scholarly journals Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

2015 ◽  
Vol 19 (2) ◽  
pp. 101-127
Author(s):  
Natsuki Atagi ◽  
Catherine M. Sandhofer
Keyword(s):  
Picture Books ◽  
Numeral Classifiers ◽  
Developmental Context ◽  
Counting Task ◽  
Numerical Development ◽  
Language And Cognition ◽  
Language Input ◽  
Wordless Picture Books ◽  
Numeral Classifier

Abstract In Japanese, numeral classifiers-or measure words-co-occur with numbers in counting phrases. Th e present study characterized parent numeral classifier use and its relation to children’s classifier acquisition and number learning. Twenty-four Japanese-speaking parents and their two- to six-year-old children viewed and talked about two wordless picture books about counting to each other. Children also participated in a Counting task and Give-N task. Results revealed (1) parents’ classifier use changed in relation to children’s age and classifier use, and (2) parents’ increased use of specific classifiers was uniquely associated with children’s number understanding. These results suggest that aspects of children’s language and numerical development are related to parents’ language input, demonstrating the importance of examining the relation between language and cognition in a developmental context.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

Five-year-old Children’s Responses to Wordless Picture Books

2018 ◽  
Vol 19 (4) ◽  
pp. 53-90
Author(s):  
Eun-Ju Ahn ◽  
Jeong-Wuk Lee
Keyword(s):  
Picture Books ◽  
Wordless Picture Books

Numeral Classifiers Used in the Cookbooks

2015 ◽  
Vol 7 (6) ◽  
pp. 19
Author(s):  
Nadra Nadra ◽  
Sri Wahyuni
Keyword(s):  
Data Analysis ◽  
Numeral Classifiers ◽  
Numeral Classifier ◽  
Volume Size ◽  
Individual Objects

<p>This article is aimed at describing numeral classifier used in the cookbooks. The data were collected through the observation, which is observation of the cookbooks. Through the observation, the data related to numeral classifier are tapped. Besides, noting technique is also used. The analysis of data is done by using “<em>intralingual</em> <em>identity method”</em>. Furthermore, “<em>referential identity method” </em>is also used. The study is done by looking at the reference of numeral classifier.  Based on the data analysis, there are three types of numeral classifier used in the cookbooks, namely numeral classifier for individual objects, collective numeral classifier, and numeral classifier for size. Of the three numeral classifiers, numeral classifier for size (mensural classifier) is widely used. This is caused by the fact that in cooking, size is very important in order the food taste delicious. Numeral classifier for size can be divided into three types, namely, numeral classifier for weight measure, numeral classifier for length size or footage, and numeral classifier for volume size. The most widely used is numeral classifier for volume size, namely eleven forms. However, in terms of occurrence, numeral classifier for weight size is dominantly used.</p>

scholarly journals What Counts in the Acquisition and Attrition of Numeral Classifiers?

2001 ◽  
Vol 23 (1) ◽  
pp. 90 ◽  
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
East Asia ◽  
Classifier Systems ◽  
Numeral Classifiers ◽  
Acquisition Sequence ◽  
English Speaking ◽  
Numeral Classifier

This study compares second language (12) acquisition and attrition sequences of the syntax and semantics of numeral classifier systems in light of considerations of markedness, frequency, and the regression hypothesis. In classifier data elicited from English-speaking adult learners and attriters of two East Asia languages, Japanese and Chinese, we find in the attrition of both languages, in both syntax and semantics, a regression of the acquisition sequence. An implicational semantic scale, the Numeral Classifer Accessibility Hierarchy, cOinciding closely with the relative frequencies of the classifiers in input, appears to provide a path of least resistance for the learning and the loss of the semantic systems.

Sign in / Sign up

Export Citation Format

Share Document