Narrative Structure and Evaluative Language of Personal Narratives Shared by Urban Aboriginal Children in Taiwan

Autor/in	Lai, Wen-Feng
Titel	Narrative Structure and Evaluative Language of Personal Narratives Shared by Urban Aboriginal Children in Taiwan
Quelle	In: Early Child Development and Care, 190 (2020) 14, S.2214-2228 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1566229
Schlagwörter	Foreign Countries; Indigenous Populations; Urban Population; Personal Narratives; Story Grammar; Language Usage; Preschool Children; Mandarin Chinese; Differences; Taiwan (Taipei); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Stadtbevölkerung; Erlebniserzählung; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterscheiden
Abstract	Labovian narrative theory is used to explore the personal narrative performance of five-year-old urban aboriginal children. Fifty-two participants with the same socioeconomic status (half aboriginal, half non-aboriginal) were recruited from 11 preschools in metropolitan Taipei, Taiwan. Narratives were collected by interviewing individual children about past experiences. Interviews were conducted in Mandarin Chinese, tape-recorded, and transcribed verbatim. With ethnicity as the independent variable, the results indicated the following: (1) in structure elements, urban aboriginal children tended to use more evaluations and non-aboriginal children offered more complicating actions. (2) Urban aboriginal children outperformed their counterparts regarding structural level (approximately half in the leapfrogging level and one-third in the chronological level). (3) Regarding evaluative features, urban aboriginal children used significantly more intention terms, sensory terms, reported speech, and negations, and non-aboriginal children used more obligation terms. The discussion and implication are provided in relation to cultural differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01