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Development of narrative skills in s...

Tanno, Koji.

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Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives./
Author:	Tanno, Koji.
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4377.
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431720
ISBN:	9781124325767

Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives.
Tanno, Koji.

Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives. - 214 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4377.

Thesis (Ph.D.)--University of Washington, 2010.

In telling personal stories, inclusion of characters' mental states and speech serves a crucial role in creating coherence and enhancing vividness. This study investigates how characters' mental states and speech are represented in personal stories narrated by college students taking 2 nd-, 3rd-, and 4th-year Japanese. The corpus consists of 345 and 32 written narratives collected from learners and native speakers of Japanese, respectively, and 36 hours of oral interviews from 24 learners and 4 hours of interviews from 8 native speakers. Quantitative analysis found that the amount of mental representation significantly increased from the 2nd-year to the 4th-year level. As for speech representation, the 3rd- and 4th-year students' production rates were comparable to that of the native speakers in written narratives. However, in oral narratives, the learners' production rates reached only to one-tenth of native speakers' rate, highlighting the importance of reported speech in orally narrating personal stories in Japanese and, at the same time, the learners' difficulty of using reported speech in oral narratives. Qualitative analysis revealed learners' usage of mental and speech representations changed with proficiency, but did not resemble native speakers' usage. Also, differences in written and oral narratives were observed. The comparison of individual learners revealed that the abilities to competently apply mental and speech representation have little correlation with the ability to use cohesive devices and modal expressions. This study also found positive effects of language use outside of class on the development of narrative skills. Pedagogical suggestions are made based on the findings.

ISBN: 9781124325767Subjects--Topical Terms:

1018079
Language, Linguistics.

Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives.
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100 1 $a Tanno, Koji. $3 1677769
245 1 0 $a Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives.
300 $a 214 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4377.
500 $a Adviser: Amy Snyder Ohta.
502 $a Thesis (Ph.D.)--University of Washington, 2010.
520 $a In telling personal stories, inclusion of characters' mental states and speech serves a crucial role in creating coherence and enhancing vividness. This study investigates how characters' mental states and speech are represented in personal stories narrated by college students taking 2 nd-, 3rd-, and 4th-year Japanese. The corpus consists of 345 and 32 written narratives collected from learners and native speakers of Japanese, respectively, and 36 hours of oral interviews from 24 learners and 4 hours of interviews from 8 native speakers. Quantitative analysis found that the amount of mental representation significantly increased from the 2nd-year to the 4th-year level. As for speech representation, the 3rd- and 4th-year students' production rates were comparable to that of the native speakers in written narratives. However, in oral narratives, the learners' production rates reached only to one-tenth of native speakers' rate, highlighting the importance of reported speech in orally narrating personal stories in Japanese and, at the same time, the learners' difficulty of using reported speech in oral narratives. Qualitative analysis revealed learners' usage of mental and speech representations changed with proficiency, but did not resemble native speakers' usage. Also, differences in written and oral narratives were observed. The comparison of individual learners revealed that the abilities to competently apply mental and speech representation have little correlation with the ability to use cohesive devices and modal expressions. This study also found positive effects of language use outside of class on the development of narrative skills. Pedagogical suggestions are made based on the findings.
590 $a School code: 0250.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Asian Studies. $3 1669375
650 4 $a Education, Foreign Language. $3 1064562
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710 2 $a University of Washington. $3 545923
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Ohta, Amy Snyder, $e advisor
790 $a 0250
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431720