Children's use of evaluative devices in spoken and written narratives

Abstract

This study investigated the development of evaluation in narratives from middle to late childhood, within the context of differentiating between spoken and written modalities. Two parallel forms of a picture story were used to elicit spoken and written narratives from fourth- and sixth-graders. It was expected that, in addition to an increase of evaluative devices with age, written narratives would exhibit a higher frequency and diversity as a result of the intrinsic differences between the two modalities. From a developmental perspective, the results showed that only few categories exhibited the expected increase with age. Qualitative analyses provided a fruitful method to illustrate developmental changes. The results further indicated that modality had the expected impact on the diversity, and on the frequency, of most categories of evaluative language. Specifically, markers of decontextualized language and categories with a high degree of syntactic complexity were prone to modality differences.

The development of narrative skills in Turkish-speaking children: A complexity approach

“…The domain of evaluative complexity was found not to differ across age groups. This finding is against our hypothesis; however, it is consistent with some previous findings showing no changes in the use of evaluative devices within the studied age range [9,10,14,25]. In all age groups, approximately 27% of all clauses were evaluative clauses.…”

“…Moreover, none of these studies cover wide age ranges although patterns might change over different developmental periods. In the light of these shortcomings, the aim of the present paper is four-fold: First, to study all three domains of complexity together; second, to cover a wide age range comprising the preschool period (fourth and fifth years of life) in which many developmental changes occur in narrative, cognitive and linguistic abilities relevant for the present study [6,21,22,23], middle childhood (seventh and eighth years of life) and late childhood (tenth and eleventh years of life) between which developmental changes in linguistic and socio-cognitive abilities continue to occur [24,25,26]; third, to contribute to the cross-linguistic and cross-cultural perspective on narrative development by studying Turkish-speaking children; and fourth, to analyze how the development in each domain of complexity is related to their presumed underlying cognitive, social and linguistic processes.…”

Oral et évaluation : se sortir d’une dualité contradictoire ?

“…La caractérisation du discours narré chez l'enfant a été nourrie par de nombreuses recherches élaborées notamment dans une perspective développementale, dans le but de repérer d'éventuels troubles de la communication et d'évaluer la progression des mécanismes linguistiques de production du discours narratif (De Weck & Rosat, 2003 ;Bellugi et al, 2004 ;Kern, 1997 ;Chevrie-Muller & Plaza, 2001 ;Diez-Itza et al, 2017 ;Drijbooms, Groen, & Verhoeven, 2017). D'autres travaux sur la narration orale, dans le champ de la psychologie cognitive ont, en outre, comme objectif de décrire la mise en place des structures constituant la pierre d'assise de la construction d'un récit (Griffin et al, 2004 ;Diez-Itza et al, 2017 ;Drijbooms, Groen, & Verhoeven, 2017).…”

Blog Educativo Para Compartir Literatura Infantil

“…Como teórico del enfoque comunicativo cito a Hymes (1971), que afirmó sobre la competencia lingüística, siendo esta el conocimiento tácito de la lengua de un hablante-oyente , posee reglas para producir un número infinito de oraciones, sin embargo, puede ser influida por factores psicológicos tales como temor, descuido, nerviosismo, etc. ; por factores fisiológicos, tales como dolor o cansancio; factores ambientales como ruido, un nuevo ambiente, etc, confirmando Drijbooms, Groen, & Verhoeven (2017), que mencionan las diferencias en las restricciones de procesamiento y el contexto comunicativo, por consiguiente las narraciones escritas, permiten una mayor precisión y variedad de elecciones lingüísticas; en conclusión, la teoría comunicativa, se orienta al conjunto de habilidades y conocimientos que poseen los hablantes de una lengua, permitiendo comunicarse entre sí, lo que decimos y hacemos está orientado al conocimiento cultural, cuya experiencia juega un rol importante en la sociocognición colectiva. La Teoría Conectivista, reforzó la investigación, pues el aprendizaje debe adquirir un carácter más autónomo, pero, a la vez, aumentar el carácter social, el conectivismo se centra en el conocimiento a través de una red de conexiones y, por lo tanto, genera la capacidad de construir y transponer nuevos conocimientos (Solórzano y García, 2016).…”