Telling stories of experiences: Narrative development of young Chinese children

Chang, Chien Ju

doi:10.1017/s0142716404001055

Cited by 31 publications

(26 citation statements)

References 20 publications

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“…This is consistent with other studies investigating children's L1 development (e.g. Chang, 2004). The frequency of connectives increased at first, then declined.…”

Section: Temporalitysupporting

confidence: 93%

The development of narrative ability in English-Chinese bilingual primary school students in Singapore

Yan

Chin

Tse

2017

L1 Educational Studies in Language and Literature

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. The development of narrative ability in English-Chinese bilingual primary school students in Singapore. L1-Educational Studies in Language and Literature, 17, 1-26. https://doi.org/ 10.17239/L1ESLL-2017.17 Abstract This study reports the comparative narrative ability of bilingual English-and Chinese-speaking primary school students in Singapore from a developmental perspective, an area attracting little research in the past. A total of 36 primary one, three and five students from mainstream schools narrated in Mandarin and in English whilst being shown accompanying pictures. The students' narrative ability was then measured in terms of their grasp of narrative structure, temporality and the evaluative expressions. Analyses showed that the students' English stories were more advanced than were their Chinese stories. Although similar developmental patterns were found in the children's English and Chinese, there were many more connectives and evaluative expressions in their English than in their Chinese stories. The evidence suggests that the English and Chinese competence of the bilingual learners in Singapore schools do not develop in close parallel. The implications for bilingual teaching in Singapore schools are discussed, especially the finding that the children's English ability was better than their Chinese language ability.

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“…This is consistent with other studies investigating children's L1 development (e.g. Chang, 2004). The frequency of connectives increased at first, then declined.…”

Section: Temporalitysupporting

confidence: 93%

The development of narrative ability in English-Chinese bilingual primary school students in Singapore

Yan

Chin

Tse

2017

L1 Educational Studies in Language and Literature

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“…Narrative structure coding Adapted from Labov (1972), Peterson & McCabe (1983), Hemphill et al (1995) and Chang (2004) and developed from actual data in this study, seven major narrative elements were classified. Definitions of the seven narrative elements and examples taken from the authentic data are listed in the following:…”

Section: Methodsmentioning

confidence: 99%

<B>"But I first... and then he kept picking"</B><BR> Narrative skill in Mandarin-speaking children with language impairment

Tsai¹,

Chang²

2008

Narrative Inquiry

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This study investigates the narrative skill of school-aged children with language impairment in Taiwan. Twelve children, 6 children with language impairment (LI) and 6 children with typical language development (TLD), aged from 8;0 to 9;5 participated in this study. They were asked to tell three personally experienced stories and the longest one was selected and coded along four dimensions, i.e., narrative structure, conjunction, referential strategies, and discourse context. The revision of the Chinese Narrative Assessment Profile (NAP) was also used to score children's narrative performance. Results show that the children with LI had more difficulties in producing clear, coherent narratives. In comparison with the stories narrated by children with TLD, the stories produced by children with LI exhibited fewer narrative components, evaluation devices, and connectives, but more ambiguous referencing information was evident in their narratives. The narrative profile of each child with LI, however, varied. Limitations of this study and suggestions for further research on narrative skill in children with LI were provided.

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“…Bisher wurden Vokabularumfang und -vielfalt und die Zusammensetzung der in Geschichten verwendeten Wortarten jedoch nur in sehr geringem Maße untersucht. In einer Längsschnitt-studie [28] wurden Mandarin-sprechende Kinder zwischen 3;6 und 4;3 Jahren beim Erzählen von persönlichen Erlebnissen beobachtet. Im Laufe dieser Zeit stieg sowohl die Anzahl der insgesamt verwendeten Wörter als auch die der verschiedenen Wör-ter an.…”

Section: Grammatische Fähigkeiten In Erzählungenunclassified

Wortschatz in Erzählungen

Kauschke

Bartl-Pokorny

Marschik

et al. 2015

Sprache Stimme Gehör

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Zusammenfassung Hintergrund: Narrative F?higkeiten entwickeln sich allm?hlich im Laufe des Vorschul- und Schulalters. Im Fokus des vorliegenden Beitrags steht der Einsatz lexikalischer Mittel als einer wichtigen Komponente des Geschichtenerz?hlens. Bisherige Studien zeigen, dass sprachauff?llige Kinder mit vielen Aspekten des Geschichtenerz?hlens Probleme haben. Da lexikalische Kompetenz eine Voraussetzung f?r textuelle Kompetenz ist und lexikalische F?higkeiten im Rahmen von Sprachentwicklungsauff?lligkeiten beeintr?chtigt sein k?nnen, wurde die Quantit?t, Vielfalt und Zusammensetzung des Lexikons in Erz?hlungen bei sprachunauff?lligen und sprachauff?lligen Kindern zwischen 3 und 6 Jahren untersucht. Ergebnisse: In einer Querschnittsstudie mit 100 monolingualen sprachunauff?lligen deutschsprachigen Kindern im Alter von 3;0?6;0 Jahren zeigte sich beim Erz?hlen von Bildergeschichten eine wachsende lexikalische Vielfalt sowie ein stabiles Wortartenrepertoire, das sich ?ber die Beobachtungszeit hinweg kaum ver?nderte. Der Vergleich von je 34 Kindern mit Sprachauff?lligkeiten mit gleichaltrigen sprachunauff?lligen Kindern ergab eine geringere lexikalische Vielfalt sowie eine k?rzere ?u?erungsl?nge. Kinder mit Sprachauff?lligkeiten verwendeten au?erdem mehr Nomen und personal-soziale W?rter, aber weniger Pronomen. Diskussion: Der Wortschatzumfang und der Wortartengebrauch sprachauff?lliger Kinder in Erz?hlungen ?hnelt dem gleichaltriger Kinder mit typischer Sprachentwicklung, zeigt jedoch eine verminderte Vielfalt. Zu beobachten sind au?erdem subtile Gebrauchsunterschiede f?r Wortarten, wie man es eher in fr?heren Entwicklungsphasen erwarten w?rde.

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Telling stories of experiences: Narrative development of young Chinese children

Cited by 31 publications

References 20 publications

The development of narrative ability in English-Chinese bilingual primary school students in Singapore

The development of narrative ability in English-Chinese bilingual primary school students in Singapore

<B>"But I first... and then he kept picking"</B><BR> Narrative skill in Mandarin-speaking children with language impairment

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