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THE EFFECTS OF PLANNING CONDITIONS ON PRIMARY SCHOOL ESL PUPILS’ NARRATIVE WRITING
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 559-574 (2018) (2018)
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Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories
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Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta
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Uchôa, José Mauro Souza. - : Universidade Federal do Rio Grande do Norte, 2014. : BR, 2014. : UFRN, 2014. : Programa de Pós-Graduação em Estudos da Linguagem, 2014. : Linguística Aplicada; Literatura Comparada, 2014
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Classroom fiction: language games and control in English language classes ; La fiction de classe: Jeu de langage et contrôle dans le cours de langue vivante
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In: ISSN: 2258-1510 ; Etudes en didactique des langues ; https://halshs.archives-ouvertes.fr/halshs-01321016 ; Etudes en didactique des langues, LAIRDIL, 2013, Contrôle v. autonomie / Control v. Autonomy, pp.17-34 ; http://www.lairdil.fr/edl-etudes-en-didactique-des-langues-290-cdoc1.html (2013)
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Getting the Story Straight: Language Fieldwork Using a Narrative Problem-Solving Task
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Getting the Story Straight: Language Fieldwork Using a Narrative Problem-Solving Task
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The role of Intentional control and operational constraints in Prosodic phrasing
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In: Actes, Discours et Prosodie comme Interface Complexe (IDP) ; https://hal.archives-ouvertes.fr/hal-00136764 ; 2005, pp.1-14 (2005)
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Abstract:
International audience ; This study deals with the determinants of prosodic phrasing in schooled childrens' narratives. According to Bronckart (1985) and Chafe (1986) the linguistic devices used by the speaker to structure discourse are the expression of conceptual constraints involved in the processing of information. We hypothetized that the way in which discourse is divided into segments by prosodic means, also carries the trace of the speakers' cognitive activity and that this segmentation provides perceptual cues to the listeners to capture the discourse structure. Tape-recorded narrations told by 84 seven- to eleven-year-old children were submitted to a perceptual evaluation. The children were shown wordless comic strip stories, which they were asked to tell to an age peer ignorant of the stories. The narative picture sequences were either arbitrary or ordered. In the arbitrary sequence, the events depicted in each picture, although presented as a sequence, could have occurred in any order. The speaker had to infer the links between the pictures from the proposed sequence in order to build an overall representation of the story. In the ordered sequence, the events could only occur in one order. Moreover in this later sequence, the ordinary succession of events was modified by the occurrence of a surprise event. Stories were produced according to simultaneous or consecutive displays. In the simultaneous display, all pictures were on a single page. The speaker was asked to look at them and prepare himself/herself to tell the story immediately afterwards. Then the pictures remained visible throughout the narration. In the consecutive display, the comic strip was presented in booklet format with one picture per page. Speakers were instructed to turn the pages one by one, and to tell the story as he/she discovered each new picture. He/she had to make the connection between the current content and the previous content as the story was being told. In this case, the storyteller was not allowed to look ahead or backtrack. Each speaker was tested in one frame display mode and one type of sequence. One hundred and twelve naive French listeners were invited to segment the recordings using melodic variation as a criterion, and to decide whether each prosodic segment was a conclusive or a continuative one. The results of the auditory analysis shows: (1) an age effect on the production of continuative segments (the listeners identified more continuative segments in the narrations of the eleven-year-old children than in the seven-year-old childrens' one); (2) the impact of the display mode on the production of conclusive segments (the listeners identified more conclusive segments in narratives produced in consecutive display than in simultaneous display); (3) the impact of the surprise event of the ordered sequence in consecutive display (the listeners identified more conclusive segments in this case than in the other cases).
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Keyword:
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; elementary school children; French language; narrative discourse; picture story telling task; prosodic units
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URL: https://hal.archives-ouvertes.fr/hal-00136764/document
https://hal.archives-ouvertes.fr/hal-00136764/file/2121.pdf
https://hal.archives-ouvertes.fr/hal-00136764
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