.citationLeung, T. [梁芷琳]. (2011). Effect of linguistic context and transparency on the comprehension of idioms in Cantonese-speaking children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/192893-
dc.description.abstractThe present study investigated the adoption of literal interpretation and contextual strategy on comprehension of three types of idioms namely, highly transparent, transparent and opaque idioms in Cantonese-speaking school-aged children. Thirty eight children at Grades 2, 4 and 6 were asked to interpret the idiomatic meanings of 15 idioms embedded in linguistic contexts (stories) incongruent to the idiomatic meanings. The children were assessed in multiple-choice format in which story-dependent and literal-meaning responses were two of the five choices. The result showed a larger extent of use of contextual strategy than literal interpretation among all the children. Contextual strategy and literal interpretation are commonly used for interpretation of opaque and literal idioms respectively. Children at grade 6 were found more readily to use literal interpretation than grade 2 and 4 when highly transparent idioms are presented. Pedagogy of idiom teaching using story context was suggested.en_US
dc.languageengen_US
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)en_US
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subject.lcshChinese language - Acquisitionen_US
dc.subject.lcshChinese language - Idiomsen_US
dc.titleEffect of linguistic context and transparency on the comprehension of idioms in Cantonese-speaking childrenen_US
dc.typeUG_Thesisen_US
dc.identifier.hkulb5093429en_US
dc.description.thesisnameBachelor of Science in Speech and Hearing Sciencesen_US
dc.description.thesislevelBacheloren_US
dc.description.thesisdisciplineSpeech and Hearing Sciencesen_US
dc.description.naturepublished_or_final_versionen_US
dc.date.hkucongregation2011en_US

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