Хоэл Т. Нарративы маленьких читателей: модель читателя и реальные читатели
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Хоэл Т. Нарративы маленьких читателей: модель читателя и реальные читатели // Современное дошкольное образование. Теория и практика. – 2016. – №10. – С.66–79.
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Аннотация
В статье представлены части исследовательского проекта, цель которого заключается в исследовании использования языка детьми 6–7 лет в рассказывании историй. Устные тексты детей базируются на книжке с картинками «Лягушка, где ты?», в которой нет текста и которая была и остается инструментом, часто используемым для собирания рассказов детей. Согласно традиционным исследованиям, история лягушки представляет четко структурированное чтение, которое не полностью совпадает с прочтением книги детьми. Была обнаружена взаимосвязь между, с одной стороны, последовательностью появления картинок в процессе изобразительно-семиотического анализа, с другой стороны – нарративов реальных читателей и их культурного багажа. Основные изыскания заключаются в том, что традиционные исследования по истории лягушки не дают основания для оценки языка детских нарративов.
Литература
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20. Mjшr, Ingeborg. 2009. Hшgtlesar, barn, bildebok: vegar til meining og tekst. (19). Kristiansand: University of Agder.
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2. Birkeland, Tone, and Ingeborg Mjшr. 2012. Barnelitteratur – sjangrar og teksttypar. Oslo: Landslaget for norskundervisning/Cappelen Akademisk Forlag.
3. Christensen, Nina. 2002. Indgangsvinkler til analyse af billedbшger Nedslag i bшrnelitteraturforskningen. (Vol. 3, 167–188). Kшbenhavn: Roskilde Universitetsforlag.
4. Druker, Elina. 2008. Modernismens bilder. Den moderna bilderboken i Norden. Stockholm: Makadam fцrlag.
5. Eco, Umberto. 1994 [1993]. Six Walks in the Fictional Woods. Harvard University Press.
6. Fillmore, Charles J. 1976. “Frame Semantics and the Nature of Language.” Annals of the New York Academy of Sciences 280 (Origins and Evolution of Language and Speech): 20–32.
7. Gorman, Brenda, Christine Fiestas, Elizabeth Peсa, and Maya Reynolds Clark. 2011. “Creative and Stylistic Devices Employed by Children During a Storybook Narrative Task: A Cross-Cultural Study.” Language, Speech, and Hearing Services in Schools 42 (2): 1–30.
8. Hansen, Andrй Wang. 1989. Billedbшger: en debattbog om billedet, bogen og barnet. Aarhus: Aarhus Universitetsforlag.
9. Heilmann, John, Jon F. Miller, and Ann Nockerts. 2010. “Sensitivity of Narrative Organization Measures Using Narrative Retells Produced by Young School-age Children.” Language Testing 27 (4): 603–626.
10. Hoel, Trude. 2013. “Cultural Features of Performance in Norwegian Children’s Narratives.” Nordic Research in Early Childhood Education 6/17: 1–21.
11. Hoel, Trude. 2015. Exploring episodic affordance and response in children’s narratives based on a picture book. European Early Childhood Education Research Journal.
12. Hudson, Judith A., and Lauren R. Shapiro. 1991. “From Knowing to Telling: The Development of Children’s Scripts, Stories, and Personal Narratives.” In Developing Narrative Structure, edited by Allyssa McCabe and Carole Peterson, 89–136. Hillsdale, N.J.: Erlbaum.
13. Justice, Laura M., Ryan Bowles, Khara Pence, and Carolyn Gosse. 2010. “A Scalable Tool for Assessing Children’s Language Abilities Within a Narrative Context: The NAP (Narrative Assessment Protocol).” Early Childhood Research Quarterly 25: 218–234.
14. Kress, Gunther, and Theo Van Leeuwen. 2006. Reading Images: The Grammar of Visual Design. London: Routledge.
15. Kunnskapsdepartementet. 2011. Framework Plan for the Content and Tasks of Kindergartens. Oslo: Akademika [distributor].
16. Labov, William, and Joshua Waletzky. 2006 [1967]. “Narrative Analysis: Oral Versions of Personal Experience.” In Communication Theories. Critical Consepts in Media and Cultural Studies, edited by P. Cobley, Vol. 3, 28–63. London: Routledge.
17. Mayer, Mercer. 1969. Frog, Where Are You? New York: Penguin Young Readers Group.
18. Miljшvernsdepartementet. 2011. Fredete arter. Accessed February 20, 2013. http://www.dirnat.no/naturmangfold/trua_arter/fredete_arter/
19. Miller, Jon F., John Heilmann, and Ann Nockerts. 2006. “Oral Language and Reading in Bilingual Children.” Learning Disabilities Research & Practice 21 (1): 30–43.
20. Mjшr, Ingeborg. 2009. Hшgtlesar, barn, bildebok: vegar til meining og tekst. (19). Kristiansand: University of Agder.
21. Nikolajeva, Maria. 2000. Bilderbokens pusselbitar. Lund: Studentlitteratur.
22. Nikolajeva, Maria, and Carole Scott. 2001. How Picturebooks Work. New York and London: Garland Publishing.
23. Nodelman, Perry. 2003. “How, But Not What or Why.” Children’s literature 31: 192–200.
24. Pearce, Wendy M., Deborah G. H. James, and Paul F. McCormack. 2010. “A Comparison of Oral Narratives in Children with Specific Language and Non-specific Language Impairment.” Clinical Linguistics & Phonetics 24 (8): 622–645. doi:10.3109/02699201003736403
25. Slobin, Dan Isaac, and Ruth A. Berman. 1994. A Crosslinguistic Developmental Study. Vol. 1. Hillsdale, N.J.: L. Erlbaum.
26. Tшnnessen, Elise Seip. 1998. “Understanding a Story. A Social Semiotic Approach to the Development of Interpretation.” In Cultural Cognition: New Perspectives in Audience Theory, edited by Birgitta Hцljer and Anita Werner, 119–135. Nordicom: Gцteborg University.
27. Van Leeuwen, Theo, and Carey Jewitt. 2001. Handbook of Visual Analysis. London: Sage.
28. Verhoeven, Ludo, and Sven Strцmqvist. 2004. Typological and Contextual Perspectives. Vol. 2. Hillsdale, N.J.: L. Erlbaum.
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