Volume 14, Issue 53 (2021)
LCQ 2021, 14(53): 187-191 |
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aali A. Comparison of the Effect of Oral Storytelling and Parde-khani [Illustrated storytelling] in Preschool Girl's Narratives. LCQ 2021; 14 (53) :187-191
URL: http://lcq.modares.ac.ir/article-29-43953-en.html
URL: http://lcq.modares.ac.ir/article-29-43953-en.html
Amene Aali * 
1
1
1- Allameh Tabataba`i university , amene.aali@gmail.com
Abstract: (4971 Views)
The aim of this study was to identify the effect of oral storytelling and reading on the characteristics of narratives of preschool girl children. For this purpose, 24 pre-school girl students were selected as the sample of the study using a pretest-posttest research design with unequal groups. The subjects were randomly assigned into two groups through TOLD (Hamil & Newcomer, 1997): For the first group, the folk tale "Crow and the Farmer", from the series of Mohtadi Morning Tales (2008), was presented orally and for the second group, the same story was presented in the form of Parde-khani [illustrated storytelling]. In the post-test phase, each child's recounted narratives were recorded and transcribed. Narratives in both groups were analyzed based on the frequency of story elements, the sequence of these elements, the relative frequency of the grammatical elements, the length of the narrative in terms of number of sentences and words, as well as the consistency of the narratives with the main narrative in three dimensions: deletion, addition, and inaccuracy. Based on the results of the content analysis, the lengths of narratives (number of words and sentences) and relative frequency of grammatical elements in the recounted narratives of children were significantly higher in the oral storytelling group than the reading group. But the frequency and sequence of story elements and narrative adaptation were not significantly different.
Introduction
Communicating in human societies, regardless of age, requires an understanding of environmental events and happenings. In this regard, every human perception of events is not similar to other human beings, and every human being has his/her own narratives that, in addition to communication, also know the environment around him/her. According to the theories of narration and storytelling and in-depth research in the field of children's narrative, how stories and storytelling methods work is a question that can guide child-centered research in the field.
But so far in research conducted in Iran, this issue has not been considered. Therefore, it can be concluded that stories have an impact on teaching, learning, comprehension and skills development. However, children's narratives and the structure of these narratives as a dependent variable have not been studied; while the stories of children of different ages can be analyzed.
In this research, the issue is how children understand the stories that are presented orally as well as in the form of Parde-khani [illustrated storytelling]. In other words, how do these two methods of storytelling affect children's narratives? Therefore, the present study was conducted to identify the effect of oral storytelling and Parde-khani on the characteristics of retold narratives of preschool girls.
Background Research
It must be acknowledged that when a narrative is told in the form of a story, it is, in fact, a two-way creation time. The narrator and the listener work together to create a world based on words and imagination. Storytelling is a cross-linguistic event that encompasses all the features of narrative and can therefore be considered as a common means of getting to know the culture of any society. Stories form the basis of many children's educational experiences in all cultures, and all societies have stories that introduce their members to a set of experiences, expectations, and values.
Narrative and storytelling skills underlie many forms of discourse and communication (Heath, 1986). There are many types of storytelling, including oral storytelling, Parde-khani, drama, and puppetry. In this regard, Banafshe (2010) examined the effect of storytelling and story reading on listening comprehension and concluded that both methods have a positive effect on listening comprehension. Ukrainetz and Gillam (2009) also studied the narratives of children with language disorders in a study and showed that the accurate narration of narratives is sensitive to differences in age and language level and children with language disorders even to provide abstracts and orientation and evaluation do not show significant performance. In another study, Ukrainetz et al. (2005) analyzed the development of details of storytelling in school-age children, and examined three age groups: 5 to 6 years, 7 to 9 years, and 10 to 12 years. , Has a significant effect on the expansion and length of narratives.
Methods
In order to identify the effect of oral storytelling and Parde-khani on the characteristics of children's retold narratives, a pre-experimental post-test research design with unequal groups was used. For this purpose, 24 preschool female novices were selected as the research sample. The subjects were randomly assigned to two groups by performing the Language Development Test (TOLD) (Hammill and Newcomer, 1997). For the first group, the folk tale "The Crow and the Farmer" from the collection of Sobhi Mohtadi's oral stories was read orally and in the second group, the same story was presented by Parde-khani. In the post-test phase, each child's recounted narratives were recorded and written. Narratives in both groups in terms of the frequency of story elements, the sequence of these elements, the relative frequency of connecting grammatical elements, the length of the narrative in terms of number of sentences and words and also the adaptation of narratives to the main narrative in three dimensions of deletion, addition and inaccuracy was examined.
Results
According to the results of this study, the frequency of narrative elements according to the Labov's model, in the retold narratives of children in the group of oral storytelling was more than reading the screen. But this difference was not statistically significant according to the results of Chi-square test. Also, the degree of observance of narrative verses with a difference in the reading group was more than oral storytelling. But according to the result of chi-square test, this difference is not significant. Comparison of the frequency of connecting grammatical elements in the two groups of storytelling and Parde-khani also showed that the relative frequency of using these elements in children's narratives in the group of oral storytelling is higher than the group of Parde-khani and this difference is statistically meaningful. In addition, the length of the narratives in terms of the number of sentences and words in the group of oral storytelling was longer than Parde-khani. Finally, the general adaptation of children's retold narratives to the main storytelling narrative in the oral storytelling group is greater than Parde-khani, although this difference is not statistically significant. Based on this, it can be concluded that oral storytelling is an important method in developing verbal skills and increasing the child's understanding and concentration in education, and the child in this type of storytelling can have a more complete narrative in terms of length. Both methods can be used to improve the quality of narratives in terms of using narrative elements and making children interested in telling complete and sequential stories. Given the above results, it seems that storytelling in this way gives the child the opportunity to express his / her evaluations of the events of the story, and this increases the use of more words and sentences by the child. While in Parde-khani, the images are expressive, so its use reduces the child's imagination and the child chooses his/her sentences simpler and shorter with the idea that the listener will understand what s/he means by the images.
Conclusion
Based on the results of the content analysis method, the length of narrations (number of words and sentences) and the relative frequency of connecting grammatical elements in children's narratives in the oral storytelling group were significantly higher than Parde-khani group. But the frequency and sequence of story elements and the degree of adaptation of the narrative did not differ significantly between the two groups. Since the difference in sequence observance between the two groups of oral storytelling and Parde-khani is very small and also this difference is not statistically significant, it is inferred that in both methods of storytelling, the child is able to understand and express key events and the overall atmosphere that governs it in a sequence.
References
Banafshe, L. (2010). Barresi Miza̅ne T ̕ asir Qesegu ̕ i va Qesekha̅ni bar Dark-e Matlab-e Shenida̅ri. Daneshkade-e Adabiya̅t va Zaba̅nhae-e Khareji, Daneshgah-e Allame Tabataba ̕ i. [in Persian]
Heath,Sh. (1986). Taking a cross-cultural look at narratives. Topics in Language Disorders 7(1), 84-94. Aspan Publisher, Inc.
Ukrainetz, T., & Gillam, R.B. (2009). The expressive elaboration of imaginative narratives by children with specific language Impairment. Journal of Speech, Language, and Hearing Research, Vol. 52, 883–898.
Ukrainetz, T.,Justice, L., Kaderavek, J., Eisenberg, S., & Gillam, R. (2005). The development of expressive elaboration in fictional narratives. Journal of Speech, Language, and Hearing Research. 48, 1363–137.
Hammill , D. & Newcomer , PH.(1997) . A̅muzesh-e Roshd-e Zaba̅n , Sa ̕ id Hasanza̅deh & Asghar Mina ̕ i .Tehran : Paguheshga̅h-e Mota̅lea̅t-e A̅muzesh va Parvaresh . [in Persian].
Introduction
Communicating in human societies, regardless of age, requires an understanding of environmental events and happenings. In this regard, every human perception of events is not similar to other human beings, and every human being has his/her own narratives that, in addition to communication, also know the environment around him/her. According to the theories of narration and storytelling and in-depth research in the field of children's narrative, how stories and storytelling methods work is a question that can guide child-centered research in the field.
But so far in research conducted in Iran, this issue has not been considered. Therefore, it can be concluded that stories have an impact on teaching, learning, comprehension and skills development. However, children's narratives and the structure of these narratives as a dependent variable have not been studied; while the stories of children of different ages can be analyzed.
In this research, the issue is how children understand the stories that are presented orally as well as in the form of Parde-khani [illustrated storytelling]. In other words, how do these two methods of storytelling affect children's narratives? Therefore, the present study was conducted to identify the effect of oral storytelling and Parde-khani on the characteristics of retold narratives of preschool girls.
Background Research
It must be acknowledged that when a narrative is told in the form of a story, it is, in fact, a two-way creation time. The narrator and the listener work together to create a world based on words and imagination. Storytelling is a cross-linguistic event that encompasses all the features of narrative and can therefore be considered as a common means of getting to know the culture of any society. Stories form the basis of many children's educational experiences in all cultures, and all societies have stories that introduce their members to a set of experiences, expectations, and values.
Narrative and storytelling skills underlie many forms of discourse and communication (Heath, 1986). There are many types of storytelling, including oral storytelling, Parde-khani, drama, and puppetry. In this regard, Banafshe (2010) examined the effect of storytelling and story reading on listening comprehension and concluded that both methods have a positive effect on listening comprehension. Ukrainetz and Gillam (2009) also studied the narratives of children with language disorders in a study and showed that the accurate narration of narratives is sensitive to differences in age and language level and children with language disorders even to provide abstracts and orientation and evaluation do not show significant performance. In another study, Ukrainetz et al. (2005) analyzed the development of details of storytelling in school-age children, and examined three age groups: 5 to 6 years, 7 to 9 years, and 10 to 12 years. , Has a significant effect on the expansion and length of narratives.
Methods
In order to identify the effect of oral storytelling and Parde-khani on the characteristics of children's retold narratives, a pre-experimental post-test research design with unequal groups was used. For this purpose, 24 preschool female novices were selected as the research sample. The subjects were randomly assigned to two groups by performing the Language Development Test (TOLD) (Hammill and Newcomer, 1997). For the first group, the folk tale "The Crow and the Farmer" from the collection of Sobhi Mohtadi's oral stories was read orally and in the second group, the same story was presented by Parde-khani. In the post-test phase, each child's recounted narratives were recorded and written. Narratives in both groups in terms of the frequency of story elements, the sequence of these elements, the relative frequency of connecting grammatical elements, the length of the narrative in terms of number of sentences and words and also the adaptation of narratives to the main narrative in three dimensions of deletion, addition and inaccuracy was examined.
Results
According to the results of this study, the frequency of narrative elements according to the Labov's model, in the retold narratives of children in the group of oral storytelling was more than reading the screen. But this difference was not statistically significant according to the results of Chi-square test. Also, the degree of observance of narrative verses with a difference in the reading group was more than oral storytelling. But according to the result of chi-square test, this difference is not significant. Comparison of the frequency of connecting grammatical elements in the two groups of storytelling and Parde-khani also showed that the relative frequency of using these elements in children's narratives in the group of oral storytelling is higher than the group of Parde-khani and this difference is statistically meaningful. In addition, the length of the narratives in terms of the number of sentences and words in the group of oral storytelling was longer than Parde-khani. Finally, the general adaptation of children's retold narratives to the main storytelling narrative in the oral storytelling group is greater than Parde-khani, although this difference is not statistically significant. Based on this, it can be concluded that oral storytelling is an important method in developing verbal skills and increasing the child's understanding and concentration in education, and the child in this type of storytelling can have a more complete narrative in terms of length. Both methods can be used to improve the quality of narratives in terms of using narrative elements and making children interested in telling complete and sequential stories. Given the above results, it seems that storytelling in this way gives the child the opportunity to express his / her evaluations of the events of the story, and this increases the use of more words and sentences by the child. While in Parde-khani, the images are expressive, so its use reduces the child's imagination and the child chooses his/her sentences simpler and shorter with the idea that the listener will understand what s/he means by the images.
Conclusion
Based on the results of the content analysis method, the length of narrations (number of words and sentences) and the relative frequency of connecting grammatical elements in children's narratives in the oral storytelling group were significantly higher than Parde-khani group. But the frequency and sequence of story elements and the degree of adaptation of the narrative did not differ significantly between the two groups. Since the difference in sequence observance between the two groups of oral storytelling and Parde-khani is very small and also this difference is not statistically significant, it is inferred that in both methods of storytelling, the child is able to understand and express key events and the overall atmosphere that governs it in a sequence.
References
Banafshe, L. (2010). Barresi Miza̅ne T ̕ asir Qesegu ̕ i va Qesekha̅ni bar Dark-e Matlab-e Shenida̅ri. Daneshkade-e Adabiya̅t va Zaba̅nhae-e Khareji, Daneshgah-e Allame Tabataba ̕ i. [in Persian]
Heath,Sh. (1986). Taking a cross-cultural look at narratives. Topics in Language Disorders 7(1), 84-94. Aspan Publisher, Inc.
Ukrainetz, T., & Gillam, R.B. (2009). The expressive elaboration of imaginative narratives by children with specific language Impairment. Journal of Speech, Language, and Hearing Research, Vol. 52, 883–898.
Ukrainetz, T.,Justice, L., Kaderavek, J., Eisenberg, S., & Gillam, R. (2005). The development of expressive elaboration in fictional narratives. Journal of Speech, Language, and Hearing Research. 48, 1363–137.
Hammill , D. & Newcomer , PH.(1997) . A̅muzesh-e Roshd-e Zaba̅n , Sa ̕ id Hasanza̅deh & Asghar Mina ̕ i .Tehran : Paguheshga̅h-e Mota̅lea̅t-e A̅muzesh va Parvaresh . [in Persian].
Article Type: Qualitative Research |
Subject:
Child literature
Received: 2020/06/25 | Accepted: 2021/03/5 | Published: 2022/03/1
Received: 2020/06/25 | Accepted: 2021/03/5 | Published: 2022/03/1
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