To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
This paper reports on an original study designed to investigate age-related change in the way French children produce speech during oral narrative, considering both prosodic parameters – speaking rate and duration of the prosodic speech unit – and linguistic structure. Eighty-five French children aged four to eleven years were asked to tell a story after they were shown an excerpt from an animated film. All their remarks were transcribed and coded using ELAN as an annotation tool. Each narrative was analyzed for duration, articulation rate, and linguistic components (i.e., number of phonic groups, syllables, words, clauses). All measures were found to increase with age, with the duration of the phonic group and its linguistic structure showing the stronger differences. Results contribute to providing reference data on speech production during childhood, and they suggest the existence of two distinct developmental patterns in narrative production.
The present study reports on a developmental and cross-linguistic study of oral narratives produced by speakers of Zulu (a Bantu language) and French (a Romance language). Specifically, we focus on oral narrative performance as a bimodal (i.e., linguistic and gestural) behaviour during the late language acquisition phase. We analyzed seventy-two oral narratives produced by L1 Zulu and French adults and primary school children aged between five and ten years old. The data were all collected using a narrative retelling task. The results revealed a strong effect of age on discourse performance, confirming that narrative abilities improve with age, irrespective of language. However, the results also showed cross-linguistic differences. Zulu oral narratives were longer, more detailed, and accompanied by more co-speech gestures than the French narratives. The parallel effect of age and language on gestural behaviour is discussed and highlights the importance of studying oral narratives from a multimodal perspective within a cross-linguistic framework.
The aim of this paper is to compare speech and co-speech gestures observed during a narrative retelling task in five- and ten-year-old children from three different linguistic groups, French, American, and Italian, in order to better understand the role of age and language in the development of multimodal monologue discourse abilities. We asked 98 five- and ten-year-old children to narrate a short, wordless cartoon. Results showed a common developmental trend as well as linguistic and gesture differences between the three language groups. In all three languages, older children were found to give more detailed narratives, to insert more comments, and to gesture more and use different gestures – specifically gestures that contribute to the narrative structure – than their younger counterparts. Taken together, these findings allow a tentative model of multimodal narrative development in which major changes in later language acquisition occur despite language and culture differences.
This article addresses the effect of communicative activity on the use of language and gesture by school-age children. The present study examined oral narratives and explanations produced by children aged six and ten years on the basis of several linguistic and gestural measures. Results showed that age affects both gestural and linguistic behaviour, supporting previous findings that multimodal discourse continues to develop during the school-age years. The task (narration vs. explanation) also had clear effects on the use of language and gesture: gestures and subordinate markers were more frequent in explanations than in narratives, whereas cohesion markers were more often used in narratives. Altogether, these results show partly distinctive developmental patterns between narrative monologic discourse behaviour and explanatory behaviour in the context of dialogue and question–answer exchanges.
Email your librarian or administrator to recommend adding this to your organisation's collection.