Elahe Taheri Ghaleno; Mohammad Dabirmoghaddam
Volume 11, Issue 1 , May 2019, , Pages 141-172
Abstract
Extended Abstract
Introduction
Psychologists often consider gender differences as inherent characteristics of a person, not as a social or contexual subject. Many consider gender differences as a part of the genetic structure of mankind. Others also believe that social forces influence the behavior ...
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Extended Abstract
Introduction
Psychologists often consider gender differences as inherent characteristics of a person, not as a social or contexual subject. Many consider gender differences as a part of the genetic structure of mankind. Others also believe that social forces influence the behavior of people in order to reveal gender-specific behavior (Escalera, 2009). Limited research has been done on the child gender differences in the use of language. Only two studies, Kyratzis and Ervin-Tripp (1999), and Escalera (2009), explicitly examined gender differences in useing discourse markers. Scholars suggests that there has been no research in the field of gender differences in the use of discourse markers in Persian so far.
The study of discourse markers has always been of interest to the researchers. Norrick (2001) believes that discourse markers do not create meaning, but direct the listener in a certain direction. Therefore, discourse markers can be deleted with no change in the meaning, although by deleting them, the power or the force of utterance will be less clear. According to him, discourse markers in narrative discourse have also another role. For example, discourse marker “well” is used as a sign of rejection of presupposition which is raised by another speaker, and it is clear that this is far from its adverbial meaning.
Theoretical Framework
Hansen (1998) describes discourse markers by using five concepts: grammaticalization, instructional semantics, polysemy, relevance theory, and conversation analysis. In this paper, by using Hansen's approach, we describe some of the discourse markers in the narrative context used by the subjects of this research, and we will study some of the functional roles of these discourse markers by referring to examples from corpus obtained from the subjects of this research. Then, following scholars such as Schourup (1985) and others, we will consider the core meaning of each discourse markers.
Methodology
The present research is a quantitative and descriptive study which is done on the 11207-word narrative corpus from children's storytelling. This research was conducted in Day and Bahman 1395 and Farvardin 1396 on 39 monolingual Persian-speaking Tehrani children (mean age of the all subjects was 11.57). 20 stories in creating test and 20 stories in retelling test were told by the boys. Also, 19 stories in the retelling test and 16 stories in the creating test were told by the girls participated in this research.
In the oral creating test, the children told the story of the loss of my little sister in the park for the examiner. Since the number of discourse markers, especially complex discourse markers such as (causal, contradictional, etc.) was low based on the data from the experimental group, the retelling test was also designed. In the retelling story test, the story entitled The fox that didn’t understand was selected, which has a number of complex discourse markers (e.g., such as, well, but, so). The fox that didn’t undrestand is published by Porteqal Publishing and is written by Farhad Hasanzadeh. The examiner read the story in a group and showed them pictures of the book while reading. After a short period of time, the examiner asked each subject to retell the story that the examiner had defined for them individually. The stories which were told by the subjects in both tests were recorded by a voice recorder for later analysis, then written on papers, and typed on Word software environment; finally, the discourse markers were extracted and tagged based on the standards raised in Hansen approach (1998).
Results and Discussion
Different kinds of simple discourse markers as well as the total number of narrative discourse markers used by eleven-year-old Persian-speaking girls and boys were calculated and descriptive statistics (including frequency, percentage, mean, and standard deviation) of the used discourse markers in narrative corpus of eleven-year-old Tehrani girls and boys in both retelling and creating story test were presented. The difference between the performance of girls and boys in this study in using discourse markers between the two groups was significant only in using discourse marker “well”.
Conclusion and Suggestions
Data analysis revealed that, in total, boys by using 349 discourse markers performed better than girls that used 314 discourse markers. But, this difference was significant only in using discourse marker "well" and there was no significant difference in using other discourse markers. The data of this research also revealed that girls used more diverse types of discourse markers with a total of 25 types in comparison with boys with a total of 20 types of discourse markers. Perhaps this is because of the girls' interest in narrating the story as well as conversation with their peers at break time at school or other contexts. The boys were playing in the school yard rather than talking.
The data analysis also showed that discourse markers representing simple function like “bQ/d, bQ/deS and vQ” with frequencies of 369> 90> 74 had the highest frequency of usage by the subjects of this study. This can be explained by the iconicity principle which, according to Debir-Moghaddam (1389), is a universal phenomenon in the language, not a specific language feature. Haiman (1980) introduced the iconicity principle. According to this principle, the sequence of the elements of the sentence is consistent with the sequence of events in real world. Hence, the use of the three above-mentioned discourse markers which indicates the sequence of events in the story, was more than that of the other discourse markers used by the children of this study. It seems that the children of this study had almost the same level of storytelling skill in both sexes. Goodwin (2001) believes that context is not important in gender differences, but that the skill of children is important to predict which group performs better. Therefore, in the future research, by teaching storytelling skill to children and having control group, we can investigate the effect of education, reading story books, and communication with peers and adults on the growth of types and numbers of discourse markers in narrative and other contexts.
Elahe Taheri Ghaleno; Shahla Raghibdust
Volume 9, Issue 16 , November 2017, , Pages 61-85
Abstract
Extended Abstract
1- Introduction
Storytelling is one of the effective ways to increase the learning level of a child, because it helps him to create meaning based on his observations and experiences. Using concept maps and story grammar is helpful for children in creating stories, as they can employ ...
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Extended Abstract
1- Introduction
Storytelling is one of the effective ways to increase the learning level of a child, because it helps him to create meaning based on his observations and experiences. Using concept maps and story grammar is helpful for children in creating stories, as they can employ the structure of concept maps as a pattern for organizing and representing stories. Concept maps are represented in a hierarchical fashion in which the most inclusive concepts and contents are represented at the top of the map, and the more specific contents and concepts are placed at the end of the hierarchy (Novak & Canas, 2006). It seems that the two features of concept maps, that is, the hierarchical structure represented in the map and the possibility to search and identify new cross connections, have an important role in forming a creative and critical thinking in children, since the ability to draw a concept map requires the activity of higher cognitive levels, namely the evaluation and combination of knowledge (ibid). A concept map is used as a graphical creation system for organizing knowledge and information (Chen, Looi, & Chen, 2009), thus, instead of dealing with the details which will reduce creativity, it can guide the story development at the meta-level (Liu, Chen, Shih, Huang, & Liu, 2011). Liu and colleagues (2011,) believe that story grammar consists of four main sections: a) setting, b) action, c) event, and d) sequence. Setting is the description of the place and time of the story and the relationship between characters. Action includes activities such as competition, adventure, and daily activities of characters. Events consist of all the incidents that occur during the story, such as difficulties and obstacles. Sequence includes the outcomes of the events, such as success, achievements, and rewards.
The main objective of this research was to evaluate and compare the performance of Persian-speaking children in two age groups of 7-8 and 8-9 years old in using story grammar through concept maps. The researchers aimed to use these maps and story grammars to help children in creating stories, and to compare their performance in using story grammars through concept maps in terms of the number of words and events and also the usage manner of the features of story grammar (setting, action, events and their sequences) in storytelling.
2- Methodology
The present descriptive and comparative study was conducted for two weeks on 14 Persian-speaking monolingual girls in two age groups of 7-8 (first grade) and 8-9 (second grade) years in Asemi elementary school, district 9 of Tehran. In the first week, the children became familiar with story grammar and concept maps, and in the second week, each child was required to create and tell a story about "the adventures of losing my little brother in the forest" for about 25 minutes. The children were asked to draw their concept maps on an A4 sheet. Their story tellings were recorded by MP4 while drawing.
3- Discussion
Data analysis revealed that the mean number of episodes produced by children in the age group of 7-8 and 8-9 years were 6.14 and 7.71, respectively. Also, the 7-8 years old subjects produced a mean number of 98.42 words, while the 8-9 years old ones produced a mean of 146.85. Thus, the Persian-speaking children in the two age groups showed different degrees of ability to use story grammar in terms of the number of words and events, but this difference was not statistically significant (the P value for the number of episode variable in the 7-8 years old group was 0.05
shahla Raghibdust; elahetaheri Ghaleno
Volume 6, Issue 10 , July 2014, , Pages 51-67
Abstract
Studies on child language acquisition show that in the lexical development process, generic concept has a significant function, as it has a determining role in the formation of skills such as extension and categorization of concepts. The present research aims to investigate the production and comprehension ...
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Studies on child language acquisition show that in the lexical development process, generic concept has a significant function, as it has a determining role in the formation of skills such as extension and categorization of concepts. The present research aims to investigate the production and comprehension abilities of generic nouns, as well as the developmental patterns in two age groups (4-5 and 5-6 years)of 16 monolingual Persian-speaking children. To achieve this goal, we used two experiments, a morphological experiment (adopted fromCimpian&Markman, 2008) involving different linguistic contexts (with generic, non-generic and neutral concepts), and a syntactic experiment (adopted from Cimpian, Meltzer &Markman, 2011). Analysis of the data indicated that children as young as 4 were capable of using morphosyntactic and contextual cues to construe the concept of “kind” in the form of generic noun, and distinguish between generic and non-generic sentences. The comparison of the children’s performance in the two age groups demonstrated that they did not have any significant difference in processing generic noun phrases. The findings also confirmed that in addition to employing morphosyntactic cues, the subjects also used linguistic context to differentiate generic from non-generic nouns.
