Journal articles: 'Oral vs written narratives'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

11

Satyogi, Pooja. "Law, police and ‘domestic cruelty’: Assembling written complaints from oral narratives." Contributions to Indian Sociology 53, no. 1 (February 2019): 46–71. http://dx.doi.org/10.1177/0069966718812522.

Full text

Abstract:

This article examines the relationship between law and the police in the Special Protection Unit for Women and Children (Unit), Delhi. It explicates how women police officers negotiate meanings of ‘domestic cruelty’ under the Dowry Prohibition Act, 1961, read with Section 498-A of the Indian Penal Code (IPC), in a milieu where narratives of violence they encounter from women complainants often challenge interpretations of domestic violence. Taking two instances, one in which a complainant came to the Unit without a written complaint, and the second in which changes were made to the complaint after it was officially submitted, I delineate the shape that their formal complaints took, central to which was the role performed by the police officers assigned to them. The officers, I contend, strove to make the complaints legally stand up, with the awareness that although most complaints do not end in litigation, the act of writing the complaint constituted an important step for complainants to get what I call a working sense of their experiences of cruelty. I conclude that although police’s discretionary power is understood to give way to reckless arbitrariness and discrimination, its mutability and amorphousness can also contribute towards enabling redress for injury.

APA, Harvard, Vancouver, ISO, and other styles

12

Cameron, Catherine Ann, and Judith Hutchison. "Telephone-mediated communication effects on young children’s oral and written narratives." First Language 29, no. 4 (September 29, 2009): 347–71. http://dx.doi.org/10.1177/0142723709105313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Kay-Raining Bird, Elizabeth, Patricia L. Cleave, Denise White, Heather Pike, and April Helmkay. "Written and Oral Narratives of Children and Adolescents With Down Syndrome." Journal of Speech, Language, and Hearing Research 51, no. 2 (April 2008): 436–50. http://dx.doi.org/10.1044/1092-4388(2008/032).

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Pu, Ming-Ming. "Cognitive Aspects of Relative Clause Production In Oral and Written Narratives." Investigationes Linguisticae 41 (December 11, 2019): 126–40. http://dx.doi.org/10.14746/il.2018.41.9.

Full text

Abstract:

The present study aims to investigate relative clause production in Chinese and English from a cognitivefunction approach that explores underlying cognitive, semantic, and discourse-pragmatic factors operative in discourse processing. With this approach we are able to account for both general and specific distributional patterns of RCs between the two languages on the one hand and between speech and writing on the other, using narrative data elicited from native speakers of both languages.

APA, Harvard, Vancouver, ISO, and other styles

15

Silliman, Elaine R. "Narratives: A window on the oral substrate of written language disabilities." Annals of Dyslexia 39, no. 1 (January 1989): 125–39. http://dx.doi.org/10.1007/bf02656905.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Iqbal, Liaqat, Dr Ayaz Ahmad, and Mr Irfan Ullah. "Narrative Style: A Sociolinguistic Analysis of Oral Personal Experience Narratives." sjesr 3, no. 1 (April 19, 2020): 41–47. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(41-47).

Full text

Abstract:

Personal narrative, a very important subgenre of narratives, is usually developed in a particular style. To know its specificity, in this study, oral personal narratives have been analyzed. For this purpose, twenty oral narratives, collected from twenty students of BS English, have been analyzed. In order to understand the macrostructure, i.e., narrative categories, Labov’s (1972) model of sociolinguist features of narratives has been used. For the analysis of microstructures, Halliday’s and Hasan’s (1976) five key cohesive ties: references, conjunction, substitution, ellipses, and lexical ties have been used. It was found that with little variations, most of the personal experience oral narratives follow the Labov’s structure of narrative analysis, i.e., abstract, orientation, complicating actions, resolution, evaluation, and coda. Likewise, while doing microanalysis, it was found that the narratives were well-compact with the help of elements of cohesive ties. The study shows that oral personal experience narratives can have the same structure as those of written narratives.

APA, Harvard, Vancouver, ISO, and other styles

17

Nicolau, Maria Fe Suganob, and Katharina Endriati Sukamto. "WRITTEN VS SPOKEN NARRATIVES BY INDONESIAN ESL YOUNG LEARNERS: A CASE STUDY." Journal of Language and Literature 18, no. 2 (September 13, 2018): 124–31. http://dx.doi.org/10.24071/joll.2018.180203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kaderavek, Joan N., and Elizabeth Sulzby. "Narrative Production by Children With and Without Specific Language Impairment." Journal of Speech, Language, and Hearing Research 43, no. 1 (February 2000): 34–49. http://dx.doi.org/10.1044/jslhr.4301.34.

Full text

Abstract:

The research reported in this paper was based on the premise that oral and written language development are intertwined. Further, the research was motivated by research demonstrating that narrative ability is an important predictor of school success for older children with language impairment. The authors extended the inquiry to preschool children by analyzing oral narratives and "emergent storybook reading" (retelling of a familiar storybook) by two groups of 20 children (half with, half without language impairment) age 2;4 (years;months) to 4;2. Comparative analyses of the two narrative genres using a variety of language and storybook structure parameters revealed that both groups of children used more characteristics of written language in the emergent storybook readings than in the oral narratives, demonstrating that they were sensitive to genre difference. The children with language impairment were less able than children developing typically to produce language features associated with written language. For both groups, middles and ends of stories were marked significantly more often within the oral narratives than the emergent readings. The children with language impairment also had difficulty with other linguistic features: less frequent use of past-tense verbs in both contexts and the use of personal pronouns in the oral narratives. Emergent storybook reading may be a useful addition to language sampling protocols because it can reveal higher order language skills and contribute to understanding the relationship between language impairment and later reading disability.

APA, Harvard, Vancouver, ISO, and other styles

19

Floersch, Jerry. "Reading the Case Record: The Oral and Written Narratives of Social Workers." Social Service Review 74, no. 2 (June 2000): 169–92. http://dx.doi.org/10.1086/514475.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Neuhaus, Mareike. "Oral and Written Narratives and Cultural Identity: Interdisciplinary Approaches (review)." University of Toronto Quarterly 79, no. 1 (2010): 546–48. http://dx.doi.org/10.1353/utq.2010.0011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Ding, Ruyi, Wei He, and Qian Wang. "A Comparative Analysis of Emotion-Related Cultural Norms in Popular American and Chinese Storybooks." Journal of Cross-Cultural Psychology 52, no. 2 (February 2021): 209–26. http://dx.doi.org/10.1177/0022022120988900.

Full text

Abstract:

Storybooks written for young children contain rich information on emotions and act as important educational tools for children’s emotion socialization. The current study aims to investigate how cultural norms regarding emotions are portrayed in the narratives of popular storybooks across cultures. Thus, in this study, 38 bestselling Chinese storybooks written by Chinese authors and 42 bestselling American storybooks by European-American writers were compared. The narratives were coded with a focus on emotion-related content and further analysed using binary logistic regressions. The findings revealed that American storybooks were more likely to present positive (vs. negative) emotions, negative powerful (vs. negative powerless) emotions, and supportive (vs. unsupportive and teaching) responses to negative emotions than Chinese storybooks, but less likely to present social (vs. personal) themes, other-based (vs. self-based) attribution, and teaching (vs. supportive and unsupportive) responses to negative emotions. However, the results found no cultural variation in the prevalence of intrinsic (vs. extrinsic) interpersonal emotion regulation. The findings suggest that elements of emotion-related content coexist in both cultures although the relative salience of such content differs across cultures.

APA, Harvard, Vancouver, ISO, and other styles

22

Pontes, Eunice Souza Lima. "A ordem vs em português." Cadernos de Linguística e Teoria da Literatura 4, no. 7 (December 30, 2016): 90. http://dx.doi.org/10.17851/0101-3548.4.7.90-137.

Full text

Abstract:

Abstract: This paper investigates the status of VS order in Portuguese. The rules of subject posposing found in traditional grammars are listed, then some data of written and oral language are examined, in order to see if those rules are alive in contemporary language. The frequency of VS order in both varieties is compared and it is concluded that VS order is a markd order, not very frequent in written language and less in oral language. Finally, some functional explanation of the phenomenon is given.

APA, Harvard, Vancouver, ISO, and other styles

23

Jaago, Tiiu. "Critical events of the 1940s in Estonian life histories." Sign Systems Studies 34, no. 2 (December 31, 2006): 471–92. http://dx.doi.org/10.12697/sss.2006.34.2.11.

Full text

Abstract:

The article observes how critical times, conditioned by events concurrent with Soviet power and World War II, are currently reflected in life histories of newly independent Estonia. Oral history analysis comprises texts from southern Läänemaa: oral life history interview (2005), written responses to the Estonian National Museum’s questionnaire “The 1949 Deportation, Life as a Deportee” (1999) and a written life history sent to the Estonian Literary Museum’s relevant competition “One Hundred Lives of a Century” (1999). Aiming at historic context, materials from the Estonian Historical Archives and Läänemaa County Archives have been used. The treatment focuses on two issues. First, whether oral and written narratives only differ by the form of presentation or do they also convey different messages (ideologies). Secondly, whether memories and history documents solely complement each other or do they more essentially alter the imaginations obtained from the events. The public is presented with experience narratives on coping under difficult circumstances, both at practical and mental levels. Narratives are presented from a certain standpoint, pursuant to narrators’ convictions, with the main message remaining the same in different presentations. The addition of history sources enables to better observe the evolving of narrative tradition (narration rules) and highlight new questions (hidden in the narrative).

APA, Harvard, Vancouver, ISO, and other styles

24

Hanson, John H. "African Testimony Reported in European Travel Literature: What Did Paul Soleillet and Camille Piétri Hear and Why Does No One Recount It Now?" History in Africa 18 (1991): 143–58. http://dx.doi.org/10.2307/3172060.

Full text

Abstract:

European visitors to Africa frequently report versions of oral narratives in their travel accounts from the precolonial era. Beatrix Heintze cautions against the uncritical use of these narratives, arguing that they are a “special category of source to which one must apply not only all the criteria for the analysis of oral traditions, but also the sort of source criticism specific to written sources.” Her call for textual criticism is appropriate, but her recommendations regarding the oral aspects of the information raise several issues: what criteria should be adopted for the analysis of oral narratives and what insights into the past do these materials provide? Heintze assumes that oral narratives present “concrete historical data” with “literal” meanings which become “more abstract over the course of time.” She sees the principal value of European-mediated accounts as providing access to the factual statements and initial metaphors from which emerged the more abstract historical clichés expressed by informants in contemporary Africa.

APA, Harvard, Vancouver, ISO, and other styles

25

Özyıldırım, Işıl. "Narrative analysis: An analysis of oral and written strategies in personal experience narratives." Journal of Pragmatics 41, no. 6 (June 2009): 1209–22. http://dx.doi.org/10.1016/j.pragma.2009.01.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Picornell, Isabel. "Analysing Deception in Written Witness Statements." Linguistic Evidence in Security, Law and Intelligence 1, no. 1 (December 6, 2013): 41–50. http://dx.doi.org/10.5195/lesli.2013.2.

Full text

Abstract:

Written witness statements are a unique source for the study of high-stakes textual deception. To date, however, there is no distinction in the way that they and other forms of verbal deception have been analysed, with written statements treated as extensions of transcribed versions of oral reports. Given the highly context-dependent nature of cues, it makes sense to take the characteristics of the medium into account when analysing for deceptive language. This study examines the characteristic features of witness narratives and proposes a new approach to search for deception cues. Narratives are treated as a progression of episodes over time, and deception as a progression of acts over time. This allows for the profiling of linguistic bundles in sequence, revealing the statements’ internal gradient, and deceivers’ choice of deceptive linguistic strategy. Study results suggest that, at least in the context of written witness statements, the weighting of individual features as deception cues is not static but depends on their interaction with other cues, and that detecting deceivers’ use of linguistic strategy is en effective vehicle for identifying deception.

APA, Harvard, Vancouver, ISO, and other styles

27

Jones, Gwynneth C. D. "Documentary Evidence and the Construction of Narratives in Legal and Historical Contexts." Public Historian 37, no. 1 (February 1, 2015): 88–94. http://dx.doi.org/10.1525/tph.2015.37.1.88.

Full text

Abstract:

Based on her experiences as an expert witness in Canadian litigation related to Aboriginal peoples, the author shares some personal reflections on the use of the written record as “evidence” in a legal context. As end users in a litigation context will be constructing their own narratives, a historian can add value in the courtroom by sharing skills in analyzing and providing context for written materials as well as providing a narrative based on their content. This process of simultaneously constructing and deconstructing a narrative can support the legitimacy of multiple narratives and provide space for evidence of other types, particularly oral evidence.

APA, Harvard, Vancouver, ISO, and other styles

28

Pavlovic, Aleksandar. "A bloodthirsty tyrant or a righteous landlord? Smail-aga Cengic in literature and oral tradition." Bulletin de l'Institut etnographique 69, no. 1 (2021): 109–24. http://dx.doi.org/10.2298/gei2101109p.

Full text

Abstract:

The 1840 murder of a notable 19th century Bosnian dignitary Smail-aga Cengic immediately inspired strong artistic production in the South Slav literature and oral tradition. These narratives, comprising newspaper articles, oral epic songs, and particularly Ivan Mazuranic?s literary epics written in the manner of oral folk epic, presented and codified Smail-aga as a bloodthirsty tyrant whose ultimate aim was to terrorize and extinct his Christian subjects. In distinction, some marginalized local narratives and oral folk tradition, which will be examined in this article, remembered Smail-aga as a righteous and merciful lord, protector of his flock and a brave warrior. Thus, when we scrutinize several versions of oral songs about the death of Smail-aga recorded between 1845 and 1860, as well as later collected anecdotes from his native Herzegovina, it appears that his hostile portrayal in written literature was rather the contribution of the Serbian and Croatian Romantic nationalists around the mid- 19th-century than an actual popular perception of him among local people in the region that he lived with. In conclusion, the article advocates for a wider consideration of the overall polyphonic narrative tradition and the revitalization of traditional narratives that glorify values which transcend strict religious, ethnic and national divisions as a way of reimagining and revaluating relationship of the South Slavs towards the Ottoman heritage.

APA, Harvard, Vancouver, ISO, and other styles

29

Kang, Jennifer Yusun. "Producing culturally appropriate narratives in English as a foreign language." Narrative Inquiry 16, no. 2 (December 15, 2006): 379–407. http://dx.doi.org/10.1075/ni.16.2.08kan.

Full text

Abstract:

Cross-cultural and second/foreign language (L2) studies on oral narratives have suggested that one’s native language and culture affect discourse production in an L2 and have detected areas of difficulty for L2 learners in producing extended discourse. However, written narrative has received less attention, although it can provide rich data on cross-cultural differences and hold important implications for L2 literacy acquisition and pedagogy. This study was designed to investigate culturally preferred written discourse styles and their effects on L2 writing of personal narratives. It explored cross-cultural differences in the use of narrative structural features including evaluation between first language written narratives produced by native speakers of American English and first- and second-language narratives written by Koreans learning English. Differences in first language narrative styles were used to explain how Korean EFL learners’ narrative discourse in English could vary from native English speakers’ discourse norms. Participants were Korean adult EFL (English as a Foreign Language) learners and American native-English speakers in the U.S. The findings show that specifically Korean cultural strategies were evident in the Korean English learners’ English narrative discourse rather than the preferred discourse style of the target language and culture. The findings hold implications for L2 writing pedagogy and L2 training in discourse production.

APA, Harvard, Vancouver, ISO, and other styles

30

Bleses, Dorthe, and Pia Thomsen. "The acquisition of spoken forms and written words." Written Language and Literacy 7, no. 1 (July 30, 2004): 79–99. http://dx.doi.org/10.1075/wll.7.1.08ble.

Full text

Abstract:

The present study examines the complex interactions between the spoken and the written language in twenty Funish children’s oral and written narratives and a read out task. Both quantitative and qualitative analyses were conducted. First, a comparison of the distribution of the reduction phenomena in the children’s language across the two spoken conditions was made. The second analysis looked at the distribution of spelling errors in the written narratives with respect to sound and reduction related errors both at a general and individual level. Finally, a qualitative analysis of three children’s distribution of the large weak class was performed to evaluate a possible interaction between the children’s three registers: spontaneous speech, reading and writing. The results indicated that (a) there was a significant difference in the distribution of forms across the two spoken modalities, e.g. schwa-assimilations and schwa-drop and Funish forms occurred less in the read out condition than in the spoken narratives; (b) spelling errors were predominately sound related and could be explained as either related to the opaque phoneme to grapheme relation in Danish or to reduction phenomena in the children’s own language; (c) furthermore, there was a significant correlation between spelling errors and a high frequency of reduced forms in the read out condition indicating a close relation between these two modalities.

APA, Harvard, Vancouver, ISO, and other styles

31

Berenst, Jan, and Nynke Borst. "Spreken En Schrijven Van Kinderen." Kijk op schrijven in T1 en T2 72 (January 1, 2004): 33–46. http://dx.doi.org/10.1075/ttwia.72.04ber.

Full text

Abstract:

The relationship between children's oral and written language use may be considered as one of the main issues in the study of literacy development. In this paper, the focus is on how 10-year-old children (grade 5) create a textual context in oral and written narratives for their recipients. The first aim of this research was to find out what kind of practices children use to contextualize their stories. The second aim was to compare the practices in the oral and written mode, to determine to what extent children at this age still rely on oral language practices in their written texts. A dependent group design was used to make a comparison between the practices in both conditions possible, while in both conditions the same story was retold. Results show that the children were able to contextualize their stories in the oral as well as in the written mode, but that some contextualization practices (such as the avoidance of exophoric references, and the use of dialogue) were more frequently found in the written mode of the stories. Besides, it was found that the sequence of the oral and written task was an important variable, but not in the expected way. The oral texts were influenced by the written texts (greater length, more dialogue, but also more exophoric references); the written texts, however, did not show any influence from the oral texts. The conclusion might be that we have to reconsider the relationship between children's oral and written language use at this age.

APA, Harvard, Vancouver, ISO, and other styles

32

Osman, Ghada. "Oral vs. Written transmission: The case of Tabarī and Ibn Sa'd." Arabica 48, no. 1 (2001): 66–80. http://dx.doi.org/10.1163/157005801774229921.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Fuchs, Lynn S., and Linn Maxwell. "Interactive Effects of Reading Mode, Production Format, and Structural Importance of Text among LD Pupils." Learning Disability Quarterly 11, no. 2 (May 1988): 97–105. http://dx.doi.org/10.2307/1510987.

Full text

Abstract:

This study assessed the effects of reading mode (oral vs. silent), production format (oral vs. written), and structural importance of text on the reading comprehension of LD pupils. Subjects were 44 LD students, randomly assigned to an oral or silent reading mode. Pupils were assessed twice, once using an oral recall and once a written recall, with production format order and passages counterbalanced. Analyses of variance conducted on percentage of idea units recalled at four levels of thematic importance indicated a three-way interaction. Differential performance between written and oral recall formats increased in linear fashion with more important thematic ideas for oral, but not silent, reading. Implications for reading instruction and research with LD pupils are discussed.

APA, Harvard, Vancouver, ISO, and other styles

34

Yen, Alex C., Tracey J. Riley, and Peiyu Liao. "Chinese vs US investors’ reactions to accounting narratives: an experiment." Asian Review of Accounting 25, no. 4 (December 4, 2017): 526–48. http://dx.doi.org/10.1108/ara-12-2016-0144.

Full text

Abstract:

Purpose The purpose of this paper is to investigate whether investor reactions to accounting narratives are uniform across cultures or if there are predictable systematic culture-based differences, particularly for investors from interdependent cultures, such as in Asia. Design/methodology/approach This research paper builds on the experiment conducted in Riley et al. (2014) by collecting data from investors from interdependent cultures and comparing their investment judgments to the “baseline” judgments of the investors from Riley et al. (2014). Findings In comparing independent and interdependent culture investors, a culture by construal interaction is observed. Whereas the independent culture investors in Riley et al. (2014) made less favorable investment judgments of a company with a concretely (vs abstractly) written negative narrative, this effect is attenuated for interdependent culture investors. Research limitations/implications This study extends the literature on accounting narratives by providing evidence that investors’ culture and linguistic characteristics of accounting narratives “interact,” suggesting that future studies in this area should account for culture as a variable. As for limitations, the independent and interdependent participant data were predominantly collected from different universities, so the differences observed may be due to institutional, not cultural differences. However, the populations are matched on key demographic measures. Practical implications The results have practical implications for investor relations professionals and international standard-setting bodies. Originality/value This study is believed to be the first to examine how investors’ culture may affect their reactions to the features of accounting narratives.

APA, Harvard, Vancouver, ISO, and other styles

35

Solier, Clara, Cyril Perret, Lorraine Baqué, and Christiane Soum-Favaro. "Written training tasks are better than oral training tasks at improving L2 learners’ speech production." Applied Psycholinguistics 40, no. 6 (September 23, 2019): 1455–80. http://dx.doi.org/10.1017/s014271641900033x.

Full text

Abstract:

AbstractThis study examined the effect of written input on the production of word-final vowels (oral: /i/, /e/; nasal: /ɑ̃/, /ɔ̃/) by 100 native Moroccan learners of French as a second language, relying on a pretest/posttest paradigm. During pretest, participants performed a word repetition task. Then, participants were assigned to five experimental (training) conditions, varying in the modality of stimulus presentation (oral vs. written) and in the modality of response (oral vs. written), before their oral production of the word-final vowels was evaluated in the posttest. Results clearly showed that posttest pronunciation accuracy was affected by the presence of orthographic information in the training task. The copy training task was the most efficient at improving posttest accuracy. Results indicate that orthography, and more specifically the written production copy task, helps L2 learners’ pronunciation more efficiently than phonetic correction.

APA, Harvard, Vancouver, ISO, and other styles

36

Pillemer, David B., Lynne Krensky, Sandra N. Kleinman, Lynn R. Goldsmith, and Sheldon H. White. "Chapters in Narratives: Evidence From Oral Histories of the First Year in College." Journal of Narrative and Life History 1, no. 1 (January 1, 1991): 3–14. http://dx.doi.org/10.1075/jnlh.1.1.02cha.

Full text

Abstract:

Abstract Thirty college students provided 20-min oral accounts of their first year in college. One week later, each participant divided a typed transcript of his or her memory narrative into self-defined chapters. Two independent coders also "chapterized" all 30 narratives according to their own self-defined criteria. There was considerable agreement among coders and participants in both the number of chapters per narrative and the location of chapter breaks within the narrative. The chapters were approximately the same length as written individual memories obtained in earlier questionnaire studies using similar subjects. In follow-up interviews about the chapterizing process, men were more likely than women to define memory chapters by topics, whereas women were more likely than men to define chapters by emotions. Although the overall incidence of specific memo-ries in the oral histories was low, specific memories were overrepresented in opening chapters and they tended to occur in close proximity to each other throughout the narratives. The memory chapter appears to be a useful and meaningful unit for detailed analysis of extended narratives. (Psychology)

APA, Harvard, Vancouver, ISO, and other styles

37

Ndeshi Namhila, Ellen. "Uncovering hidden historical narratives of village women in Namibia." Qualitative Research Journal 14, no. 3 (November 4, 2014): 243–58. http://dx.doi.org/10.1108/qrj-12-2012-0031.

Full text

Abstract:

Purpose – The purpose of this paper is to describe the research techniques used by the author in collecting, analysing and writing life histories of women in the war during Namibia's independence struggle. The interest in recording and writing about these women arose because writing about the independence struggle of Namibia is dominated by men and little has been written about women; the little that is written tends to portray women as victims rather than as independent actors conscious of their decisions and the consequences of such decisions. This history is in danger of being lost if not tapped while these women are still alive. Design/methodology/approach – A life history approach was followed to appraise the methods used to listening to the women narrating their life stories and to listen to their life stories narrated by those who knew them, worked with them, and shared a prison experience with them. These stories were collected through open interviews followed by more structured interviews with list of open-ended questions with each woman. Life history follows an induction approach, starting with the story and using the stories to create themes and a method or framework guiding the interview recordings, analysing, writing and presentation of the story. Findings – The stories of the five women led to the demystification of woman as mere victims of repressive regimes and military conflicts. In collecting oral history sources on a subject such as the liberation struggle in a society that was torn apart by a prolonged military conflict, apartheid and repression, a researcher must respect the stories as told, but an extensive verification of the credibility and reliability of the sources may be required. Authenticity is undermined by the fact that the current society glorifies the independence struggle, and everybody wants to be on the side of the winners, even those that fought against liberation have today become its evangelists. Research limitations/implications – The sources for the paper depend on what the women could still remember and there are no local institutions such as archives and or newspapers to document the events when they happened. Practical implications – This paper argues the case that publishing women's life stories promotes interests in local history and makes significant impact on the socioeconomic status of women. It further recommends methodological approaches in documenting local histories; dealing with authenticity and integrity in each story. Social implications – The paper shows that publishing the life stories of five village women in a book with the title Tears of Courage had positive impact on their individual lives; and that publishing such oral accounts is an excellent way to lift the contributions by women out of obscurity into the mainstream of Namibian history. Originality/value – It is an original paper written from practical research experiences of identifying sources, documenting, interviewing, analysing, writing and constantly cross referencing to verify authenticity and integrity of both written and oral sources.

APA, Harvard, Vancouver, ISO, and other styles

38

Domingo, Dahlia R. "WRITTEN RETELLING VS ORAL RETELLING: AN EVALUATION STRATEGY IN AN ESL CLASSROOM." PEOPLE: International Journal of Social Sciences 1, no. 1 (June 4, 2020): 153–68. http://dx.doi.org/10.20319/pijss.2015.s21.153168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Iwata-Weickgenannt, Kristina. "Broken Narratives, Multiple Truths." positions: asia critique 28, no. 4 (November 1, 2020): 815–40. http://dx.doi.org/10.1215/10679847-8606510.

Full text

Abstract:

Against the background of the decades-long international relations dispute over Japan’s wartime military “comfort women” system, this article explores one of the scant literary representations of comfort women in Japanese literature. Through a close reading of Yū Miri’s Hachigatsu no hate (The End of August, 2004), a family saga written by a female author of Korean descent, the article explores how the novel emerged from, participates in, and critically positions itself with respect to the ongoing ideological battles over war histor(iograph)y. Set mostly in colonial Korea, The End of August presents a challenge to historical revisionism’s desire for a single, document-based narrative, for Yū incorporates a multitude of oral accounts of personally experienced history into a nonlinear, highly fragmented narration. Zooming in on an episode in which a young Korean girl is tricked into sexual slavery, The End of August is read against a number of discursive paradigms that govern the debate on comfort women both in Korea and Japan. The article argues that, by drawing on postcolonial ways of understanding history, memory, and trauma, The End of August gives voice to those whose stories previously went unheard, thus allowing for a reading as a statement against the shelving of inconvenient pasts.

APA, Harvard, Vancouver, ISO, and other styles

40

Plumtree, James. "A CONTEMPORARY MANASCHI IN ORAL PERFORMANCE AND IN PRINT." Alatoo Academic Studies 21, no. 1 (January 30, 2021): 238–44. http://dx.doi.org/10.17015/aas.2021.211.29.

Full text

Abstract:

This study examines the vocabulary density and the frequency of unique and repeated lines of a contemporary manaschi in oral performance and in print. Transcriptions of audiovisual recordings of Talantaaly Bakchiev (b. 1971) performing are compared with two volumes of Manas narratives that he published. The research reveals that the published versions have a higher vocabulary density than the oral performance, have a greater percentage of unique lines and less repetitions. This suggests that the medium in which the metrical narrative is presented is reflected in the language, and indications of orality are absent from written variants.

APA, Harvard, Vancouver, ISO, and other styles

41

Sueur, Jean-Pierre. "Sur la Syntaxe du Recit Oral." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 14, no. 1 (January 1, 1990): 95–148. http://dx.doi.org/10.1075/li.14.1.06sue.

Full text

Abstract:

The aim of this article is to argue in favor of a grammar of oral narrative by examining a series of narratives related to the same topic and produced under similar conditions. We will first present a frequency grammar drawn from the systematic study of correlations between various syntactic and enunciative facts. We will then present a sequential grammar which analyses the distribution in the linear arrangement of the narrative of the different types of regularities previously described. These facts will show the relevance of studying frequencies and the importance of taking into account the situations of enunciation in setting up a grammar of oral narrative. Such a grammar cannot be a mere variant of the general grammar of a given language, based on the description of the standard written language.

APA, Harvard, Vancouver, ISO, and other styles

42

Pusceddu, Antonio Maria. "Local Brothers, National Enemies: Representations of Religious Otherness in Post-Ottoman Epirus (Greece)." Oriente Moderno 93, no. 2 (2013): 598–622. http://dx.doi.org/10.1163/22138617-12340035.

Full text

Abstract:

Abstract The paper presents a general overview of an ongoing research on representations of multi-religious Epirote society in local textual narratives. Aim of the paper is to explore the interplay between the Greek nationalistic script of anti-Muslim discourses and the local narratives of the Ottoman past. The focus is on the objectification of local memories in textual narratives and how this process has been affected by the diglossic relationships between oral and written Greek, which favoured a textual re-elaboration of local memories through the lens of dominant national narratives. It is argued that the analysis of ‘marginal texts’ in ‘marginal contexts’ can provide a useful ground to reflect on the complexities implied in the reshaping of the Ottoman past and the multi-religious character of Ottoman Balkan society, caught in between the imperatives of national narratives and the selective processes of local memories.

APA, Harvard, Vancouver, ISO, and other styles

43

Minami, Masahiko, and Allyssa McCabe. "Haiku as a discourse regulation device: A stanza analysis of Japanese children's personal narratives." Language in Society 20, no. 4 (December 1991): 577–99. http://dx.doi.org/10.1017/s0047404500016730.

Full text

Abstract:

ABSTRACTConversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985; Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics of haiku, a commonly practiced literary form that often combines poetry and narrative, and an ancient, but still ubiquitous game called karuta, which also displays three lines of written discourse. These literacy games may explain both the extraordinary regularity of verses per stanza and the smooth acquisition of reading by a culture that practices restricted, ambiguous, oral-style discourse. The structure of Japanese children's narratives must be understood within the larger context of omoiyari “empathy” training of Japanese children. Empathy training may account for the production, comprehension, and appreciation of ambiguous discourse in Japanese society. (Cultural differences in discourse style, the relationship among oral language, literacy, and literature)

APA, Harvard, Vancouver, ISO, and other styles

44

West, Elizabeth J. "Community and Naming: Lived Narratives of Early African American Women’s Spirituality." Religions 11, no. 8 (August 18, 2020): 426. http://dx.doi.org/10.3390/rel11080426.

Full text

Abstract:

Through the story of Francis Sistrunk, nineteenth century enslaved and later freedwoman in east central Mississippi, this essay illustrates that, despite few surviving written narratives of early black women’s spirituality, their experiences can emerge from the silences. Much like paleontologists who recreate narratives of the past through fossils, in the present world of literary studies, we have the advantage of an expanse of resources that, when pieced together, can convey voices from the past to the present. This includes resources such as extant oral and written communal and family narratives, generational ideals and practices, digitized records from official and personal documents, and the recent emergence of DNA technology that provides its own narratives. From the earliest arrivals to the Americas, African diasporic populations maintained an understanding of community and spirit as an integrated oneness empowered through the word, particularly in the word-act of naming. Francis’ story reveals that this spiritual ethos was a generative source, not only for survival, but for some black women it was a mechanism for inscribing their presence, their narratives, and their legacies for future generations. Francis Sistrunk’s story re-emerges through the mining of sources such as these, and reveals that enslaved black women reached for and seized power where they found it to preserve the record of their existence and humanity and to record the story of their enslavers’ injustices.

APA, Harvard, Vancouver, ISO, and other styles

45

Schneiderman, Leo. "Iris Murdoch: Fantasy Vs. Imagination." Imagination, Cognition and Personality 16, no. 4 (June 1997): 379–97. http://dx.doi.org/10.2190/2ycw-jjdl-nkpq-4thc.

Full text

Abstract:

Iris Murdoch is an exponent of the view that fictional narratives are best written by observing other people realistically and as entirely separate from the author's private life, with its memories and desires. Convinced that it is possible for a novelist to be “objective,” she has written over twenty novels, relying on what she terms “imagination,” i.e., attention to the uniqueness of individuals, without subjective distortion dictated by the author's unconscious conflicts or ideological obsessions. The opposite of “imagination,” in Murdoch's view, is “fantasy,” or the exploitation by the novelist of his or her emotional problems, traumatic experiences, and other “solipsistic” influences. In pursuit of her goal of strict realism, Murdoch paradoxically has embraced Plato's view that ultimate reality, the abstract essence of things, exists outside the illusionary world of appearances. Her novels often are intended to illustrate the difficulties involved in arriving at a “true” reading of what transpires in human relationships, and how, in the absence of truth her self-deceived protagonists are debarred from the pursuit of virtue. The significance of Murdoch's approach for understanding the creative process is that she assigns primary roles to attention and cognition on the part of the novelist and is dismissive of the contribution of conative and affective determinants. Her fictional portraits are nevertheless as compassionate as her view of society is satirical, raising questions as to whether Murdoch has been able to maintain her self-imposed psychological distance from her materials, and whether, indeed, any writer can profitably do so.

APA, Harvard, Vancouver, ISO, and other styles

46

Rastegar, Behnaz, and Fatemeh Safari. "Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 101. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.101.

Full text

Abstract:

Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL) learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this end, 131 learners were chosen among 182 learners by taking Nelson vocabulary proficiency test. Next, the participants received a valid Persian version of reflective thinking (Kember et al., 2000) and Barratt, Patton and Stanford (1975) BIS (Barratt’s Impulsiveness Scale) 11 impulsiveness questionnaires, based on which both experimental groups were divided into impulsive and reflective subgroups, but the control group consisted of both impulsive and reflective learners. After 15 sessions of intervention and based on the results through one-way ANOVA and independent t-test it was concluded that both oral output and written output had significant effect on vocabulary learning of reflective and impulsive EFL Learners. It was also observed that the effect of both oral output and written output on impulsive (oral group’s mean=21.04; written groups’ mean= 21.75) learners and reflective learners (oral groups’ mean=22.38; written group’s mean: 22.23) is not significantly different. Pedagogical implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

47

Candry, Sarah, Julie Deconinck, and June Eyckmans. "Written repetition vs. oral repetition: Which is more conducive to L2 vocabulary learning?" Journal of the European Second Language Association 2, no. 1 (August 31, 2018): 72. http://dx.doi.org/10.22599/jesla.44.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Shinba, Toshikazu, Takiko Shinozaki, Nobutoshi Kariya, and Keisuke Ebata. "Random Number Generation Deficit in Schizophrenia Characterized by Oral vs Written Response Modes." Perceptual and Motor Skills 91, no. 3_suppl (December 2000): 1091–105. http://dx.doi.org/10.2466/pms.2000.91.3f.1091.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Dodd, Lindsey. "The Evacuation of Children inside Wartime France." Nottingham French Studies 59, no. 2 (July 2020): 159–73. http://dx.doi.org/10.3366/nfs.2020.0282.

Full text

Abstract:

This article explores the evacuation of children from the Paris region to the rural Creuse département, prompted by problems with the capital's food supply and increasingly heavy Allied air raids from 1943. It combines archival material and oral narratives, using the case studies of two individuals (Françoise and Christian) to suggest first, a latent archival bias towards extremes of positive and negative experience, and second, the ways oral history narratives can provide nuance and texture to how we understand the past, replicating more faithfully the equivocal nature of everyday life. After an outline of the historical context of evacuation, three aspects of the evacuee-host experience are considered: the decision to accept an evacuee, the material conditions in which the child was accommodated, and the longer-term relationships forged through evacuation. It is both an analysis of some of the historical dimensions of children's evacuation and a methodological exploration of oral and written data.

APA, Harvard, Vancouver, ISO, and other styles

50

Ravid, Dorit, Janet G. van Hell, Elisa Rosado, and Anita Zamora. "Subject NP patterning in the development of text production." Written Language and Literacy 5, no. 1 (February 21, 2002): 69–93. http://dx.doi.org/10.1075/wll.5.1.04rav.

Full text

Abstract:

This paper examines how choice of subject NP types and structures changes in the development of text construction, and the extent of variation in the developmental patterns which are produced in speech and in writing. The population for this study consisted of 80 participants — 40 grade-school children and 40 university-level adults — with 20 participants in each of four languages: Dutch, Hebrew, English, and Spanish. The database for each language-specific analysis consisted of 40 grade-school texts and 40 adult texts. In each group, half were spoken texts and half written, half were narratives and half expository texts: altogether 320 texts. All subject NP slots in each text were counted and classified by category of realization (zero, pronoun, or lexical), by pronoun type (personal vs. impersonal), and by lexical complexity (terminal NPs governing a single lexical noun vs. non-terminal NPs governing more than one lexical noun). In general, the written expositions of adults are the preferred site for lexical subjects and for non-terminal subjects. Among both children and adults, narratives contain more personal subject pronouns, and expository texts contain more impersonal pronouns. Several cross-linguistic differences emerged (mainly between Spanish and the other three languages), reflecting differences in the syntactic, inflectional, and pronominal patternings of the target languages.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Oral vs written narratives'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles