Rišliojo pasakojimo kūrimas : kalbinės patirtys vaikystėje : monografija
| Author | Affiliation | |
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| Date |
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2024 |
Monografijoje pristatomas didelės apimties rišliojo pasakojimo tyrimas ankstyvoje vaikystėje. Pasakojimo įgūdžiai yra itin svarbūs vaikui, nes skatindami vaikus pasakoti istorijas geriname ne tik jų kalbą, bet ir kognityvines funkcijas, emocinį intelektą, užtikriname akademinę sėkmę ir kultūrinį supratimą. Nuo vaikystės besiformuojantys pasakojimo gebėjimai išlieka visą gyvenimą ir yra būtini bendravimui ir supratimui, todėl norint suvokti pasakojimo įsisavinimo ir kūrimo procesus svarbu gilintis į pasakojimo struktūrines ir kalbines ypatybes. Vaikai pasakodami istoriją turi mokėti ne tik nemažai žodžių, bet ir suprasti, kaip juos jungti į frazes ar ilgesnius pasakymus, o tai lemia leksikos ir gramatikos įsisavinimas, teksto konstravimo bei junglumo taisyklės. Pasitelkusios paskatinto vartojimo užduotį (paveiksliukų sekos stimulą) analizavome rišliojo pasakojimo du pagrindinius lygmenis – makrostruktūrą ir mikrostruktūrą, dėmesį telkdamos į kelis svarbius aspektus, susijusius su amžiumi, kalbos kompetencija ir tarpkalbiniu (angl. cross-lindguistic) poveikiu. Tyrime dalyvavo 5-7 metų skirtingos kalbinės kompetencijos vaikai: tipinės, sutrikusios kalbinės raidos ir dvikalbiai. Gauti rezultatai atskleidė įdomių įžvalgų apie kalbinės raidos tendencijas skirtingose vaikų grupėse ir bus naudingi ne tik mokslo bendruomenei, bet ir praktikams bei švietimo politikos atstovams.
Although narratives have been with us since the day we were born, it takes a great deal of skill to perceive and comprehend them and tell oneʼs own story because each narrative consists of several structural parts that allow us to sequence events, create meaningful content, introduce characters, anticipate the narrativeʼs train of thought, build tension, climax and conflict, and find solutions (Bruner 1981, 2004). Only after the child has developed the skills of narrative construction can they use more complex language structures and engage listeners. Younger children, who do not yet have good linguistic competences, are developing their first storytelling skills when they try to tell stories. However, even after mastering a more comprehensive range of vocabulary and grammatical forms, weaving the words into compelling stories will take considerable effort. Narrative skills are essential for children because encouraging them to tell stories improves their linguistic competence, cognitive functions, emotional intelligence, academic success, and cultural understanding (Westerveld, Gillon and Moran 2008). Storytelling skills, developed from childhood, last a lifetime and are crucial for communicating and acquiring knowledge, as they allow for sharing experiences, conveying ideas and building relationships. Thus, it is vital to delve into the linguistic features that shape narratives to understand the processes of their acquisition and production. The narrative analysis methodology in Lithuania has received very little attention from researchers and practitioners. Although there are various methodological tools for practitioners which, in addition to phonetics, grammar and lexis, also contain narrative analysis tasks (e.g. Gaulienė, Giedrienė and Grikainienė 2000), it has to be stated that not all of these tasks meet the requirements of the narrative analysis methodology (there are no established criteria that would accurately describe the quality of the story, and there are not many pictorial aids). Therefore, in this monograph, we have tried to present the research possibilities of the narrative method from various linguistic analysis perspectives, including the analysis of the structure of text production and the analysis of linguistic parameters. The large and diverse sample comprised 435 subjects (children aged 4–7 years). Children’s linguistic development is different, so we have included not only cases of typical language development (TD) but also cases of developmental language disorder (DLD), further subdivided according to its degree. The choice to study this group is relevant for different objectives. However, the most important task was to reveal possible differences between the groups and assess the qualitative characteristics of these differences. The bilingual children comprised two groups: the first consisted of 74 children whose heritage language (HL) was Lithuanian and the second language (L2) – English (hereafter LT-EN). Almost all children were born in the UK and lived in London at the time of the study. They were mostly exposed to Lithuanian at home, as both parents were Lithuanian and spoke Lithuanian. The second group consisted of 48 bilingual children whose HL was Russian, and Lithuanian was their L2 (hereafter referred to as RU-LT). The subjects lived in Kaunas and Vilnius and attended state educational institutions where Russian was the primary language, and Lithuanian was taught for about 4 hours a week. The groups differed in the number of children by place of residence – in the RU-LT school-age group, most children were from Vilnius educational institutions. Both groups of bilingual children can be considered sequential bilinguals as they have acquired their HL from their parents and used it at home. Formal education in the language of the dominant country (or L2) started with their attending educational institutions. It should be noted that informal exposure to a second language occurred even earlier due to the various social activities in which families were involved, making it difficult to accurately estimate the time spent on the second language.[...]
Recenzentės: prof. dr. Loreta Vilkienė (Vilniaus universitetas); dr. Aurelija Tamulionienė (Lietuvių kalbos institutas)