The Development of Reference Realization and Narrative in an Australian Contact Language, Wumpurrarni English.
The Development of Reference Realization and Narrative in an Australian Contact Language, Wumpurrarni English.
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DOI：
10.3389/fpsyg.2016.00043
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发表时间：
2016
影响因子：
3.8
通讯作者：
Disbray S
中科院分区：
文献类型：
--
作者：
Disbray S
叙事技巧的发展已经在多种语言、跨语言和多语言环境中进行了广泛的研究（Berman 和 Slobin、Severing 和 Verhoeven、Hickmann、Strömqvist 和 Verhoeven）。本研究调查了澳大利亚中部一个偏远城镇的土著儿童叙事中参考实现的发展。这些孩子年龄在 5 岁到 14 岁之间，说的是接触语言 Wumpurrarni 英语。很少对少数语言使用者的语言发展进行调查，他们的语言发展通常用多数语言来评价，很少关注说话者家乡语种的语言表现。本研究利用复杂的刺激和话语策略模型，通过对叙事中参考的发展进行细粒度的定性分析来解决这一差距。结果显示，（a）与其他语言类似的发展轨迹，八岁及以下的儿童比年长的说话者群体能产生更简单、更不具有全球性组织的叙述，以及（b）这些年轻说话者容易受到不断变化的刺激需求的影响。此外，一部分旁白是用“学校综艺”制作的，这种风格更像标准澳大利亚英语。该组的结果表明，10 岁和 12 岁儿童制作的作品的叙事内容和整体组织与年幼儿童的作品更加相似，而不是在家庭节目中进行叙述的同龄演讲者的作品。分析说话者对刺激和代码选择这两个复杂因素的反应，阐明了话语产生和发展的机制，并表明构建话语需要通过在特定叙事上下文中部署语言手段来协调潜在图式和特定故事的在线构建。分析表明，这两种技能是紧密相互依存的，甚至是共同构建的。
The development of narrative skill has been investigated extensively in a wide range of languages, cross-linguistically and in multilingual settings (Berman and Slobin,; Severing and Verhoeven,; Hickmann,; Strömqvist and Verhoeven,). The present study investigates the development of reference realization in narrative among Indigenous children in a remote urban township in Central Australia. The children, aged between 5 and 14 years, are speakers of a contact language, Wumpurrarni English. Language development is rarely investigated among speakers of minority languages, whose language development is often appraised in the majority language, with little attention to language performance in the speaker's home variety. The present study addresses this gap through a fine-grained qualitative analysis of the development of reference in narrative, drawing on a complex stimulus and a model of discourse strategy. The results show (a) a developmental trajectory similar to that found in other languages, with children aged eight and under producing simpler and less globally organized narratives than older speaker groups, and (b) vulnerability to the changing demands of the stimulus among these younger speakers. In addition, a subset of narrations were produced in “school variety,” a style more like Standard Australian English. The results for this set showed that the narrative content and global organization of the productions by 10- and 12-year-olds were more similar to the productions of younger children, than like-aged speakers, who narrated in their home variety. Analysis of speaker responses to two factors of complexity, the stimulus and code choice, illuminated mechanisms for discourse production and development, and suggest that constructing discourse requires co-ordination of an underlying schema and on-line construction of a particular story, through the deployment of linguistic devices in a particular narrative context. The analysis showed that these two skills are tightly interdependent, and indeed co-constructing.