Analysis of narratives of Bhutanese and rural American 7-year old children: Issues of story grammar and culture

2004 ◽  
Vol 14 (2) ◽  
pp. 369-394 ◽  
Author(s):  
Cecile L. Stein

The goal of this study was to provide cross-cultural data, comparing the fictional narrative structure and content of a population of 7-year old Bhutanese children with those of 7-year olds from a rural section of Pennsylvania. The two groups produced narrative structures containing comparable story grammar and story structure levels. Differences in content were evident in story resolution, where the Bhutanese had fewer success-oriented endings than the Pennsylvania group. The Bhutanese stories contained significantly more secondary characters as well as intense empathic responses for story characters. Secondary characters also provided goal structure in the Bhutanese stories whereas the two groups produced similar narrative structure, analysis of story content was necessary to fully describe the cultural aspects of the children's stories. (Macrostructure, Story Grammar, Story Structure Level, Story Ending Level, Perspective-taking)

2007 ◽  
Vol 6 (4) ◽  
pp. 1-10 ◽  
Author(s):  
Stefan Göbel ◽  
Ido Aharon Iurgel ◽  
Markus Rössler ◽  
Frank Hülsken ◽  
Christian Eckes

This article describes the design of the two application scenarios of the Virtual Human project and its integration into the Virtual Human system. This includes overall concepts and considerations of the demonstrators for the two application scenarios (learning, edutainment) as well as underlying methodic-didactic aspects for knowledge transmission and narrative concepts for story structure and story control during run-time of the system. Hence, in contrast to traditional learning systems with virtual characters as virtual instructors, an exciting and suspenseful interactive information space has been created. On the one hand, the methodic-didactic methods and VH learning model guarantee learning effects, on the other hand narrative structures and an emotion module provide the ground for a playful and exciting story environment, whereby the users can interact and discuss with a set of virtual characters.


2011 ◽  
Vol 15 (1) ◽  
pp. 58-74 ◽  
Author(s):  
PERI ILUZ-COHEN ◽  
JOEL WALTERS

Two studies investigated five- and six-year-old preschool children's narrative production in an attempt to show how LI may impinge on narrative production in measurable ways. Study 1 analyzed renderings of familiar stories for group (typical language development vs. language impairment), story content (Jungle Book/Goldilocks) and language (English/Hebrew) differences on a range of discourse (story grammar categories), lexical (e.g., words, word types), morphosyntactic (e.g., verb inflections, prepositions) and bilingual (code-switching) measures. It showed intact performance for narrative structure in both groups and in both languages despite differences in lexis, morphosyntax and bilingualism. Study 2 pursued bilingual code-switching as a means to examine differences between children with typical language development (TLD) and language impairment (LI) in a retelling task where each child retold three stories (from native language/L1, second language/L2 and bilingual contexts) to interlocutors with different language preferences. Both groups showed sociolinguistic sensitivity in code-switching behavior, but frequency and directionality of code-switching revealed group differences. The article argues for the use of a range of indicators of LI including those unique to bilingual children.


2020 ◽  
Vol 6 (32) ◽  
pp. eaba2196
Author(s):  
Ryan L. Boyd ◽  
Kate G. Blackburn ◽  
James W. Pennebaker

Scholars across disciplines have long debated the existence of a common structure that underlies narratives. Using computer-based language analysis methods, several structural and psychological categories of language were measured across ~40,000 traditional narratives (e.g., novels and movie scripts) and ~20,000 nontraditional narratives (science reporting in newspaper articles, TED talks, and Supreme Court opinions). Across traditional narratives, a consistent underlying story structure emerged that revealed three primary processes: staging, plot progression, and cognitive tension. No evidence emerged to indicate that adherence to normative story structures was related to the popularity of the story. Last, analysis of fact-driven texts revealed structures that differed from story-based narratives.


2021 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Isnaeni Wahab ◽  
Nurhadifah Amaliyah

Literacy is one way to build and develop children's thinking skills that are important for students. However, students' literacy habits are still low. Therefore, schools as one of the three educational centers should implement a literacy culture to improve children's thinking skills. This study aims to examine information about the application of literacy culture in schools and to apply literacy using children's stories for students. This study uses a qualitative descriptive approach with a survey method. The subjects of this study were elementary school students. Data collection techniques through observation, interviews, and documentation. Data analysis through the stages of data reduction, data presentation, and concluding. The results showed that literacy activities in schools had been implemented with literacy fifteen minutes before the lesson started and used every corner of the school as a reading corner, while the implementation of literacy using storybooks was done by inviting students to read books with various story titles. Based on these results, it can be concluded that elementary schools already have a good literacy program and the application of literacy using storybooks can invite students to retell the story content and the moral values of the story. This research implies that schools should optimize their role as one of the three educational centers to build and develop literacy habits for elementary school students.


2016 ◽  
pp. 69-90
Author(s):  
Akane Kawakami

Modiano is still often thought of as a novelist of the Occupation, although he famously did not live through the period; nevertheless, his descriptions of les années noires are startling in their authenticity. This chapter examines what Modiano is doing by resurrecting – and appropriating – this particularly problematic period of French history in his novels. It suggests that, by placing the (French) reader within the period through the use of the empty narrator, the disorderly narrative structure and the unreal mode of representation, Modiano makes sure that s/he is deeply implicated in it. The narrative structures (analysed in the preceding chapters) ensure that the act of reading involves the making of moral choices for the reader, drawing him/her into the period which is brought alive by the ‘real’ names of places and people which refer back to history and reality.


Libri ◽  
2018 ◽  
Vol 68 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Lih-Juan ChanLin

Abstract In educational settings, physical objects or artwork are commonly used to convey meanings. These designs can be enhanced in ways which provide dynamic information overlay and context for children’s stories, such as how augmented reality technology (AR) uses created overlay digital information on the realistic object for enhancing interactions in learning and reading. The recent advancements in mobile AR have attracted a great deal of attention in the area of children’s learning and reading. In this context, a mobile AR story library (containing 228 picture books created by young artists from secondary schools) was developed for children’s reading. An AR platform (Hp Reveal) was used with Drupal for the management of story video clips, with children invited to immerse themselves in the artwork and stories in the library. Specific research questions were raised in this study: (1) how did teachers and the library implement the AR stories for children’s reading and (2) how did children react to AR reading? Observations and questionnaires were used to gather research data, while themes for scaffolding children’s reading in the mobile AR reading environment are summarized. It was observed that adults learned to use the AR mobile application and set up physical reading spaces (the library and classrooms) for children. When children were reading with AR, adults provided guidance and support for scaffolding children’s reading processes. The children were positive about the use of tablet with AR for reading stories and enjoyed reading the story content triggered by the AR technology.


2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Siti Norashikin Azmi ◽  
Hanita Hassan

Human interaction involves a process of sharing experiences, telling stories, and retelling stories in a form of narration. While telling story, the narration is structured in a way to make sense to the audiences.This study examined the narrative structures in Kelantanese dialect used by young female native speakers. The participants were two (2) female Kelantanese students, aged 25 and 27 years old, who have completed their undergraduate studies in local universities. Audio recording and semi-structured interview were two types of instruments used for the data collection. Interview session of 1012 words was analyzed using a combination of the theory of Malay sentence classifications and the theory of narrative structure. The findings of this study reveal that the narration in Kelantanese dialect has a systematic structure which consists of title and elaboration. The title consists of the abstract and orientation, while elaboration includes the four stages of narrative structure which are complication, evaluation, resolution and coda. The findings show that the story is unfolded in a structural manner-which means it has the idea and the elaboration of the idea (the story).


2010 ◽  
Vol 56 (3) ◽  
pp. 343-366 ◽  
Author(s):  
Jesper Tang Nielsen

This article takes part in the reopened discussion of the Johannine δόξα/δοξάζϵιν by interpreting the concept in light of the narrative structures in the Fourth Gospel. On the basis of Aristotle's definition of a whole and complete μῦθος and his distinction between πϵριπϵ́τϵια and ἀναγνώρισις it is shown that the main structure in the Johannine narrative concerns humans' recognition of Jesus' identity as son of God. As a consequence of being firmly integrated in this narrative structure, the Johannine concept δόξα/δοξάζϵιν basically denotes divine identity and recognition. Opposing a contemporary trend in Johannine studies it is finally argued that δόξα/δοξάζϵιν in the Fourth Gospel should be understood within the normal narrative sequence.


2020 ◽  
pp. 109-125
Author(s):  
Florij Batsevych

In recent decades, the researchers of artistic stories have paid their attention to the narrative analysis of a set of weird texts of mystical and absurd content, works of “black humour”, fantastic (khymerna) prose created by a non-anthropic narrator or by an author in a changed state of consciousness. These texts serve the field of actualizing atypical and non-usual narrative structures, the sphere of meaningful changes within the bounds of narrative categories and, which is important, of forming special communicative senses of aesthetic nature. The basic problems of the linguistic analysis of “unnatural” stories are identifying the types of changes in the narration constituents, reasons of these changes and narrative categories (first of all, events, participants, objects, chronotope characteristics, points of view, moduses, modalities, etc.). The article analyses one of the texts of mystical content aiming at the revealing of some specificities of the structure and functioning of the so-called “unnatural artistic narrations”. The object of the research is V. Shevchuk’s novel “The Beginning of Horror”. The subject of the analysis is lingual means of the narrative structure formation, the author’s objectification of the mystical artistic sense and lingual “signals” of a reader’s perception of these senses. The most important semantic means of creating mystical atmosphere of the story are predicates that ascribe the names of their referents atypical dynamic and static features connected with the Christian view of the infernal world. It helps to form narrative events that root in weird situations, which cannot take place in reality. Non-dispositional nature of these situations correlates with the reference to the mystery that goes far beyond the bounds of a usual perceptive and psycho-mental background. Among the pragmatic means of creating mystical atmosphere of the main hero’s story as well as of the novel in general, we specify the individual inimitative perception of the flow of time and modality of “real unreality” formed by the role of an unreliable narrator and a vague point of view of the described event with its perceptive, ideological and time planes of objectification. Due to the increasing interest to various expressions of the esoteric, the increase of the number of artistic works of such content and growth of their popularity, we consider it topical to proceed in further investigations of lingual-narrative aspects of “unnatural” stories, in particular, the ones with the modus of mystical in them.


2021 ◽  
Vol 5 (1) ◽  
pp. 103-123
Author(s):  
Tom Murray

Abstract The biography of Douglas Grant (c.1885–1951) has been publicly and popularly told in media since 1916. Interestingly, Grant’s unusual life-story has consistently been deployed to serve various political agendas. This essay examines the role of popular-media biographies of Douglas Grant and the emotions embedded in them, and utilises a documentary-film production as a case study to examine relations between these emotions, activist agendas and documentary-film storytelling. Additionally, given the consistent use of tragedy as a formal narrative structure employed in tellings of Douglas Grant’s story, this essay also describes how narrative structures are not culturally neutral, but are themselves emotionally suggestive cultural productions. Analysing a century of tellings of the Douglas Grant biography, this essay also offers insights into how conquest-colonial ideology is manifest in these often ‘tragic’ tales. As an attempt at decolonising scholarship, this essay also responds to insights by Indigenous commentators within the case-study text to reflect on Indigenous ontologies and the role of Country and Indigenous futurism as places/sites/histories of hope.


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