Comparison of Narrative Comprehension and Inference-Making Ability in Native Tamil Speakers in Monolingual and Bilingual Context

Autor/inn/en	Aishwarya, N.; Deborah, D. Ruth
Titel	Comparison of Narrative Comprehension and Inference-Making Ability in Native Tamil Speakers in Monolingual and Bilingual Context
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 4, S.616-630 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aishwarya, N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1810181
Schlagwörter	Foreign Countries; Dravidian Languages; Age Differences; Language of Instruction; Inferences; Comprehension; Elementary School Students; Grade 3; Grade 4; Grade 5; Monolingualism; Bilingualism; Listening Comprehension; English; India + Suchen Sie Ihr Suchwort? Ausland; Age; Difference; Age difference; Altersunterschied; Teaching language; Unterrichtssprache; Inference; Inferenz; Verstehen; Verständnis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Bilingualismus; Hörverständnis; English language; Englisch; Indien
Abstract	The present study was carried out with 120 Native Tamil speakers to know the effects of age and instructional language on narrative comprehension and inference-making ability. Children from 3rd to 5th grades (8 to 11 years) were divided into Group A (n = 60; Monolinguals) and Group B (n = 60; Bilinguals). Seven questions were framed to assess literal content (2 questions), coherence inference (2 questions), simile comprehension (2 questions), and elaborative inference (1 question). Written responses were obtained from participants after listening to the audiotape of a narrative passage. Group A provided responses in Tamil after listening to the passage in Tamil, and Group B provided responses in Tamil and English after listening to passages in Tamil and English. The responses were scored by three speech-language pathologists and average scores were statistically analyzed. The scores of the statistical analysis showed a difference of performance only across age. Qualitative analysis of inference types showed literal and coherence inferences were easier to make than simile comprehension and elaborative inferences for all groups. The findings of the study highlight how the comprehension of the narrative macrostructure and inference making is affected by age and instructional language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01