Academic literature on the topic 'Oral vs written narratives'
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Journal articles on the topic "Oral vs written narratives"
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Asgari, Majid, and Sakineh Jafari. "The effect of task modality and discourse mode on EFL learners’ narrative task performance." Dutch Journal of Applied Linguistics 8, no. 2 (August 13, 2019): 270–90. http://dx.doi.org/10.1075/dujal.17031.asg.
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Abstract This study examined the effect of task mode (written vs. spoken) and discourse mode (pair vs. individual) on advanced Iranian EFL learners’ task performance. Participants, four groups of advanced learners, performed a narrative task in four conditions: the first group of participants performed the task individually in a spoken mode, the second group performed the task individually in a written mode, the third group performed the task in pairs in a spoken mode, and the participants in the fourth group performed the task in pairs in a written mode. The results indicated that the participants’ performances, in terms of complexity, accuracy, and fluency improved greatly among learners who worked in pairs rather than individually, and those who performed written tasks rather than oral ones.
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Zhao, Helen, and Yasuhiro Shirai. "Arabic learners’ acquisition of English past tense morphology." Tense and aspect in Second Language Acquisition and Learner Corpus Research 4, no. 2 (August 27, 2018): 253–76. http://dx.doi.org/10.1075/ijlcr.17006.zha.
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Abstract The current study investigates the roles of lexical aspect and phonological saliency in second language acquisition of English past tense morphology. It also explores whether the effects of these factors are affected by data elicitation tasks and learners’ L2 proficiency. We created a learner corpus consisting of data from oral personal narratives from twenty Arabic EFL learners from two proficiency groups (low vs. intermediate/advanced), which were transcribed in CHAT format, tagged, and included in the TalkBank corpora. We also administered a written cloze task. Despite task variations, we find strong evidence that supported the influence of lexical semantics in Arabic learners’ acquisition of past tense marking, confirming the predictions of the Aspect Hypothesis.
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King, James R., and Norman A. Stahl. "Between word and text in life narratives." Narrative Inquiry 25, no. 1 (December 31, 2015): 184–202. http://dx.doi.org/10.1075/ni.25.1.11kin.
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The purpose of this essay is to examine the relationships between “the oral” and “the written” in a particular application of narrative research (life rendering research). First, we examine a functional and valuing contrast between oral and written language within oral history methods. Second, we present a critical examination of the use of these linguistic predispositions as they impact life history narratives. Next, we examine a particularly close analogy between oral history and psychiatric patient write-up. Finally, the historical oral/written tension located in oral history practice is located within the frameworks of newer, media-based literacies. The tensions that these intentions create are particularly acute in power-based relationships, such as those between interviewers and informants. Therefore, the organization of the paper is a series of issues that combine to form a critical look at the use of informants’ words in the written narratives of the oral history as a form of discourse synthesis (Spivey, 1997).
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Prideaux, Gary D. "Subordination and information distribution in oral and written narratives." Pragmatics and Cognition 1, no. 1 (January 1, 1993): 51–69. http://dx.doi.org/10.1075/pc.1.1.05pri.
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The ways in which given and new information are distributed, and the functions associated with the distribution, are examined here in terms of information content of relative and adverbial clauses in oral and written narratives. The conventional view that subordinate clauses tend to code given rather than new information is shown to be inadequate. Moreover, a comparison of oral and written narratives of the same events reveals both extensive differences in the two modalities, and at the same time striking similarities in terms of the information distribution within relative clauses. Relative clauses are found to be far more frequent in oral narratives than in their written analogues. However, when the differences are examined in terms of the relative frequencies of given and new relative clauses, the oral narratives are shown to have far more given relative clauses than the written versions, whereas the frequencies for the new relative clauses is virtually identical in the two modalities. This result is attributed to memory constraints.
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Radulović, Nemanja. "Fate Written on the Forehead in Serbian Oral Narratives." Folklore: Electronic Journal of Folklore 59 (2014): 29–44. http://dx.doi.org/10.7592/fejf2014.59.radulovic.
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Johnson, Holly, and Lauren Freedman. "Using Adolescents' Oral and Written Narratives to Create Classroom Communities." Middle School Journal 32, no. 5 (May 2001): 35–44. http://dx.doi.org/10.1080/00940771.2001.11495296.
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Splawn, Jane. "‘Reckless Eyeballing’: Written and Oral Narratives in Genesis 16.4-5." Feminist Theology 21, no. 2 (December 17, 2012): 173–79. http://dx.doi.org/10.1177/0966735012464147.
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This essay considers how current theories of narrative (both written and oral) inform how we read the complexities of the relationship(s) among Abraham, Sarah, and Hagar in Gen. 16.4-5. It argues that, while we may no longer have access to the oral counter narrative of Gen. 16.4-5, deconstructive criticism, which–among other things – teaches us that a text can be most revealing in those places in which it is most notably silent, may allow for a possible recovery of the oral, unrecorded narrative of the servant Hagar.
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Spicer-Escalante, Maria Luisa. "Exploring oral and written bilingual narratives in spanish and english." zona próxima, no. 23 (June 1, 2015): 18–30. http://dx.doi.org/10.14482/zp.23.6509.
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Spencer, Trina D., and Douglas B. Petersen. "Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 569–81. http://dx.doi.org/10.1044/2018_lshss-17-0030.
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Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method Following multiple baseline design conventions to minimize threats to internal validity, 3 groups of 1st-grade students were exposed to staggered baseline, intervention, and maintenance conditions. During the intervention condition, groups received 6 sessions of small-group oral narrative instruction over 2 weeks. Separated in the school day from the instruction, students wrote their own stories, forming the dependent variable across baseline, intervention, and maintenance conditions. Written stories were analyzed for story structure and language complexity using a narrative scoring flow chart based on current academic standards. Results Corresponding to the onset of oral narrative instruction, all but 1 student showed meaningful improvements in story writing. All 4 students, for whom improvements were observed and maintenance data were available, continued to produce written narratives above baseline levels once the instruction was withdrawn. Conclusions Results suggest that narrative instruction delivered exclusively in an oral modality had a positive effect on students' writing. Implications include the efficiency and inclusiveness of oral language instruction to improve writing quality, especially for young students.
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Freyburger, Philipp, and Frank Jäger. "Emergentes Erinnern. Sensorische, kognitive und mediale (Spiel-)Räume in Oral-History-Interviews und literarischen Erinnerungstexten." Romanische Forschungen 133, no. 2 (June 15, 2021): 176–205. http://dx.doi.org/10.3196/003581221832836710.
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Numerous studies have shown how autobiographical narratives can illustrate the functions and structures of traumatic memory through language However, comparative research between linguistics and literature, between oral and written accounts, has often been neglected, especially when it comes to the role of sensory perception in the process of memory emergence The present study focuses on the examination of ’emerging memory‘ in both oral history interviews and literary narratives as testified by traumatised war and holocaust survivors It focuses primarily on communicative strategies and linguistic structures, which can be found in both corpora By applying the linguistic concept of evidentiality, it will be shown how visual and auditive stimuli condition, regulate and facilitate the process of verbalization in both oral and written narratives
Dissertations / Theses on the topic "Oral vs written narratives"
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Fantazi, Djaber. "Etude multimodale et sémiotique des capacités narratives enfantines à l'oral et à l'écrit." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENL021/document.
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Cette étude explore les capacités narratives en production, à l'oral et à l'écrit chez l'enfant âgé de 9-11 ans et scolarisé en CM1 et CM2 (troisième cycle du primaire). Nous savons que ces capacités, chez l'enfant comme chez l'adulte, sont constituées de deux versants ; l'un linguistique, l'autre paralinguistique (gestualité à l'oral et ponctuation à l'écrit). Le but de cette étude consiste à mieux connaitre le rôle du versant paralinguistique.Pour y parvenir, nous avons comparé la teneur des informations exprimées dans les récits des enfants à l'oral et à l'écrit. Au préalable, chaque enfant a passé un test d'évaluation du langage oral. Ensuite, après avoir visionné un court dessin animé présentant une mini-histoire, chaque enfant a produit un récit oral et un autre écrit. Ainsi, un corpus audiovisuel et heuristique de 46 récits d'enfants a été constitué. Les récits filmés, comme les récits rédigés sur papier, ont été transcrits. Enfin, nous avons procédé à un codage des aspects syntaxiques et narratifs mais aussi gestuels et sémiographiques de ces productions à l'aide du logiciel ELANLes analyses multimodales et sémiotiques des aspects pragmatiques et discursifs des récits montrent que certains gestes à l'oral comme certains signes de ponctuation à l'écrit participent, au même titre que les constituants linguistiques, à l'expressivité, au cadrage et à la structuration discursive. Elles montrent en outre que meilleur est le niveau linguistique de l'enfant, meilleure est sa prestation narrative, et plus proches en sont ses réalisations orale et écrite. Inversement, meilleure est la performance narrative de l'enfant, et plus les ressources paralinguistiques se spécialisent dans leur modalité propre (gestualité / ponctuation) pour parfaire la performance de l'enfant.Cette étude réactualise nos connaissances sur le langage enfantin et ouvre des perspectives intéressantes. Concernant le développemental langagier tardif, la capacité discursive commence à s'organiser à cet âge et est donc liée au niveau linguistique de l'enfant. D'un point de vue didactique, il en ressort que la capacité à produire du langage organisé en discours, bien qu'étant une capacité générale, se spécialise fortement en fonction de la modalité dans laquelle elle s'actualise. Cela devrait nous fournir des enseignements pratiques pour la didactique de l'écrit et les activités pédagogiques qui s'y rattachentThis study explores narrative capacities in oral and written production, among children aged 9 to11 years, schooled in 4th and 5th year of primary school. We know that these abilities, in children as in adults, are composed of two skills, one linguistics and the other nonlinguistic (co-speech gesture; punctuation in writing). The aim of this work is to study the paralinguistic features.In order to achieve this task, we compared the content of the information obtained from children's oral and written narratives. First, every child's language abilities were assessed using the Evaluation du Langage Oral test. Then, after watching a short cartoon presenting a mini-story, each child produced both an oral and a written narrative account of the story. We thus collected an audiovisual and heuristic corpus of 46 children. The two oral and written sets of narratives were transcribed and annotated on the following dimensions: syntax, narrative content, co-speech gesture and written text punctuation, using the ELAN software.Multimodal and semiotic analyses of pragmatic and discursive aspects of our data showed that some oral gestures and some writing punctuation participate, as well as linguistic components, in the expressiveness, framing and discursive structuring. These findings endorse previous knowledge in this field of research. They also showed that the higher the linguistic level of the children, the better the performance narrative, and closer are its achievements oral and written. Inversely, the better the performance narrative of the children and paralinguistic resources specialize in their own modality (gesture / punctuation) to improve the performance of the children.Our study refreshes our knowledge of child language and opens interesting perspectives. As for later language development, the discursive ability begins to settle at this age and is linked to children linguistic abilities. From an educational point of view, it appears that the ability to produce organized language in speech, although is a general capacity, specializing greatly depending on the modality in which it is updated. This finding has practical implications for the teaching of writing and educational activities related to it
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Viera, Stella Maria Miranda. "The Oral/ written contrast in EFL learners' narratives." reponame:Repositório Institucional da UFSC, 1995. https://repositorio.ufsc.br/xmlui/handle/123456789/157972.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T20:07:15Z (GMT). No. of bitstreams: 1 104927.pdf: 4560792 bytes, checksum: c45ab03e87ae4644ec0cb04a091a562d (MD5) Previous issue date: 1995
O presente estudo examina as versões orais e escritas de narrativas pessoais produzidas em inglês por dois grupos de falantes não-nativos em dois níveis diferentes de proficiência, à luz de investigações anteriores do contraste oral/escrito em língua nativa. O objeto principal da análise são as dimensões 'integração x fragmentação' e 'envolvimento x distanciamento' propostas por Chafe (1982) como diferenciadoras da fala e da escrita. O atual contexto de teorias e pesquisas do uso da segunda língua é também levado em conta no que diz respeito à interação 'automatismo - controle". O que resulta das conclusões da análise é uma caracterização da interlíngua do aprendiz pré-intermediário de inglês como língua estrangeira em termos da distinção oral/escrito.
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DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Federico, Jeanne E. "Oral/written contrast of mental state references in older children." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001056.
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Brough, Mollie Paige. "A Large-Scale Clustered Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Oral and Written Narratives and Oral Expository Language." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8270.
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The purpose of the current study was to examine the effects of a multi-tiered oral narrative language intervention on kindergarteners’ oral and written narrative and oral expository skills. The participants included 686 kindergarten students from four school districts in the upper Midwest. They were randomly assigned at the classroom level to a treatment or control condition. The treatment group received large group (tier-1) oral narrative language instruction led by classroom teachers and followed the Story Champs procedures. Students whose oral narrative retell skills did not improve after one month of large group instruction were placed in small groups and received more intense oral narrative language instruction in addition to Tier 1 instruction. Tier 2 instruction followed the Story Champs small groups producers and was administered by speech-language pathologists. At posttest, students’ narrative retell, personal story generation, narrative writing, and expository retell scores were analyzed. The treatment and control groups were compared across all measures. The Tier 2 treatment group was also compared across all measures to matched samples of at-risk, average, and advanced students in the control group. The results indicate that the treatment group made significant improvements across all measures when compared to the control group. Tier 2 students consistently performed similarly to or significantly outperformed their at-risk, average, and advanced peers across all measures with the exception of expository retell. This study demonstrates the effectiveness of a multi-tiered oral narrative language intervention in improving the narrative and expository language skills of kindergarten students. Future research is needed to determine the effects of implementing an explicit expository oral language intervention on kindergarten students’ language skills.
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Silva, Joseane Maia Santos. "Tecendo estórias das comunidades remanescentes de quilombolas aqui e acolá." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-01092010-141409/.
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A presente tese objetiva a recolha de narrativas orais em comunidades rurais remanescentes de quilombola, em 2008, no município de Caxias-Maranhão, e análise do sentido estético, ético, bem como a função social desses enredos. Marcadas pela luta do direito à posse da terra, todas as atividades culturais aí desenvolvidas, como a dança do baião, a festa do Divino e a contação de estórias, fortalecem a identidade étnica, o passado de exploração, o sentimento de pertencimento e as ações reivindicatórias por serviços públicos que lhes garantam vida digna. O confronto dessas narrativas orais com as narrativas escritas, divulgadas por folcloristas brasileiros, a partir da segunda metade do século XIX, mostra que as temáticas, profundamente humanas, estão relacionadas com valores, crenças, sonhos, desejos e comportamentos regidos por uma moral relativa, revelando, pois, o mundo de quem narra e a atualidade dos enredos. A variedade de contos (de encantamento, de exemplo, de animais, facécias, demônio logrado, adivinhação etc.), além de mitos, lendas e causos comprova que o motor da tradição oral é a inovação, pela incorporação do elemento local e articulação com os anseios das comunidades onde circulam que são: a busca do conhecimento, a realização amorosa, financeira, o tradicional embate entre o velho e o novo, entre o fraco e o forte, entre o bem e o mal. Veiculada numa linguagem simbólica e exercendo função essencialmente lúdica, a literatura popular sintoniza-se com o viver. Isso justifica sua cooptação pela literatura infanto-juvenil, uma vez que, ao lidar com a subjetividade, conflitos e ambigüidades, apresenta alto nível de comunicabilidade com a infância. É o que comprovamos através da história da literatura brasileira voltada para crianças e jovens, cujo viés nacionalista das primeiras publicações avança para o realismo maravilhoso de Monteiro Lobato e, na atualidade, reconhecida em âmbito mundial, mantém-se no patamar de arte como deve ser toda literatura comprometida com a formação da infância e a juventude de cada país.This thesis proposed to collect and analyse oral narratives in slave reminiscent communities (also known as \"quilombolas\") from Caxias-Maranhão. The collection was realized in 2008, and the tales were analysed regarding their aesthetics and ethical sense, as well as the social function performed by their plot. All their cultural activities, such as \"dança do baião\", \"festa do Divino\", and the habit to tell tales were marked by the fight for land and have made strong their ethical identity, their exploited past, their belonging feeling, and their protest for public service to assure them a good life. The confrontation between the oral and written narratives were exposed by Brazilian folklorists since the second half of century XIX. This comparison shows that these themes are deeply human, and related to values, faith, dreams, wishes and a moral guided behavior, thus revealing the world of who tells them and the period of the stories. The diversity of stories (tales of magic, ordinary folk-tales, animal tales, jockes, cumulative tales, for example), myths, legends and yarns proves that the engine of the oral tradition is the innovation. They innovate through the incorporation of the local element and the articulation to the community wishes, which are search for knowledge, love, money, and the confront between old and new, weak and strong, and good and bad. The popular literature, which is transmitted through a symbolic language and plays a essentially ludic role, is syntonized to life. Therefore justifying its co-optation by the child literatura, since it deals with subjectiveness, conflicts, and ambiguities, and presents a high communication level to the children. This is proved through the history of literature in Brazil, whose nationalism in its first publications progressed to the wonderful realism of Monteiro Lobato. Nowadays, these literature is world wide accepted and treated as art. A treatment that all literature committed to the formation of children should have.
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Ntsame, Diramba Imeilda. "Analyse de productions écrites et orales recueillies dans des classes de CM2 de Libreville et de Metz : étude linguistique et didactique." Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0273/document.
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La thèse s’appuie sur un recueil de 48 productions narratives, orales puis écrites, recueillies auprès d’élèves scolarisés en classe de CM2, dans deux écoles de Metz et de Libreville. La consigne – identique dans les deux situations – a consisté à demander aux élèves qu’ils racontent une histoire qui leur était arrivée et qui les avait frappés. Nous cherchions, à partir de ce recueil empirique, à évaluer « qualitativement » la compétence narrative des élèves telle que plusieurs comparaisons nous aidaient à le faire (les deux productions d’un même élève, les productions écrites de la classe française, etc.). Après une première partie qui procède à différents cadrages – théoriques et méthodologiques – les analyses des productions recueillies sont envisagées du point de vue de la temporalité interne des procès (l’avancée, la simultanéité et la régression des faits rapportés) ainsi que le suggèrent les analyse de Bres (2001). Quant à l’évaluation de la cohésion des discours produits, nous nous sommes inspirée des études sur la cohérence et la cohésion (Adam, 2011 ; Charolles 1988) pour envisager les productions d’un point de vue d’abord global – le niveau supérieur de la narrativité – sur ce qu’elles semblent indiquer comme intention signifiante. Nous avons ensuite envisagé le niveau intermédiaire des plans de texte et de leur cohésion, c’est-à-dire de l’enchaînement des énoncés et des phénomènes de liaison (ou de rupture) qui, non strictement syntaxiques, qui fondent cette cohésion. Il s’est agi, tout au long de ce travail d’éviter une conception trop étroitement normative et micro-structurelle des erreurs rencontrées. À l’issue d’une deuxième partie consacrée aux analyses des productions recueillies, la dernière partie s’efforce de reconfigurer les activités langagières dans le cadre de la didactique du français et de sérier les domaines de compétence dans lesquels s’exerce la pratique narrative d’élèves âgés d’une dizaine d’années, comme le sont ceux que nous avons soumis à notre investigationThe thesis is based on a collection of 48 narrative productions, oral and written, collected from pupils enrolled in the CM2 class at two schools in Metz and Libreville. The instruction - identical in both situations - consisted in asking the students to tell a story that had happened to them and that had struck them. From this empirical collection, we sought to evaluate the narrative competence of the pupils as "qualitatively" as several comparisons helped us to do (the two productions of the same pupil, the written productions of the French class, etc.) After a first part which proceeds to different frames - theoretical andMethodologies - the analyzes of the collected productions are considered from the point of view of the internal temporality of the processes (the progress, the simultaneity and the regression of the reported facts) as suggested by the analyzes of Bres (2001). As for the evaluation of the cohesion of the discourse produced, we based our studies on coherence and cohesion (Adam, 2011, Charolles 1988) to consider production from a global point of view - Of narrativity - on what they seem to indicate as meaningful intention. We then considered the intermediate level of the textplanes and their cohesion, that is to say, the chaining of utterances and the phenomena of bonding (or rupture) which, not strictly syntactic, underlie this cohesion. Throughout this work, we have avoided an overly normative and micro-structural conception of the errors encountered. After a second part devoted to the analyzes of the collected productions, the last part attempts to reconfigure the linguistic activities within the framework of the didactics of French and to set out the areas of competence in which the narrative practice is practiced Of students aged about ten years, as are those we have submitted to our investigation
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Alves, Elizeth da Costa. "ARTES DE DIZER A PEDRA ARREPENDIDA: TRADIÇÃO ORAL EM NATIVIDADE (TO)." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/3162.
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Previous issue date: 2011-06-29This work shows, through analysis of four "versions" of an oral and written of Maximiano da Matta Teixeira, collected tale A pedra arrependida . It was observed some substantial aspects in these oral narratives told in the city of Natividade - TO which changed them from the text written. It is an attempt to show the importance of preserving them. In the aspects analyzed can be evidenced a lot of modes of thought present in oral histories, for example, if it is more aggregative than subordinate and more and less redundant etc. It was described the procedures of storytellers in relation to oral and written narrative construction, based in a conception relation with theory of literature as Walter Ong (1986, 1998), Paul Zumthor (1993), Luis da Camara Cascudo (1967, 1984), André Jolles (1930), Walter Benjamin (1994), Ecléa Bosi (1994), among others. Before that, it was presented views on popular culture around the world and Brazil, showing out the first ways traveled to construct a national identity and the question of national and popular, especially for studies investigating the oral tradition and culture and writing. The point of analysis was an investigation into the Natividade, a city of southeastern state of Tocantins, with a view to a critique of the cultural productions of our people. For this approach, we use sources like Alfredo Bosi (1975, 1987, 1992), Peter Burke (1989), Marilena Chauí (1986, 2000), Nestor Garcia Caclini (2003), Mikhail Bakhtin (1997, 2002) and Roger Chartier (1995).
O presente trabalho tem como objetivo evidenciar, através da análise de quatro versões orais e uma escrita, de Maximiano da Matta Teixeira, coletadas do conto A pedra arrependida , aspectos substanciais presentes nas narrativas orais contadas em Natividade - TO, que as diferenciam do texto escrito, numa tentativa de mostrar a importância de se preservá-las. Os aspectos avaliados evidenciam os modos de pensamento presentes nas narrativas orais, por exemplo, se são mais agregativas que subordinativas, mais ou menos redundante etc. Descrevemos ainda os procedimentos dos contadores de histórias em relação à construção narrativa oral e escrita, tendo como pano de fundo uma concepção teórico-literária baseada em Walter Ong (1986, 1998), Paul Zumthor (1993), Luis da Camara Cascudo (1967, 1984), André Jolles (1930), Walter Benjamin (1994), Ecléa Bosi (1994), entre outros. Antes disso, apresentamos pontos de vista sobre a cultura popular no mundo e no Brasil, apontando as primeiras trilhas percorridas para a construção de uma identidade nacional e a questão do nacional e do popular, com destaque para os estudos que investigam a tradição e a cultura oral e escrita. O ponto de análise foi uma investigação em Natividade, cidade da região sudeste do Estado do Tocantins, com vistas a uma crítica das produções culturais de nosso povo. Para tal abordagem, utilizamos fontes como Alfredo Bosi (1975, 1987, 1992), Peter Burke (1989), Marilena Chauí (1986, 2000), Néstor Garcia Caclini (2003), Roger Chartier (1995) e Mikhail Bakhtin (1997, 2002).
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Broc, Lucie. "Le langage des enfants et des adolescents dysphasiques : ce que nous apprennent les situations de narrations." Thesis, Poitiers, 2015. http://www.theses.fr/2015POIT5003/document.
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Les enfants et adolescents dysphasiques présentent un trouble spécifique du langage qui se manifeste, en absence d'un déficit cognitif, sous la forme d'une perturbation profonde à l'oral et qui persiste au-delà de l'âge de 6 ans. Basée sur des éléments de psychologie pragmatique développementale (principe de coopération de Grice, 1979, et passage de la phase inter-psychologique à la phase intra-psychologique de Vygotski, 1997), et inspirée des travaux de Berman (2005), cette thèse défend l'idée que dans la dysphasie le langage n'est pas uniformément déficitaire. En d'autres termes, les performances langagières des enfants et des adolescents dysphasiques devraient varier en fonction de la situation de production dans laquelle ils se trouvent (tache standardisée vs. tache communicative), mais aussi en fonction de la modalité de production (oral vs. écrit), et enfin de l'indice linguistiques considéré (e.g. orthographe lexicale vs. orthographe morphologique). Les résultats obtenus montrent que les dysphasiques ont de meilleures performances langagières en situation de communication qu'en situation standardisée, que leurs performances en situation communicative sont meilleures à l'écrit qu'à l'oral, et enfin que le profil développemental de leurs capacités langagières évolue différemment, entre 7-11 ans et 12-18 ans, selon l'indice linguistique considéré. La psychologie pragmatique développementale permet donc de souligner que, dans le cadre de l'évaluation des capacités langagières des enfants et des adolescents dysphasiques, le choix des tâches influence les performances obtenues. De plus, comme le préconisait Ringard (2000), les enfants et adolescents dysphasiques bénéficient pleinement d'une scolarisation en milieu ordinaire et y progressent sur le long termeChildren and adolescents with a specific language impairment (SLI) present a language disorder that appears in the absence of a cognitive impairment and persists beyond the age of 6. Based on elements of developmental pragmatics (Grice cooperative principle, 1979 and transition from the interpsychological to intrapsychological functioning, Vygotsky, 1997) and inspired by the work of Berman (2005), this thesis defends the idea that in SLI the language is not a uniform deficit. In other words, the language performances of children and adolescents with SLI should vary according to the situation in which they produce language (standardized test vs. communicative situation), but also according to the production modality (oral vs. written), and finally the linguistic measure considered (e.g. morphological spelling vs. lexical spelling). The results show that the participants with SLI perform better in a communicative than in a standardised test situation, and in written than in spoken language. Finally, their performance varies differently according to the measure considered, from 7 to 11 and 12 to 18. The developmental pragmatics framework chosen made it possible to emphasize that, when assessing language abilities in children and adolescents with SLI, the choice of a task affects the performance obtained. Moreover, as advocated by Ringard (2000), children and adolescents with SLI fully benefit from a mainstream school environment, where they can progress in the long term, up to the age of 18
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Plane, Mark William. "An analysis of contemporary Kikuyu oral and written narratives." 1991. http://catalog.hathitrust.org/api/volumes/oclc/25330351.html.
Full textBooks on the topic "Oral vs written narratives"
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Cota, Fagundes Francisco, and Blayer Irene Maria, eds. Oral and written narratives and cultural identity: Interdisciplinary approaches. New York: Peter Lang, 2007.
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(Editor), Francisco Cota Fagundes, and Irene Maria F. Blayer (Editor), eds. Oral And Written Narratives And Cultural Identity: Interdisciplinary Approaches (Studies on Themes and Motifs in Literature). Peter Lang Publishing, 2007.
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Niemi, Loren. New Book of Plots: Constructing Engaging Narratives for Oral and Written Storytelling. Parkhurst Brothers, Incorporated, Publishers, 2012.
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Světla, Čmerjková, Daneš František, Havlová Eva, and Ústav pro jazyk český AV ČR., eds. Writing vs speakiing: Language, text, discourse, communication : proceedings of the conference held at the Czech Language Institute of the Academy of Sciences of the Czech Republic, Prague, October 14-16, 1992. Tübingen: Narr, 1994.
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Leman, Peter. Singing the Law. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621136.001.0001.
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“Singing the Law” is about the legal lives and afterlives of oral cultures in East Africa, particularly as they appear within the pages of written literatures during the colonial and postcolonial periods. In examining these cultures, I begin with an analysis of the cultural narratives of time and modernity that formed the foundations of British colonial law. Recognizing the contradictory nature of these narratives (i.e., they both promote and retreat from the Euro-centric ideal of temporal progress) enables us to make sense of the many representations of and experiments with non-linear, open-ended, and otherwise experimental temporalities that we find in works of East African literature that take colonial law as a subject or point of critique. Many of these works, furthermore, consciously appropriate orature as an expressive form with legal authority. This affords them the capacity to challenge the narrative foundations of colonial law and its postcolonial residues and offer alternative models of temporality and modernity that give rise, in turn, to alternative forms of legality. East Africa’s “oral jurisprudence” ultimately has implications not only for our understanding of law and literature in colonial and postcolonial contexts, but more broadly for our understanding of how the global south has shaped modern law as we know and experience it today.
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McDaniels-Wilson, Cathy. The Psychological Aftereffects of Racialized Sexual Violence. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037900.003.0010.
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This chapter examines the psychological after effects of racialized sexual violence. Although few formal nineteenth-century records of mental illness, mental instability, or depression exist, written and oral slave narratives recount how “the entire life of the slave was hedged about with rules and regulations.” Samuel Cartwright, a well-known physician in the antebellum South, had a psychiatric explanation for runaway slaves, diagnosing them in 1851 as suffering from “drapetomania.” Classified as “a disease of the mind,” Cartwright defined drapetomania as a treatable and preventable condition that caused “negroes to run away.” Cartwright's published work established the foundation for “racism's historic impact” on black mental health. Indeed, Cartwright's pseudo-science, a potent mix of religion, pro-slavery politics, and medicine, forged a powerful connection between mental illness and race continued by subsequent generations of physicians and psychologists.
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Park, Eugene Y. A Genealogy of Dissent. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503602083.001.0001.
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This book seeks a better understanding of the politics, society, and culture of early-modern Korea by tracing and narrating the history of the descendants of the Koryŏ dynasty (918–1392). Decades after persecution that virtually exterminated the former royals, the Kaesŏng Wang, the Chosŏn dynasty (1392–1910) sought to bolster its legitimacy as the successor of Koryŏ. Emulating Chinese historical precedents, by the mid-fifteenth century, Chosŏn had rehabilitated the surviving Wangs. Contrary to the popular assumption that the Wangs remained politically marginalized, many fared well. The most privileged among them won the patronage of the Chosŏn court for which they performed ancestral rites in honor of certain Koryŏ rulers as selected by Chosŏn, passed government service examinations, attained prestigious offices, commanded armies, and constituted elite lineages throughout Korea. As members of a revived aristocratic descent group, the Kaesŏng Wang were committed to Confucian cultural and moral norms, at the heart of which was a subject’s loyalty to the ruler—the Chosŏn monarch. At the same time, Chosŏn increasingly honored Koryŏ loyalists and legacies. An emerging body of subversive narratives, both written and oral, articulated sympathy toward the Wangs as victims of the tumultuous politics of the Koryŏ-Chosŏn dynastic change, although the Wangs themselves steered clear of this discourse until after Japan’s abolition of the Chosŏn monarchy in 1910. Forces of modernity such as imperialism, colonialism, nationalism, urbanization, industrialization, and immigration transformed the Kaesŏng Wang as the progeny of fallen royals to individuals from all walks of life.
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Phelpstead, Carl. An Introduction to the Sagas of Icelanders. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066516.001.0001.
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An Introduction to the Sagas of Icelanders provides new perspectives on a unique medieval literary genre: the Sagas of Icelanders (also known in English as Family Sagas). The book deepens our understanding both of the Old Norse-Icelandic texts and of our responses to them by attending to the ways in which the texts work as narratives of identity. It offers a fresh account of the sagas by relating them to questions addressed by postcolonial studies, feminist and queer theory, and ecocriticism, approaches that are currently more familiar in other areas of literary study than in the study of Old Norse-Icelandic literature. The book begins by examining what an Icelandic saga is, and then goes on to discuss the origins of the genre, describing its historical contexts and arguing that a rich variety of oral and written source traditions combined to produce a new literary form. The book then examines issues of national, religious, and legal identity, gender and sexuality, and the relations between human beings, nature, and the supernatural. Readings of selected individual sagas show how the various source traditions and thematic concerns of the genre interact in the most widely read and admired sagas. A brief history of the translation of the sagas into English shows how consistently translation has been inspired by, and undertaken in accordance with, beliefs about identity. The book’s conclusion draws together the preceding chapters by underlining how they have presented the sagas of Icelanders as narrative explorations of identity and alterity.
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Dignas, Beate, Beate Dignas, Gerald Schwedler, Marek Tamm, Patrick Hutton, Susan A. Crane, Stefan Berger, Alessandro Ancangeli, and William Niven, eds. A Cultural History of Memory in Antiquity. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781474206747.
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The ancient world is a paradigm for the memory scholar. Without an awareness that collective memories are not only different from individual memories (or even the sum thereof) but also highly constructed, ancient research will be fundamentally flawed. Many networks of memories are beautifully represented in the written and material remains of antiquity, and it is precisely the ways in which they are fashioned, distorted, preserved or erased through which we can learn about the historical process as such. Our evidence is deeply characterized by the fact that ancient ‘identity’ and ‘memory’ appear exceptionally strong. Responsible for this is a continuing desire to link the present to the remote past, which creates many contexts in which memories were constructed. The ancient historian therefore has the right tools with which to work: places and objects from the past, monuments and iconography, and textual narratives with a primary purpose to memorize and commemorate. This is paired with our desire to understand the ancient world through its own self-perception. With the opportunity of tapping into this world by way of oral history, personal testimonies are a desideratum in all respects. Memory of the past, however, is profoundly about ‘self-understanding’. This volume surveys and builds on the many insights we have gained from vibrant research in the field since Maurice Halbwachs’ and Jan Assmann’s seminal studies on the idea and definition of ‘cultural memory’. While focusing on specific themes all chapters address the concepts and expressions of memory, and their historical impact and utilization by groups and individuals at specific times and for specific reasons.
Book chapters on the topic "Oral vs written narratives"
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Sirhan, Nadia R. "The Oral-Written Divide." In Folk Stories and Personal Narratives in Palestinian Spoken Arabic, 18–39. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137325761_2.
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Jalagin, Seija. "Nimble Nationalism: Transgenerational Experiences of East Karelian Refugees in Finland and Sweden." In Palgrave Studies in the History of Experience, 267–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_11.
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AbstractLooking at the relationship of experiences and memory Jalagin discusses the significance of the nation for a minority of a minority. Focusing on Soviet Karelian refugees who sought asylum first in interwar Finland and then in post-World War II Sweden, the chapter explores family histories as presented by government authorities in archival documents as well as in written and oral history narratives. Jalagin argues that the nation-state dominated the national experience because the refugees were meticulously controlled by government immigration policies and practices. While considering Sweden their home country, the refugees emotionally tended to identify with the Finnish migrant community in Sweden. Their sense of Finnishness testifies to flexible nationalism, making the nation-state an ambivalent, yet important element in their life.
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Binney, Judith. "Maori Oral Narratives, Pakeha Written Texts." In The Shaping of History, 2–14. Bridget Williams Books, 2001. http://dx.doi.org/10.7810/9781877242175_1.
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Binney, Judith. "Maori Oral Narratives, Pakeha Written Texts." In Stories without End: Essays 1975–2010, 70–85. Bridget Williams Books, 2010. http://dx.doi.org/10.7810/9781877242472_5.
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"CHAPTER 6. Oral and Written Narratives of Case Managers." In Meds, Money, and Manners, 108–24. Columbia University Press, 2002. http://dx.doi.org/10.7312/floe12272-007.
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"Oral Torah vs. Written Torah(s): Competing Claims to Authority." In Rabbinic Perspectives: Rabbinic Literature and the Dead Sea Scrolls, 175–97. BRILL, 2006. http://dx.doi.org/10.1163/9789047410737_010.
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"A Constellation of Folk Narratives." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 197–211. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0030.
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Appalachia boasts a rich assortment of myths, folktales, legends, and vernacular sacred narratives, all of which are represented in this anthology. Myths are a culture’s sacred texts; every culture has them, be they oral or written. The sacred texts of Appalachia’s Euro-American settlers have long been inscribed in the Hebrew and Christian Bibles. Lacking writing until contact with whites, Native Americans conveyed their sacred teachings orally. When the Cherokee devised a written language, they began to inscribe their sacred texts in writing. The first section of this anthology opens with Cherokee texts collected orally from members of the Eastern Band....
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Gecse, Adrienn. "Oral Narratives from the Early Twentieth Century." In Sources of Mongolian Buddhism, 383–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190900694.003.0018.
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The stories introduced in this chapter tell about the life of various monks, the teachers of the storyteller who was the then-ninety-two-year-old G. Sukhbat in Erdenetsogt district of Bayankhongor Province. Through the narratives we get a glimpse of the early twentieth-century Mongolia, when religion and religious values became worthless or rather dangerous in the eyes of those in power. Western principles came to the front, became superior, and traditional culture was eliminated for its outdatedness and primitivity. Because religion was considered the main carrier of traditional Mongolian culture, neither monks nor their followers and monasteries could escape the punishment. Various sources quote somewhat differing figures, but undoubtedly, due to the so-called Modern Mongolia project, tens of thousands of people lost their lives in the purges. The 1990s meant a huge transformation into a free society and the rediscovery of traditions and religion. Because of the circumstances, monks and others followed the traditional way of preserving their heritage that is through keeping the knowledge within for future generations to come, similarly to the stories told as follows. They did not get written down, and they emerged to the surface and became more widely known only after the passing of the danger. Only thanks to the strength and persistence of monks and laypeople could these stories emerge to be learned from.
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Britton, Jeanne M. "Wuthering Heights and the Relics of the Epistolary Novel." In Vicarious Narratives, 180–208. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198846697.003.0006.
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This chapter argues that a novelistic version of sympathy negotiates transitions between oral, written, and printed texts in Emily Brontë’s Wuthering Heights. The mode of vicarious narration that earlier chapters locate in the decline of epistolary fiction culminates in a logic of epistolarity that justifies this novel’s narrative form. Brontë’s novel also transforms Enlightenment conceptions of sympathy through the shared identity between Heathcliff and Catherine, which returns to the extremes of familial proximity and racial difference that trouble Enlightenment notions of sympathy: Heathcliff could just as easily be Catherine’s brother or a racial “other.” After explaining that she has “watched and felt” Heathcliff’s sorrows, Catherine declares “I am Heathcliff.” This assertion suggests an assimilation of radical otherness or a complete mirroring of the self in the familial other, as if to annihilate, through the experience of shared suffering, the boundary that separates sibling from stranger.
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Reilly, Judy S., Josie Bernicot, Thierry Olive, Joël Uzé, Beverly Wulfeck, Monik Favart, and Mark Appelbaum. "Written Narratives from French and English Speaking Children with Language Impairment." In Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems, 176–86. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199827282.003.0013.
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