TY - JOUR
T1 - Narrative Structure and Evaluative Language of Personal Narratives Shared by Urban Aboriginal Children in Taiwan
AU - Lai, Wen Feng
N1 - Funding Information:
The writing of the study was supported by The Ministry of Science and Technology in Taiwan under grant [grant number MOST 106-2410-H-003-070]. I would like to thank all the children and their families for participating in this project.
Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020
Y1 - 2020
N2 - Labovian narrative theory is used to explore the personal narrative performance of five-year-old urban aboriginal children. Fifty-two participants with the same socioeconomic status (half aboriginal, half non-aboriginal) were recruited from 11 preschools in metropolitan Taipei, Taiwan. Narratives were collected by interviewing individual children about past experiences. Interviews were conducted in Mandarin Chinese, tape-recorded, and transcribed verbatim. With ethnicity as the independent variable, the results indicated the following: (1) in structure elements, urban aboriginal children tended to use more evaluations and non-aboriginal children offered more complicating actions. (2) Urban aboriginal children outperformed their counterparts regarding structural level (approximately half in the leapfrogging level and one-third in the chronological level). (3) Regarding evaluative features, urban aboriginal children used significantly more intention terms, sensory terms, reported speech, and negations, and non-aboriginal children used more obligation terms. The discussion and implication are provided in relation to cultural differences.
AB - Labovian narrative theory is used to explore the personal narrative performance of five-year-old urban aboriginal children. Fifty-two participants with the same socioeconomic status (half aboriginal, half non-aboriginal) were recruited from 11 preschools in metropolitan Taipei, Taiwan. Narratives were collected by interviewing individual children about past experiences. Interviews were conducted in Mandarin Chinese, tape-recorded, and transcribed verbatim. With ethnicity as the independent variable, the results indicated the following: (1) in structure elements, urban aboriginal children tended to use more evaluations and non-aboriginal children offered more complicating actions. (2) Urban aboriginal children outperformed their counterparts regarding structural level (approximately half in the leapfrogging level and one-third in the chronological level). (3) Regarding evaluative features, urban aboriginal children used significantly more intention terms, sensory terms, reported speech, and negations, and non-aboriginal children used more obligation terms. The discussion and implication are provided in relation to cultural differences.
KW - evaluative function
KW - low socioeconomic family
KW - narrative structure
KW - Personal narrative
KW - urban aboriginal children
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U2 - 10.1080/03004430.2019.1566229
DO - 10.1080/03004430.2019.1566229
M3 - Article
AN - SCOPUS:85059932504
SN - 0300-4430
VL - 190
SP - 2214
EP - 2228
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 14
ER -