共查询到20条相似文献，搜索用时 15 毫秒
1.
Klatter-Folmer J van Hout R Kolen E Verhoeven L 《Journal of deaf studies and deaf education》2006,11(2):238-251
The language development of two deaf girls and four deaf boys in Sign Language of the Netherlands (SLN) and spoken Dutch was investigated longitudinally. At the start, the mean age of the children was 3;5. All data were collected in video-recorded semistructured conversations between individual children and deaf and hearing adults. We investigated the lexical richness and syntactic complexity of the children's utterances in SLN and spoken Dutch, as well as language dominance and interactional participation. Richness and complexity increase over time, as well as children's participation. An important outcome is that syntactic complexity is higher in utterances with both sign and speech. SLN does not have higher outcomes on richness or complexity, but is dominant in terms of frequency of use. 相似文献
2.
Perla B. Gámez Holly L. Griskell Yaxal N. Sobrevilla Melissa Vazquez 《Child development》2019,90(2):471-479
This study examined dual language learners’ (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (Mage = 5.7 years) as well as the relation to peers’ language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014–2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers’ vocabulary diversity was positively associated with children's vocabulary diversity. Peers’ syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers’ language use may influence DLLs’ and EO children's language learning. 相似文献
3.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):601-610
As we contemplate on teacher identity research, there is a need to place a teacher’s narratives or story-lines at the center of that work. In this forum, in response to the insightful commentary from Stephen Ritchie and Maria Iñez Mafra Goulart and Eduardo Soares, I place a greater emphasis on understanding Daisy’s narratives from an existing social identity framework. Narratives tell us intricate and complex actions that a teacher has taken both personally and professionally. Additionally, narratives help us see implicit nature of identity explicitly. Therefore, a greater focus has to be placed on interactions and utterances of a teacher to make sense of who they are and what they do as expressed by their own words (identity and action). Finally, I join with Ritchie and Goulart and Soares to advocate that identity research needs to include participants as co-researchers and co-authors as identities are very personal and complex to be fully understood by the outsiders (researchers). 相似文献
4.
This study examined the relationship of different measures of syntactic complexity with rated quality for two genres of text
produced by middle school students. It was hypothesized that different measures would be associated with distinct aspects
of syntactic complexity; words per clause with greater use of structures more typical of expository texts, and clauses per
T-unit with structures more typical of conversational or narrative registers. A sample of 41 seventh and eighth grade students
from suburban middle schools composed a narrative and persuasive essays. Texts were rated for quality and coded for syntactic
features including words per clause and clauses per T-unit. Syntactic complexity as measured in words per clause was positively
correlated with quality for essays but not for narratives. Clauses per T-unit was positively correlated with quality for narratives,
but negatively correlated with quality for essays. The relationships between syntactic complexity and text quality were thus
found to be dependent both on the genre of the text, and the measure of syntactic complexity used. 相似文献
5.
Nina J. Anderson Susan A. Graham Heather Prime Jennifer M. Jenkins Sheri Madigan 《Child development》2021,92(2):484-501
This meta-analysis examined associations between the quantity and quality of parental linguistic input and children’s language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of linguistic input. For quality and quantity of parental linguistic input, effect sizes were stronger when input was observed in naturalistic contexts compared to free play tasks. For quality of parental linguistic input, effect sizes also increased as child age and observation length increased. Effect sizes were not moderated by socioeconomic status or child gender. Findings highlight parental linguistic input as a key environmental factor in children’s language skills. 相似文献
6.
7.
D W Mood 《Child development》1979,50(1):247-250
A hypothesis proposing that preoperational egocentrism serves an adaptive function was used to predict the comprehension behavior of preschool children presented with sentences varying on a "personal" dimension. Personal sentences containing the subject's name were contrasted at 2 levels of syntactic complexity with impersonal sentences containing other familiar nouns. Significant effects were found for age, semantics, and syntax (all p's less than .001), with no sex effects or interactions. Personal sentences were better comprehended than impersonals at both levels of syntactic complexity. A second experiment was conducted to rule out "focusing of attention" as an alternative explanation. Variations in the likelihood of occurrence of the depicted event were added to the personal-impersonal contrast. High-probability personal sentences were significantly better understood than low-probability sentences, whether personal or impersonal (p less than .001). Results supported the adaptive egocentrism hypothesis in that sentence content describing the child and his personal experience facilitates the child's comprehension. 相似文献
8.
Irina Tsybina Luigi E. Girolametto Elaine Weitzman Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language. 相似文献
9.
Lucy Cragg 《教育心理学》2006,26(1):55-72
This study investigated written language production in 10‐year‐old children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed age‐appropriate spelling skills, and their narratives did not differ from those produced by control children in terms of length or syntactic complexity. However, their narratives captured less of the story content, and contained a less sophisticated story structure. These findings are discussed within a framework that sees weaknesses in aspects of oral language placing constraints on aspects of written language production. 相似文献
10.
Deborah Court Liat Merav Etty Ornan 《International Journal of Early Years Education》2009,17(3):207-217
This study investigated 10 Israeli preschool teachers’ reasons for choosing their profession and their perceptions of the teacher’s role. A narrative approach was chosen because teachers’ narratives can reveal their practical knowledge and the meanings they ascribe to their teaching. Data were subjected to content analysis and linguistic analysis. The content analysis revealed that choice of profession flowed from personal history and family background and reflected the needs, priorities and ambitions of each teacher. Most of the participants chose this profession at an early stage, in childhood or adolescence, and were influenced by close family members. An ongoing connection was revealed between key events and people in the preschool teachers’ narratives, their perceptions of the teacher’s role and their professional selves. The linguistic analysis revealed beliefs and values expressed through figurative language, and especially metaphor. Metaphoric themes related mainly to the nurturing of children and were consistent with beliefs and values expressed directly. 相似文献
11.
Dorota K. Celinska 《Learning disabilities research & practice》2004,19(2):83-98
This study investigated personal narratives produced by children with and without learning disabilities in the context of naturalistic conversation. The high‐point analysis was applied to compare the referential and evaluative aspects of children's personal narratives. Participants were 60 students in Grades 4 and 5 in public suburban schools, with an almost equal number of boys and girls. The participants with learning disabilities were matched individually with typically achieving peers for chronological age, grade, ethnicity, and gender. Despite significant differences in expressive semantic and syntactic skills, both groups produced narratives that were equivalent in terms of length, structural organization, and global coherence. Group differences centered around the decreased inclusion of high points in narratives produced by girls with learning disabilities, indicating that these girls may struggle with generating coherent personal narratives and communicating their own perspective on the recounted personal experiences. This specific narrative performance is accounted for by the unique profile of cognitive and academic characteristics demonstrated by girls with learning disabilities. Practical implications for the multifaceted assessment of referential and evaluative narrative functions are discussed, and interventions for enhancing narrative skills are suggested. The study's findings are also discussed in the context of previous research and directions for future inquiries. 相似文献
12.
Kate Favot Mark Carter Jennifer Stephenson 《International Journal of Disability, Development & Education》2019,66(5):492-509
AbstractThe purpose of this pilot study was to examine and refine an oral narrative intervention addressing personal narratives of children with autism spectrum disorder (ASD) and severe language impairment. A multiple baseline across participants design investigated the effect of the intervention on the macrostructure of personal narratives. Three five–six year olds participated in a 1:1 intervention that targeted the where, who with, what and feelings of personal narrative. Intervention included macrostructure icons, pictures, modelling and participants telling the entire narrative. Participants received training with two or three narratives each session. The intervention was effective for all three participants. Two participants showed evidence of maintenance and generalisation across settings. The results show that children with autism and severe language impairment may benefit from oral narrative intervention targeting the macrostructure of personal narrative. These results are consistent with previous findings. Areas for future research include investigation of generalisation across people. 相似文献
13.
14.
Heather Knight 《Compare》2014,44(1):77-96
This paper reflects on a study that explores young people’s engagement with the Art: a Resource for Reconciliation Over the World (ARROW) programme. The programme utilises the arts to promote critical dialogue amongst young people growing up in divided communities around the world. Dialogue has been criticised for its inability to tackle structural inequalities and for failing to include multiple voices and perspectives due to dominant languages and agendas. However, dialogue has also been heralded for its potential to promote democracy and resist narratives of discrimination that contribute to intercultural conflict. This paper focuses on the voices of young people involved in the Plymouth UK ARROW youth group. It proposes that arts approaches can complement verbal dialogue through their ability to transcend verbal language barriers, allow previously silenced narratives to be articulated and encourage people to think critically about themselves, humanity and the world. 相似文献
15.
Dely Lazarte Elliot Kate Reid Vivienne Baumfield 《International Journal of Research & Method in Education》2017,40(5):480-496
Despite the exponential growth of visual research in the social sciences in the last three decades, continuing empirical enquiries are arguably more relevant than ever. Earlier research employed visual methods primarily to investigate distinct cultural practices, often seeking the views of marginalized, challenging or hard-to-reach participants. In this study, non-British postdoctoral academics took photographs that visually or symbolically represented the highlights of their academic acculturation experience as international PhD students in the UK. The semi-structured interviews of academic and non-academic related experiences that made a significant impression revolved around participants’ visual metaphors. Interpretative Phenomenological Analysis, a widely employed inductive qualitative technique, was utilized, with visual data complementing the narrative evidence. This innovative method both aesthetically and insightfully enhanced the representation of participants’ lived experiences and was instrumental in validating participants’ narratives. Additionally, this article examines the pragmatic utility of employing metaphors in a photo elicitation technique (also critically reflected upon by the participants who are academic researchers themselves). The paper therefore offers a collective reflection not only on the features and advantages of this approach, but also on the key challenges and some recommendations to inform contemporary visual methods practice. 相似文献
16.
Stephen Houghton 《Educational studies》1993,19(3):247-254
This study investigated the use of verbal and visual prompts to control litter behaviour by students in two separate high schools. Data were obtained from two areas in both schools; the cafeteria, and the pathway leading from the cafeteria to the main teaching block. Verbal prompts in combination with visual prompts resulted in statistically significant reductions in the rate of littering and were demonstrated to be more effective than verbal or visual prompts alone. Reductions in litter behaviour were maintained following intervention. 相似文献
17.
Personal narratives are powerful tools that can be used to introduce competing mindsets into the academic discourse. They are especially powerful if they challenge a master narrative that seeks to portray the weak or powerless, such as Chicanos, in negative images or social contexts. This paper uses personal narrative to examine how Chicanos perceived the 1970s as a period of change in academe, one that would increase their presence and voice. The personal narrative also examines how academe is structured and organized to constrain the Chicano’s search for presence and voice. 相似文献
18.
Linguistic subjectivity is pervasive in almost all the utterances.Language without speaker’s affect,judgment and view point doesn’t exist.Idioms constitute one important part of the language and culture.Knowing a language includes knowing idioms in that language.Variation is one important aspect to idiom.Different from ordinary phrases,idioms tend to be frozen in form and meaning and don’t allow change in structure and meaning.However,variation is one important aspect to idiom.The words of some idioms can be moved orsubsti tuted by other words.The syntactic structure of idioms can be altered.Some idioms function as normal sequence of grammatical words.They have changes in tense and aspect.All these changes contribute to the creation of idiom variation.Speakers create new idiom out of the original ones by modifying the original idiom to convey extra meanings.Idiom variations are the results of people’s creative use of language. 相似文献
19.
20.
This study investigated Korean and U.S. preschoolers’ personal and fictional narratives, their classroom book environments, and their teachers’ attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers’ personal and fictional narratives were analyzed. The teachers’ attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers’ narrative productions. Research Findings: The content of preschoolers’ personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives. 相似文献