On the ability to tell good stories in another language: Analysis of korean efl learners’ oral “frog story” narratives

Narrative Inquiry

Volumn 13, Issue 1, 2003, Pages 127-149

  Kang, Jennifer Yusun ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846425137     PISSN: 13876740     EISSN: 15699935     Source Type: Journal    
DOI: 10.1075/ni.13.1.05kan     Document Type: Article

References (45)

1. Akinci, M., Jisa, H., & Kem, S. (2001). Influence of L1 Turkish on L2 French narratives. In L. Verhoeven & S. Stromqvist (Eds.), Narrative development in a multilingual context (pp. 255-276). Amsterdam: John Benjamins.
2. Bakeman, R., & Gottman, J. (1986). Observing interaction: An introduction to sequential analysis. New York: Cambridge University Press.
3. Bamberg, M. (1987). The acquisition of narratives: Learning to use language. Berlin: de Gruyter.
4. Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children’s narrative competencies. Journal of Child Language 18, 689-710.
5. Beach, R. (1995). Constructing cultural models through response to literature. English Journal, 84, 87-95.
6. Bensoussan, M. (1990). EFL reading as seen through translation and discourse analysis: narrative vs. expository texts. English for Specific Purposes, 9, 49-66.
7. Berman, R., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.
8. Blum-Kulka, S. (1993). You gotta know how to tell a story: Telling, tales, and tellers in American and Israeli narrative events at dinner. Language in Society, 22, 361-402.
9. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
10. Cain, K., & Oakhill, J. (1996). The nature of the relationship between comprehension skill and the ability to tell a story. British Journal of Developmental Psychology, 14, 187-201.
11. Eggington, W. (1987). Written academic discourse in Korean: Implications for effective communication. In U. Connor & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 153-168). Reading, MA: Addison-Wesley.
12. Fitzerald, J., & Spiegel, D. L. (1983). Enhancing children’s reading comprehension through instruction in narrative structure. Journal of Reading Behavior, 15, 1-17.
13. Freeman, M. (1997). Why narrative? Hermeneutics, historical understanding, and the significance of stories. Journal of Narrative and Life History, 7, 169-176.
14. Gottman, J., & Parker, J. (1986). Conversations of friends: Speculations on affective development. New York: Cambridge University Press.
15. Griffin, T. (1998). Oral narrative proficiency and reading comprehension skill. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
16. Han, J., Leichtman, M., & Wang, Q. (1998). Autobiographical memory in Korean, Chinese, and American children. Developmental Psycholoy, 34, 701-713.
17. Heath, S. B. (1983). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.
18. Hemphill, L. (1999). Narrative style, social class, and response to poetry. Research in the Teaching of English, 33, 275-302.
19. Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an index of communicative competence in mildly mentally retarded children. Applied Psycholinguistics, 12, 263-279.
20. Horiba, Y. (1990). Narrative comprehension process: A study of native and non-native readers of Japanese. The Modern Language Journal, 74, 188-202.
21. Hymes, D. (1968). The ethnography of speaking. In J. A. Fishman (Ed.), Readings in the sociology of language (pp. 99-138). The Hague: Mouton.
22. Kang, H. (1992). Cultural interference in second language reading. International Journal of Applied Linguistics, 2, 95-119.
23. Kintsch, W., & Green, E. (1978). The role of culture-specific schemata in the comprehension and recall stories. Discourse Processes, 1, 1-13.
24. Klecan-Aker, J., & Caraway, T. (1997). A study of relationship of storytelling ability and reading comprehension in fourth and sixth grade African-American children. European Journal of Disorders of Communication, 32, 109-125.
25. Kuntay, A., & Nakamura, K. (1993, July). Evaluative strategies in monological Japanese and Turkish narratives. Paper presented at 6th International Congress for the Study of Child Language, Trieste, Italy.
26. Labov, W. (1972). Language in the inner city. Philadelphia: University of Pennsylvania Press.
27. Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts: Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society (pp. 12-44). Seattle: University of Washington Press.
28. MacWhinney, B. (2000). The CHILDES Project (Third Edition). Mahwah, NJ: Erlbaum.
29. Maeno, Y. (1996). Acquisition of oral narrative skills by foreign language learners of Japanese. Qualifying paper at Harvard University Graduate School of Education.
30. Mayer, M. (1969). Frog, where are you? New York: Dial.
31. McCabe, A., & Peterson, C. (1991). Developing narrative structure. Hillsdale, NJ: Lawrence Erlbaum.
32. Melzi, G. (2000). Cultural variations in the construction of personal narratives: Central American and European-American Mothers’ elicitation styles. Discourse Processes, 30, 153-178.
33. Minami, M., & McCabe, A. (1991). Haiku as a discourse regulation device: A stanza analysis of Japanese children’s personal narratives. Language in Society, 20, 577-600.
34. Minami, M., & McCabe, A. (1995). Rice balls and bear hunts: Japanese and North American family narrative patterns. Journal of Child language, 22, 423-445.
35. Mullen, M., & Yi, S. (1995). The cultural context of talk about the past: Implications for the development of autobiographical memory. Cognitive Development, 10, 407-419.
36. Ninio, A., & Snow, C. E. (1996). Pragmatic development. Boulder, CO: Westview Press.
37. Norrick, N. (2001). Discourse markers in oral narrative. Journal of Pragmatics, 33, 849-878.
38. Ordóñ ez, L. C. (2000). Oral bilingual proficiency of Colombian adolescents. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
39. Pearson, B. (2001). Logic and mind in Spanish-English children’s narratives. In L. Verhoeven & S. Stromqvist (Eds.), Narrative development in a multilingual context (pp. 255-276). Amsterdam: John Benjamins.
40. Peterson, C., & McCabe, A. (1992). Parental styles of narrative elicitation: Effect on children’s narrative structure and content. First Language, 12, 299-322.
41. Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics. New York: Plenum Press.
42. Shiro, M. (1998). Getting the story across: A discourse analysis approach to evaluative stance in Venezuelan children’s narratives. Unpublished doctoral dissertation, Harvard University Graduate School of Education, Cambridge, MA.
43. Severing, R., & Verhoeven, L. (2001). Bilingual narrative development in Papiamento and Dutch. In L. Verhoeven & S. Stromqvist (Eds.), Narrative development in a multilingual context (pp. 255-276). Amsterdam: John Benjamins.
44. Uccelli, P. (1997). Beyond chronicity: temporality and evaluation in Andean Spanish-speaking children's narratives. Unpublished qualifying paper at Harvard Graduate School of Education, Cambridge, MA.
45. Wolf, D., & Hicks, D. (1989). The voices within narratives: The development of intertextuality. Discourse Processes, 12, 320-351.