Narrative Development of Mandarin-Speaking Children in Grades 2–5 at a Mainland Chinese Primary School

Ding, Wenfeng; Wu, Meng; Ye, Zehan; He, Wen

doi:10.1080/10573569.2023.2165204

Cited by 2 publications

(1 citation statement)

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“…However, it was found that both their narrative productions had lower non-narrative pragmatic act type of clauses (which are explanation, interpretation, and commentary pragmatic type of clauses). This finding is similar to other studies [49]; [50]; [51]) that investigated oral and written narratives in children and adults. The observation made was that the story narrations of children have not yet grasped the higher and complicated "meta-narrative and para-narrative" forms [17] p. 59; [31] p. 37 and they were still developing expressions and the proper organisation abilities needed to tell complete stories with a higher complexity [52].…”

Section: Similarities In the Narrative Discourse Structuresupporting

confidence: 92%

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Nomagugu,

Ramona

2023

IJEHSS

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This study seeks to describe the discourse structures when Swazi English as Second Language (ESL) Grade 3 students produce English oral and written narratives. The third graders were typically developing children (TD) and were asked to perform two language tasks. They had to speak and write in English based on a less used wordless cartoon entitled "The boy who learned to fly, Usain Bolt". ELAN software was used to transcribe and code samples of oral language. The findings were that, both oral and written narrative discourse production had similar narrative structures. However, the differences emanated from the linguistic structures. The written narrative discourse productions were compressed, laden with ungrammatical language and phonetic spelling while oral narrative discourse productions were long, used code-switching, direct speech, contractions, and repairs. Furthermore, the differences in the linguistic discourse structures have a great connection with the students' varying achievement levels. The implications of these results are that language practitioners/instructors need to help language learners get acquainted with language used in the spoken and written modalities, particularly the middle and lower achievement categories. This could be achieved by focusing their teaching on language forms and provide the learners with proper contexts in which these modes can be used appropriately in English language for academic success.

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Section: Similarities In the Narrative Discourse Structuresupporting

confidence: 92%

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Nomagugu,

Ramona

2023

IJEHSS

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Assessing Narrative Microstructure in Mandarin-Speaking School-Age Children

Fan,

2024

LSHSS

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Purpose: As a representative form of discourse, oral narratives offer a sensitive, flexible, and ecologically valid tool for language evaluation. Nevertheless, oral narrative assessments in mainland China remain uncommon among school-age children. Therefore, this study explores the effectiveness of narrative microstructural assessment in Mandarin-speaking school-age children. Its primary purpose is to lay a foundation for future clinical applications by establishing a feasible administration procedure and validating various viable measures to facilitate the evaluation of language proficiencies. Method: Narrative samples were collected through a single wordless picture from 285 Mandarin-speaking children ages 7–12 years (Grades 1–6). The samples were then coded using a semiautomatic method for 22 individual measures at word, sentence, and discourse levels. Results: The adapted elicitation method was effective for all grades, with most of the children's stories exhibiting sufficient length, coherent structure, and certain self-fabricated specifics. The semiautomatic coding was also convenient and promising. Altogether, 19 measures were identified as robust predictors of grades, revealing a general tendency of grade-related increase from Grades 1 to 5. These measures exhibited three representative nonlinear trajectory patterns with varied rates of increase. Then, we developed a comprehensive composite measure through factor analysis, which combined six individual measures. The analysis verified the single factor of narrative microstructural competence and showed strong evidence of construct validity. Conclusions: This study has provided a practical set of administration procedures, validated the efficacy of 19 individual measures as well as a composite measure, and offered corresponding field test data for clinical matching. The findings underscored the reliability and informative nature of oral narrative microstructural assessment in Mandarin-speaking school-age children.

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Narrative Development of Mandarin-Speaking Children in Grades 2–5 at a Mainland Chinese Primary School

Cited by 2 publications

References 40 publications

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Assessing Narrative Microstructure in Mandarin-Speaking School-Age Children

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