An Exploratory Study on Young Children's Spoken and Written Narratives of Personal Experience

서지정보

ㆍ발행기관 : 환태평양유아교육연구학회 ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 7권 / 2호
ㆍ저자명 : Young-Ja Lee, Geum-Gu Lee, Han-Na Oh

목차

Introduction
Methods
Results
Discussion

한국어 초록

This study investigated how young children respond when asked to create spoken and written narratives. Toexamine aspects of 5-year-olds’ spoken and written narratives about their personal experiences, the level ofnarrative, developmental stage of writing, and use of cohesive devices were analyzed. The results showed tworelationships between the spoken and written narratives. For some children, the same level was found for bothspoken and written narratives. But for other children, levels of spoken and written narratives differed. Therewere more children with a higher level of written narrative compared to spoken narrative than children with alower level of written narrative compared to spoken narrative. Further analysis of the correlations between thelevel of written narratives and developmental stage of writing showed statistical significance. Therefore, theresult of this study suggests that a child’s developmental stage of writing could affect the level of 5-year-olds’written narratives. Second, there were significant differences in 5-year-olds’ usage of cohesive devices whenrelating their personal experiences in their spoken and written narratives. The sum of conjunction andanaphoric references (i.e., cohesive devices) was higher in spoken narrative expressions than in writtennarrative expressions. In spoken narrative, children expressed de-contextualized language with cohesivedevices to give additional explanation, considering the listener who had no knowledge of the event the childwas relating. Further research about this aspect is proposed.

영어 초록

This study investigated how young children respond when asked to create spoken and written narratives. To
examine aspects of 5-year-olds’ spoken and written narratives about their personal experiences, the level of
narrative, developmental stage of writing, and use of cohesive devices were analyzed. The results showed two
relationships between the spoken and written narratives. For some children, the same level was found for both
spoken and written narratives. But for other children, levels of spoken and written narratives differed. There
were more children with a higher level of written narrative compared to spoken narrative than children with a
lower level of written narrative compared to spoken narrative. Further analysis of the correlations between the
level of written narratives and developmental stage of writing showed statistical significance. Therefore, the
result of this study suggests that a child’s developmental stage of writing could affect the level of 5-year-olds’
written narratives. Second, there were significant differences in 5-year-olds’ usage of cohesive devices when
relating their personal experiences in their spoken and written narratives. The sum of conjunction and
anaphoric references (i.e., cohesive devices) was higher in spoken narrative expressions than in written
narrative expressions. In spoken narrative, children expressed de-contextualized language with cohesive
devices to give additional explanation, considering the listener who had no knowledge of the event the child
was relating. Further research about this aspect is proposed.

참고 자료

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