On The Differences Between Spoken and Written Language

Akinnaso, F. Niyi

doi:10.1177/002383098202500201

Cited by 107 publications

(87 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, since talking and reading are different processes and produce different outcomes (Akinnaso, 1982), it cannot be assumed that written language is acquired merely by applying knowledge about oral language constructs. Chafe (1985) suggests that two basic differences distinguish the linguistic properties of oral and written language.…”

Section: Emergent Literacy 18mentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

View full text Add to dashboard Cite

Section: Emergent Literacy 18mentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

View full text Add to dashboard Cite

“…Basically, writing is claimed to be more structurally complex and elaborate than speech, indicated by such features as longer sentences or T-units and a greater use of subordination (Chafe, 1982); more explicit than speech, in that it has complete idea units with all assumptions and logical relations encoded in the text; more decontextualized, or autonomous, than speech, so that it is less dependent on shared situation or background knowledge; less personally involved than speech and more detached and abstract than speech (Chafe, 1982); characterized by a higher concentration of new information than speech (Brown and Yule, 1983); and more deliberately organized and planned than speech (Akinnaso, 1982).…”

Section: Empirical Studies On Spoken and Written Narrativesmentioning

confidence: 99%

A Comparative Analysis of Discourse Structures in EFL Learners’ Oral and Written Narratives

Sun¹,

Yang²

2011

IJL

View full text Add to dashboard Cite

This study was undertaken to respectively portray the discourse features underlying the oral and written narratives produced by Chinese EFL learners. Via detailed analysis of the qualitative data, this study seeks to reveal the universal and distinctive structural components in oral and written narratives by EFL learners and to what degree EFL learners' oral and written narratives deviate from each other in discourse structures. Results show that the discourse constructs underlying EFL learners' oral and written narratives, on both the macro and micro scales, are schematically and structurally very much alike, albeit only one trivial discrepancy. In addition, the frequency distributions of each structural component further demonstrate that the two registers saliently differ in the compositional constituents of abstracting the topic in the beginning and terminating the whole narration, and they also share with each other some universal structural features as to how they elaborate the core story. Implications of these findings for narrative studies are discussed.

show abstract

“…Cummins (1979) (Akinnaso (1982), Tannen (1982), Elbow (1985)). Selon Gee (1986), cette langue décontextualisée s'est développée progressivement avec l' évolution de la technologie.…”

Section: Une Tentative Pour Définir La Langue Scolaireunclassified

Déterminants socioculturels de l’apprentissage du discours décontextualisé en milieu scolaire : vers un cadre théorique intégré

d’Anglejan

Masny

2009

rql

View full text Add to dashboard Cite

La disparité entre la performance scolaire des enfants des groupes majoritaire et minoritaire devrait normalement diminuer avec les années de scolarisation. C’est pourtant l’inverse qui se produit et ce paradoxe, bien connu des chercheurs dans le domaine, n’a pas encore reçu d’explication satisfaisante.Cet article se propose de tracer les grandes lignes d’un cadre théorique qui, tout en aidant à saisir la grande complexité du problème, permet d’approfondir la compréhension d’un de ses aspects : l’interaction entre la culture et la cognition.La théorie des schémas est utilisée pour expliquer certaines difficultés rencontrées dans la pratique de la lecture et de l’écriture, en se basant sur le fait que des expériences culturelles disparates donnent lieu au développement de schémas distincts chez les individus de cultures différentes.Le processus de scolarisation, qui devrait consister à étendre le répertoire de schémas cognitifs, sociaux et linguistiques de l’enfant est à l’origine d’un aspect du paradoxe étudié; en étant axés sur les habiletés de base, les programmes scolaires offrent un contexte peu propice au développement de certains schémas cognitifs essentiels.The disparity between the scholastic performance of children belonging to majority and minority groups should normally decrease with schooling. Nevertheless, it is the opposite that is observed and this paradox, well-known to the researchers in this field, has not yet received a satisfactory explanation.This paper proposes to sketch the main lines of a theoretical framework that helps to understand the great complexity of the problem and allows a deeper comprehension of one of its aspects: the interaction between culture and cognition.Schema theory is used to explain certain difficulties in reading and writing, based on the fact that differences in cultural experiences give rise to the development of different schemas for individuals coming from different cultures.The schooling process, which should contribute to extending the repertory of the child's cognitive, social and linguistic schemas, is in fact at the origin of one aspect of the paradox in question; being centrated on basic skills, scholastic programs offer a context that is not conductive to the emergence of certain essential cognitive schemas

show abstract

On The Differences Between Spoken and Written Language

Cited by 107 publications

References 53 publications

A Review of Emergent Literacy with Implications for Research and Practice in Reading

A Review of Emergent Literacy with Implications for Research and Practice in Reading

A Comparative Analysis of Discourse Structures in EFL Learners’ Oral and Written Narratives

Déterminants socioculturels de l’apprentissage du discours décontextualisé en milieu scolaire : vers un cadre théorique intégré

Contact Info

Product

Resources

About