| Summary: | 碩士 === 國立高雄師範大學 === 聽力學與語言治療研究所 === 100 === The purpose of the study was to examine the narrative performance in terms of macrostructure and microstructure of forty 3-and 5-year-old children with typical development and to explore the effect of age on narrative development. The wordless picture book “Frog, where are you?” was used to collected all children’s narrative samples. In judgment of performance on macrostructure, the story grammar framework was utilized to evaluate preschooler’s narrative structure. In microstructure, the lexical strategies used for cohesion in terms of the numbers, proportion and clarity of references and correctness of conjunctions were analyzed. Meanwhile, the correlations between the numbers of protagonist’s attempts mentioned, the proportion of the correctness uses in conjunctions, and narrative structures were also examined. All of narrative samples were transcribed and coded by using CHILDES system. Independent T test and Pearson correlation were adopted to compare two group’s performance.
There are four main findings:
1. Ther are age-related differences in performance of narrative structure.
3-year-old children significantly scored higher in description structure while 5-year-old children significantly score higher in abbreviated episodes.
2. There are age-related differences in proportion of using referential
strategies. 5-year-old children significantly used more clear definite, indefinite, pronoun, and ellipsis, while the 3-year-olds significantly used more ambiguous pronoun, ellipsis, and demonstratives.
3. There are age-related differences in proportion of using connective
strategies. The 5-year-olds significantly use more correct conjunctions
representing causal, additive, and adversative links.
4. The numbers of attempts mentioned and the numbers of conjunctions
used was respectively correlated to the score of narrative structure.
Both the attempts mentioned and conjunctions used are correlated to
the score of narrative structure respectively. Generally speaking, the
5-year-olds’ perform better on both two aspects than the 3- year-olds’.
In sum, there are significant differences between the 3- and 5- year- olds’ performance on narrative structure, uses of clear referential strategies and correct connective strategies.
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