代寫essay：兒童是如何在社會中獲得語言能力的
已經有許多研究致力於研究兒童是如何在社會中獲得語言能力的。在這個特別的研究中，我們分析了新加坡學齡前兒童在母語為普通話時是如何學習形容詞的。本分析將採用語料庫定性方法進行分析。本研究分析可能存在的局限性是個人偏見。在這項研究中，我們將盡一切努力確保所有的倫理考慮都已經完成。以下將詳細討論本研究的文獻綜述、研究目的、研究方法和可能的結果。本研究的目的是了解說普通話的學齡前兒童對形容詞的習得。有效地開發一個研究框架，以了解學生的學習形容詞。運用語料庫的方法對學生的學習和認知技能進行分析和準確的推斷。利用這些結果和見解，了解新加坡學校學生的語言習得技巧。以下是對現有文獻的回顧。本文通過文獻綜述，探討了影響幼兒形容詞學習能力的因素、影響幼兒學習進度的因素以及幼兒學習的方法。特別地，香港教授李輝的研究將會在這篇綜述中使用。他發表了多篇關於學前漢語學習的論文，並利用和開發了大量有數據的漢語語料庫。
代寫essay：兒童是如何在社會中獲得語言能力的
在文獻綜述的開頭，對漢語和英語中形容詞的基本思想進行了詳細的闡述。在漢語中，形容詞是一個整體角色。基於這一方面，漢語和英語之間存在著顯著的差異。在英語中，複合是指兩個或兩個以上的詞的組合。關於形容詞的最重要的規則之一是複合單詞(Wang, 2010)。中國語言學家認為這與英語的概念不同。在漢語中有多音節單元，每個元素都有一定的內涵和詞彙意義，與單詞(Packard, 2000)相關聯。然而，應該注意的是，這些成分是語素，而不是一個詞。由於這一點，它們不能作為一個獨立的詞實體使用。這一爭論仍在中國的語言學界中繼續著。在這個名詞裡，詞在右邊有名詞性成分，動詞的頭在左邊。其他分類是根據主觀前提而變化的(Wang, 2010)。有一種說法是英國大院的頭像在右邊。這是名詞、動詞和形容詞的相同規則。中國語言學家認為，頭像朝左。也有另一種觀點認為漢語詞彙沒有頭。
代寫essay：兒童是如何在社會中獲得語言能力的
There have been many studies that have been dedicated in order to find out how the children acquire the language speaking skills in the societies. In this particular research, there has been analysis as to how the preschoolers in Singapore learn the adjectives when their native language is Mandarin. For this analysis, the corpus qualitative method will be used to make the analysis. Possible limitations for this research analysis are personal bias. In this research, all efforts will be done to ensure that all ethical considerations have been done. Review of literature, research aims, research methodology and possible outcomes of this research will be discussed in detail in the following. Aim of this research is to understand the acquisition of the adjectives by Mandarin speaking preschoolers. Effectively develop a research framework to understand about the student’s learning adjectives.Use the method of corpus to analyze and make accurate deductions of the students learning and cognition skills.Use these results and insights to understand about the language acquisition skills of the students in the Singapore schools. The review of existing literature is done in the following. In this review of literature, the factors influencing the learning ability of adjectives, factors impeding the learning progress of the preschooler and the methods employed to teach the children will be probed. Particularly, the research by the Hong Kong professor Li Hui will be used in this review. He has published many papers about Mandarin learning in preschool and has utilized and developed large volumes of the Mandarin corpus with data.
代寫essay：兒童是如何在社會中獲得語言能力的
In the beginning of the literature review the basic ideology of the adjectives in the Chinese languages and English language has been explained in detail. In the case of Chinese language, adjective is an integral role. There is a significant difference between Chinese languages and English language based on this facet. In English compounding refers to the amalgamation of two or more words. One of the most important rules regarding adjectives is compounding of words (Wang, 2010). Chinese linguists consider this to be different from the notions of English language. In the case of Chinese language there are polysyllabic units and each element have a certain connotation and lexical meaning that is associated with the words (Packard, 2000) . However, it should be noted that these constituents are morpheme and not a word as such. Owing to this they cannot be used as an independent word entity. This debate is still continuing among the Chinese linguistic communities regarded the headedness rule. In this the noun words have nominal constituents on the right and the verbs have their heads on the left. Other classifications are varying based on the subjective prerequisite (Wang, 2010). There is a claim that the English compound have their heads on the right. This is the same rule for the nouns, verbs and adjective. Chinese language linguist claim that the heads lie with the left. There are also alternative views that the Chinese language words have no heads as such.
