Oral Narrative Development of Mandarin Chinese Dual Language Immersion Learners

Autor/in	Sung, Ko-Yin
Titel	Oral Narrative Development of Mandarin Chinese Dual Language Immersion Learners
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 9, S.3242-3257 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sung, Ko-Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2039895
Schlagwörter	Oral Language; Mandarin Chinese; Immersion Programs; Second Language Learning; Second Language Instruction; English; English (Second Language); Native Language; Narration; Age Differences; Comparative Analysis; Language Processing; Story Telling; Elementary School Students; Grade 1; Grade 4; Bilingual Education Programs; Task Analysis; Utah + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Age; Difference; Age difference; Altersunterschied; Sprachverarbeitung; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Aufgabenanalyse
Abstract	This study explored the development of oral narrative retell proficiency among Mandarin Chinese-English dual language immersion (DLI) learners in Utah. The study compared the younger and the older DLI learners' oral narrative retelling production in order to provide information regarding the Mandarin narrative developmental trend of the DLI learners. A total of ten first graders and ten fifth graders who spoke English as their native language from a Mandarin DLI program in Utah were involved in this study. Oral narratives were elicited via retelling a story. MANOVA tests were run to detect any significant differences at the macrostructure and microstructure levels of the participants' narratives. The results showed significant differences in the older learners for many macrostructure and microstructure features; however, certain components in both macrostructure and microstructure features remain at similar levels. The results could be explained by children's typical progress in oral narrative development (e.g. progressing from word level through sentence and story formation), the DLI curriculum, and the difference between the Chinese and English language features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01