Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves [210]-215) / Microfiche. / ix, 215 leaves, bound ill. 29 cm

Li, Haoze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 157-163). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.v / Table of Contents --- p.vii / List of Abbreviations --- p.x / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- What are focus intervention effects --- p.1 / Chapter 1.2 --- Theoretical framework --- p.3 / Chapter 1.2.1 --- Minimalist Program --- p.3 / Chapter 1.2.2 --- Classification of features --- p.5 / Chapter 1.2.3 --- Agree --- p.6 / Chapter 1.3 --- Previous studies of Mandarin wh-questions --- p.7 / Chapter 1.3.1 --- wh-nominals --- p.8 / Chapter 1.3.2 --- wh-adverbials --- p.10 / Chapter 1.4 --- Organization of the thesis --- p.18 / Chapter Chapter Two --- Literature review --- p.21 / Chapter 2.1 --- Two types of intervention effects --- p.21 / Chapter 2.2 --- LF movement blocking --- p.24 / Chapter 2.3 --- Separation Principle --- p.26 / Chapter 2.4 --- Agree blocking --- p.36 / Chapter 2.5 --- Competition effect --- p.39 / Chapter 2.6 --- Summary --- p.43 / Chapter Chapter Three --- Mandarin contrastive focus particles --- p.44 / Chapter 3.1 --- Focus --- p.44 / Chapter 3.2 --- Information focus vs. contrastive focus --- p.46 / Chapter 3.2.1 --- Semantic interpretation --- p.47 / Chapter 3.2.2 --- Syntactic distribution --- p.50 / Chapter 3.2.3 --- Syntactic association --- p.51 / Chapter 3.3 --- Mandarin contrastive focus particles --- p.52 / Chapter 3.3.1 --- Semantic Properties --- p.53 / Chapter 3.3.2 --- Syntactic Distributions --- p.58 / Chapter 3.3.3 --- Association with focused constituents --- p.65 / Chapter 3.3.4 --- "Inner focus, Outer focus and Agree" --- p.70 / Chapter 3.4 --- Summary --- p.73 / Chapter Chapter Four --- Focus intervention effects --- p.75 / Chapter 4.1 --- Focus intervention effects in wh-questions with wh-nominals --- p.75 / Chapter 4.2 --- Focus intervention effects in wh-questions with wh-adverbials --- p.78 / Chapter 4.3 --- F-XP association and F-Wh association --- p.91 / Chapter 4.4 --- Weakening or canceling contexts --- p.98 / Chapter 4.4.1 --- Embedded contexts --- p.99 / Chapter 4.4.2 --- D-linking contexts --- p.102 / Chapter 4.4.3 --- wh-fronting contexts --- p.105 / Chapter 4.5 --- Summary --- p.108 / Chapter Chapter Five --- The syntactic analysis of focus intervention effects --- p.110 / Chapter 5.1 --- Inadequacies of previous proposals --- p.110 / Chapter 5.1.1 --- Soh's (2005) Separation principle --- p.111 / Chapter 5.1.2 --- Kim's (2006) Agree blocking analysis --- p.112 / Chapter 5.1.3 --- Yang's (2008) Competition effect --- p.114 / Chapter 5.2 --- Interrogative wh-words and focus --- p.115 / Chapter 5.3 --- The syntactic mechanism of focus intervention effects --- p.117 / Chapter 5.3.1 --- Proposal --- p.117 / Chapter 5.3.2 --- Configurations with focus intervention effects --- p.119 / Chapter 5.3.3 --- Configurations without focus intervention effects --- p.121 / Chapter 5.3.4 --- Interim summary --- p.123 / Chapter 5.4 --- Alternative analysis and residual issues --- p.123 / Chapter 5.4.1 --- Focus conflict --- p.123 / Chapter 5.4.2 --- Residual issues --- p.126 / Chapter 5.5 --- Summary --- p.133 / Chapter Chapter Six --- Conclusion --- p.136 / Chapter 6.1 --- Summary --- p.136 / Chapter 6.2 --- Contributions of the current study --- p.138 / Chapter 6.3 --- Residual issues --- p.139 / Chapter 6.3.1 --- Individual feature matching vs. feature matrix matching --- p.140 / Chapter 6.3.2 --- LF movement of contrastive focus --- p.143 / Chapter 6.3.3 --- Multiple wh-questions and LF unselective binding --- p.145 / Chapter 6.3.4 --- Focus intervention effects are not related to LF representations --- p.148 / Bibliography --- p.157

published_or_final_version / abstract / Linguistics / Doctoral / Doctor of Philosophy

by Ling Ling Peng. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 107-112). / Abstract also in Chinese. / Abstract --- p.ii / Acknowledgement --- p.iv / Contents --- p.v / Tables and charts --- p.vii / Abbreviation --- p.viii / Chapter Chapter 1 --- Introduction and theoretical considerations --- p.1 / Chapter 1.1 --- One unitary language system、or two separate language systems? --- p.1 / Chapter 1.2 --- The autonomous development hypothesis vs. the interdependent development hypothesis --- p.6 / Chapter 1.3 --- Language dominance --- p.12 / Chapter 1.4 --- The research goal and outline of the thesis --- p.15 / Chapter Chapter 2 --- The development of wh-questions in monolingual English and Cantonese Children --- p.19 / Chapter 2.1 --- The syntax of English wh-questions --- p.19 / Chapter 2.1.1 --- The landing site of wh-expressions --- p.19 / Chapter 2.1.2 --- Types of wh-questions --- p.22 / Chapter 2.2 --- The acquisition of wh-questions by monolingual English-speaking children --- p.23 / Chapter 2.2.1 --- The acquisition order of wh-questions --- p.24 / Chapter 2.2.2 --- Development of wh-questions in monolingual English-speaking children --- p.26 / Chapter 2.2.2.1 --- Developmental stages --- p.26 / Chapter 2.2.2.2 --- Overall course of development --- p.27 / Chapter 2.2.2.2.1 --- UG and language acquisition --- p.27 / Chapter 2.2.2.2.2 --- General patterns of development of wh-questionsin monolingual English-speaking children --- p.32 / Chapter 2.3 --- The syntax of interrogative wh-questions in Cantonese --- p.39 / Chapter 2.4 --- The acquisition of wh-questions by monolingual Cantonese children --- p.43 / Chapter 2.5 --- Summary --- p.45 / Chapter Chapter 3 --- Methodology / Chapter 3.1 --- Subject --- p.47 / Chapter 3.1.1 --- Family background --- p.47 / Chapter 3.1.2 --- Input for both languages --- p.47 / Chapter 3.1.3 --- Bilingual development in the bilingual child --- p.49 / Chapter 3.2 --- Taping --- p.55 / Chapter 3.3 --- Transcription --- p.56 / Chapter 3.4 --- Sampling and data analysis --- p.56 / Chapter Chapter 4 --- The acquisition of wh-questions by one Cantonese-English bilingual child --- p.58 / Chapter 4.1 --- UG and bilingual acquisition --- p.58 / Chapter 4.2 --- The acquisition of wh-questions in Cantonese by the bilingual child --- p.59 / Chapter 4.3 --- The acquisition of wh-questions in English by the bilingual child --- p.66 / Chapter 4.3.1 --- The acquisition order --- p.66 / Chapter 4.3.2 --- Position of wh-expressions --- p.68 / Chapter 4.3.3 --- Subject-auxiliary inversion in wh-questions --- p.77 / Chapter 4.4 --- Summary --- p.81 / Chapter Chapter 5 --- Discussion and conclusion --- p.82 / Chapter 5.1 --- The acquisition order of wh-questions in the bilingual child's English --- p.82 / Chapter 5.2 --- Placement of wh-expressions in the bilingual child's English --- p.86 / Chapter 5.3 --- Subject 一 auxiliary inversion in wh-questions in the bilingual child's English --- p.93 / Chapter 5.4 --- Overall course of development of what-questions in the bilingual child --- p.94 / Chapter 5.5 --- Conclusion --- p.100 / Chapter 5.5.1 --- Summary of findings --- p.100 / Chapter 5.5.2 --- Suggestions for further studies --- p.102 / References --- p.107 / Appendix --- p.113