Story Grammar Elements and Mental State Terms in the Expression of Enabling Relations in Narratives of Bilingual Preschool Children

Autor/inn/en	Fichman, Sveta; Armon-Lotem, Sharon; Walters, Joel; Altman, Carmit
Titel	Story Grammar Elements and Mental State Terms in the Expression of Enabling Relations in Narratives of Bilingual Preschool Children
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 58 (2021) 10, S.925-942 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2021.1972391
Schlagwörter	Bilingual Students; Preschool Children; Developmental Disabilities; Language Impairments; Story Grammar; Russian; Semitic Languages; Foreign Countries; Contrastive Linguistics; Israel + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Russisch; Arabisch; Hebräisch; Ausland; Linguistics; Kontrastive Linguistik
Abstract	The present research analyzes causal relations between events in the narratives of bilingual preschool children with typical development (BiTD) and with developmental language disorder (BiDLD). The analyses focused on story grammar elements (attempts and goals) and mental state terms between events in Enabling relations as features contributing to narrative discourse coherence. Narratives, collected from 48 bilingual children (14 with DLD) aged 5;06-6;06, were examined for the expression of enabling causal relations in both L1/Russian and L2/Hebrew. Children in both groups showed frequent omission of goals, but they used mental state terms to convey Enabling relations between events across episodes. Coherence is argued to be affected by syntactic, referential, and lexical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01