Original Research
Story Grammar Analysis of Pre-schoolers' Narratives: An Investigation into the Influence of Task Parameters
South African Journal of Communication Disorders | Vol 46, No 1 | a726 |
DOI: https://doi.org/10.4102/sajcd.v46i1.726
| © 2020 Kerstin M. Tönsing, Herman Tesner
| This work is licensed under CC Attribution 4.0
Submitted: 17 April 2020 | Published: 31 December 1999
Submitted: 17 April 2020 | Published: 31 December 1999
About the author(s)
Kerstin M. Tönsing, Department of Communication Pathology, University of Pretoria, South AfricaHerman Tesner, Department of Communication Pathology, University of Pretoria, South Africa
Full Text:
PDF (682KB)Abstract
This study aimed at examining the influences of the parameters of the narrative task (administered to the pre-schooler) on narrative structure. Seventeen pre-school children were selected as subjects. Five narrative tasks were administered to each subject. The narratives were analysed for length and structure. Mainly two factors were found to influence the length and structure of the produced narratives; firstly, the presence or absence of a 'model' on which the child could base his/her narrative, and, secondly, the structure inherent in this 'model'. The implications of the study for clinical assessment of narrative skills as well as for further research are considered.
Keywords
story grammar; pre-schoolers; narrative task; story generation; story retelling; personal experience narratives
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