scholarly journals The structure of emotion discourse: from Labovian to socio-cognitive models

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Manuela Romano ◽  
María Dolores Porto ◽  
Clara Molina
Keyword(s):  
Cognitive Models ◽  
Narrative Discourse ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Emotional Events

AbstractThis paper focuses on how narrators convey emotion in the structure of oral narrative discourse in Spanish. To this end, the structure of personal oral narratives of highly emotional events in a sample of radio narratives is analyzed from two different approaches:

Cognitive Processing and Narrative Discourse Production in Children with ADHD

2009 ◽  
Vol 39 (3) ◽  
pp. 326-335 ◽  
Author(s):  
Sharon Moonsamy ◽  
Heila Jordaan ◽  
Kirston Greenop
Keyword(s):  
Academic Success ◽  
Cognitive Processing ◽  
Oral Language ◽  
Personal Narrative ◽  
Narrative Discourse ◽  
Assessment System ◽  
Attention Deficits ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Children With Adhd

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.

Tuturan Komburongo in the Context of Oral Narrative and Belief of the Tobilung Ethnic Group of Sabah

2021 ◽  
Vol 34 (2) ◽  
pp. 163-184
Author(s):  
Low Kok On ◽  
Ick Ellyrenzine Linsap
Keyword(s):  
Ethnic Group ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Oral Literature

The oral narratives that revolve around Komburongo are known as tuturan Komburongo among the Tobilung ethnic group in Sabah. The purpose of this article is to analyze the elements of belief contained in these stories. All the tuturan Komburungo that are analyzed in this article are obtained from fieldwork interviews with informants from the Tobilung ethnic group in the district of Kota Belud, Sabah. The important issues dealt with in this article are concerned with the Tobilung ethnic group's belief in the supernatural powers of Komburongo, as told in their oral literature. The result of the analysis by way of interpretation in this study finds that the tuturan Komburungo are divided into myth or legend in the context of folklore. On the question of its origin, Komburongo is believed to have been created by Tinamaru, the Creator of the Tobilung. The traditional Tobilung ethnic group are found to be highly dependent on Komburongo as the good spirit that provides guidance and possesses magical powers that help to solve various life crises for generations. This study is considered significant because it highlights many aspects of the belief of the Tobilung ethnic group passed down from generation to generation based on tuturan Komburungo.

Narrative Discourse Markers in Malory’s Morte D’Arthur

2000 ◽  
Vol 1 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Monika Fludernik
Keyword(s):  
Narrative Structure ◽  
Discourse Markers ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
King Arthur ◽  
Morte D'arthur ◽  
Narrative Prose ◽  
Line Analysis

On the basis of the model of narrative structure proposed in Fludernik (1996b) this paper presents the results of an investigation of discourse markers in Thomas Malory’s Morte D’Arthur, with a complete line-by-line analysis of The Tale of King Arthur, Books I to III (“Merlin”; “Balin”; “Torre and Pellinor”), A Noble Tale of Sir Launcelot du Lake, and The Book of Sir Tristram de Lyones (Book XIV: “Launcelot and Elaine”). The paper argues that the inflation of discourse markers in Malory is a sign of their imminent disappearance from narrative prose and that other features that indicate a dissolution of the oral narrative episode pattern are also visible in the text.

Narrative as cultural representation

2020 ◽  
Author(s):  
Masahiko Minami
Keyword(s):  
Second Language ◽  
Conceptual Understanding ◽  
Local Level ◽  
Cultural Representation ◽  
Narrative Discourse ◽  
Oral Narratives ◽  
Global Level ◽  
Appropriate Use ◽  
Content Structure ◽  
Cognition And Culture

Abstract This paper addresses issues related to narrative, cognition, and culture within the framework of foreign- or second-language (L2) narrative discourse, using a methodology of connecting the story- and language-related qualities of narrative discourse. The term “coherence” refers to whether or not a text makes sense at a global level, whereas “cohesion” describes the linguistic relationships among clauses in a narrative, such as how its surface linguistic elements are linked together at a local level. The paper (1) examines oral narratives, (2) reveals how both coherence and cohesion serve as the twin engines of narrative, and (3) emphasizes the significance of noting not only the narrative content/structure but also the appropriate use of linguistic devices, to identify language-specific ways of expressing affective elements in narrative. That is, the paper suggests the importance of developing conceptual understanding of L2 forms (e.g., grammatical variables) and their stylistic significance.

The acquisition of connectors in French L2 narrative discourse

1998 ◽  
Vol 8 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Betsy Kerr-Barnes
Keyword(s):  
Learning Environment ◽  
Narrative Discourse ◽  
Oral Narratives

AbstractThe article examines the use of connectors in oral narratives of 27 adult American learners of French, who are classified in four groups according to length of instruction and type of learning environment, i.e. classroom or immersion or mixed. The patterns of acquisition are found to be in general quite similar to those of child LI French learners, including a routinised use of one or more markers which serve as pause fillers. Surprisingly, even very proficient learners show overgeneralisation of some connectors, in particular of transitional connectors (alors, donc) and discourse-structuring particles (eh bien, bon), whose functions are relatively opaque.

scholarly journals Interlanguage: A Case Study of English Narrative Discourse of an Indonesian Studying in the U.S.

2019 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Stefanus Angga B. Prima
Keyword(s):  
United States ◽  
The United States ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
Past Tense ◽  
English Speaker ◽  
Present Perfect ◽  
Present Tense ◽  
The U.S

The aim of this study is to see how an Indonesian studying in the U.S. uses English tense and aspects to produce meaning oral narrative discourses. The Indonesian’s verbatim of narrative discourse is compared to that of a Minnesota-born English speaker studying in a university in the midwestern of the United States. The audio-recorded narrative discourses are transcribed, then foregrounding and backgrounding clauses of each participant’s oral narrative discourse are analyzed to count the number of verbs produced by each participant. The verbs are categorized into past verbs (simple, progressive, pluperfect) and non-past verbs (base forms, present tense, present progressive, present perfect). By analyzing the morphology distribution, the researcher recorded that the Minnesotan participant used past tense more frequently in foregrounding and backgrounding clauses in both narrative tasks, while the Indonesian used more temporal adverbs than that of the Minnesotan.

scholarly journals Avaliação de Narrativas Orais em Crianças Falantes de Português Europeu (PE): Um Teste Piloto

2020 ◽  
pp. 368-384
Author(s):  
Stéphanie Vaz ◽  
Maria Lobo ◽  
Marisa Lousada
Keyword(s):  
Pilot Study ◽  
Age Groups ◽  
Language Disorders ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Second Moment ◽  
First Results ◽  
International Instruments

Although there are several referenced and validated international instruments for evaluating oral narratives,which can be used in populations with language disorders to help the diagnosis and to plan intervention, there is yet no such instrument for EP. In this work, we present a first version of an instrument for evaluating oral narrative productions for EP-speaking children, including the methodology used in the construction of the instrument, its structure, criteria for the analysis of productions, and procedures used in the validation of the instrument. In a second moment, we report the first results from a pilot study that indicate that there may be differences between tasks (telling or retelling), between types of stories and between age groups in what concerns the analysis of macrostructural parameters.

scholarly journals Storytelling on Oral Grounds: Viewpoint Alignment and Perspective Taking in Narrative Discourse

2021 ◽  
Vol 12 ◽  
Author(s):  
Kobie van Krieken ◽  
José Sanders
Keyword(s):  
Perspective Taking ◽  
Analytical Framework ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
Human Communication ◽  
Central Process ◽  
Conversational Storytelling ◽  
Dynamic Processing ◽  
The One ◽  
Communicative Context

In this paper, we seek to explain the power of perspective taking in narrative discourse by turning to research on the oral foundations of storytelling in human communication and language. We argue that narratives function through a central process of alignment between the viewpoints of narrator, hearer/reader, and character and develop an analytical framework that is capable of generating general claims about the processes and outcomes of narrative discourse while flexibly accounting for the great linguistic variability both across and within stories. The central propositions of this viewpoint alignment framework are that the distance between the viewpoints of participants in the narrative construal – narrator, character, reader – is dynamic and regulated by linguistic choices as well as contextual factors. Fundamentally, viewpoint alignment is grounded in oral narrative interaction and, from this conversation, transferred to the written narrative situation, varying between demonstration and invasion of the narrative subjects and guiding readers’ route of processing the narrative (experiential versus reflective). Our claim is that variations in viewpoint alignment are functional to the communicative context and intended outcomes of narratives. This is illustrated with the analysis of a corporate journalistic narrative that comprises both interactional and non-interactional aspects of storytelling. The concept of viewpoint alignment further explains the oral fundaments of narrative discourse in conversational storytelling and poses new questions on the relation between the dynamic processing of stories on the one hand and their static outcomes on the other.

scholarly journals Hidden Narratives: Augmented Reality to enhance cultural and historical values in the design of Lake Fuxian

2021 ◽  
Author(s):  
Yanran Li
Keyword(s):  
Augmented Reality ◽  
Cultural Diversity ◽  
New Technologies ◽  
Historical Change ◽  
Oral Narratives ◽  
Specific Site ◽  
Oral Narrative ◽  
Written Text ◽  
The Past ◽  
Lake Fuxian

<p><b>The impacts of globalisation has lead towards the loss of culture, such as overpopulation, forestation and global intergration. The lost culture has mostly been preserved through written text and oral narratives as a way of illustrating a long-gone reality. Similarly, narratives have the power to connect people with imagination and allow them to experience the uniqueness of a specific site in their own terms. However, oral narrative and written text lacked the interaction between communities, or human to Landscape. New technologies have the potential to reconnect these oral narratives or written text with both the wider public and the site. </b></p><p>This research will explore the historical change of Lake Fuxian, from 500 million years ago to present day, through the illustration and experience of Landscape narratives. This research aims to utilize Augmented Reality as a way to physically connect to the past, while still retaining the existing landscape. Augmented Reality has the ability to combine many types of narratives, such as oral, written and drawn, resulting in an educated relationship to Lake Fuxian. Additionally, modernizing these narratives for a larger demographic such as visitors and locals to engage with the landscape, promoting respect for cultural diversity and adaption. </p>

Aboriginal English inside and outside the classroom

1994 ◽  
Vol 17 (2) ◽  
pp. 147-180 ◽  
Author(s):  
Ian G. Malcolm
Keyword(s):  
Western Australia ◽  
Oral Narratives ◽  
Oral Narrative ◽  
English Speakers ◽  
First Person ◽  
Aboriginal Communities ◽  
Aboriginal Child ◽  
Aboriginal Children

Abstract It is argued that Aboriginal children’s English is different inside and outside the classroom largely because characteristically, inside the classroom the Aboriginal children do not have the freedom to determine the discourse pattern which they have outside the classroom. This is illustrated on the basis of an analysis of five first person oral narratives of Aboriginal children of the Eastern Goldfields of Western Australia recorded outside the classroom, which are compared both with a first person oral narrative of a non-Aboriginal child and with teacher led interactions in the classes of which these children were members. The Aboriginal children’s discourse exhibits ‘tracking,’ a culture-specific way of organising narrative, which is widely exhibited in Aboriginal communities. It is implied that education of speakers of Aboriginal English needs to be sensitive to such discoursal features which are not shared by other English speakers.

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