Hsin‐Feng Wu
Biographic Data
| ID | 6213162 |
|---|---|
| NAME | Hsin‐Feng Wu |
| GIVEN NAMES | Hsin‐Feng |
| FAMILY NAME | Wu |
| SIGNATURE | WU H F |
| AFFILIATIONS | Harvard University Press |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 1994 |
| H-INDEX | 2 |
L'animal Qui Fait Oink! Oink!”
How do children perform on four distinct picture description tasks in French, a language that has limited use in their lives? How does their performance on these tasks in the “limited use” language compare to the performance on the same tasks in English, the broader use language of their school and the society? And what are the effects of the children's home language environments on their performances both in French and in English? Fifty‐two 2nd‐…
Papa pig just left for pigtown
Second‐ through fifth‐grade children were asked to describe pictures under four conditions: orally and in writing for both a present audience and for an absent child who would have to read the written description or listen to the recording and draw it. About half the 150 subjects were speakers of English as a second language. The four descriptions from each child were coded for variables reflecting dimensions expected to be sensitive to the diffe…
Papa pig just left for pigtown
Second‐ through fifth‐grade children were asked to describe pictures under four conditions: orally and in writing for both a present audience and for an absent child who would have to read the written description or listen to the recording and draw it. About half the 150 subjects were speakers of English as a second language. The four descriptions from each child were coded for variables reflecting dimensions expected to be sensitive to the diffe…
L'animal Qui Fait Oink! Oink!”
How do children perform on four distinct picture description tasks in French, a language that has limited use in their lives? How does their performance on these tasks in the “limited use” language compare to the performance on the same tasks in English, the broader use language of their school and the society? And what are the effects of the children's home language environments on their performances both in French and in English? Fifty‐two 2nd‐…
Papa pig just left for pigtown
Second‐ through fifth‐grade children were asked to describe pictures under four conditions: orally and in writing for both a present audience and for an absent child who would have to read the written description or listen to the recording and draw it. About half the 150 subjects were speakers of English as a second language. The four descriptions from each child were coded for variables reflecting dimensions expected to be sensitive to the diffe…
L'animal Qui Fait Oink! Oink!”
How do children perform on four distinct picture description tasks in French, a language that has limited use in their lives? How does their performance on these tasks in the “limited use” language compare to the performance on the same tasks in English, the broader use language of their school and the society? And what are the effects of the children's home language environments on their performances both in French and in English? Fifty‐two 2nd‐…
Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Psychology (2 works) · Subtitles and Audiovisual Media (2 works) · AP French Language (1 work) · Arithmetic (1 work) · Art (1 work) · French (1 work) · Mathematics (1 work)