Department of Speech and Language Therapy, Faculty of Health Sciences, Anadolu University, Eskişehir, Turkey.
Department of Speech and Language Therapy, Faculty of Health Sciences, Erciyes University, Kayseri, Turkey.
Folia Phoniatr Logop. 2023;75(6):382-392. doi: 10.1159/000533292. Epub 2023 Aug 2.
Studies on personal narratives are rare in Turkey and there is no standard protocol for eliciting them. The aim of this small-scale study was to translate the Global TALES Protocol into Turkish, with cultural adaptations, and to present the results regarding its usability for two different age-groups of 7- and 10-year-old school children. We investigated narrative skills in terms of verbal productivity (number of utterances, total number of words), syntactic complexity (mean length of utterance), and semantic diversity (number of different words). In addition, group comparisons were made in terms of the participants' gender and age.
A total of 20 children, 10 from each age-group (7;0-7;11 and 10;0-10;11) participated in the study. All children were monolingual Turkish-speaking children with typical development. Participants were recruited through personal and/or social networks. All personal narratives were gathered via online connections (Zoom).
Descriptive statistics were used to describe the children's performance, and the analysis of group differences was made separately according to age and gender. All children produced narratives in response to the six protocol prompts. In addition, the number of children who did not require the scripted follow-up prompts was higher than those needing a scripted follow-up prompt to produce a response. No statistically significant group differences were found in terms of gender and age on any of the measurements.
The results from this small-scale investigation showed that the translated version of the Global TALES Protocol was effective in eliciting personal narratives from Turkish-speaking children. We concluded that there is no need to change the directions or give additional guidance or prompts to the children. Future studies with larger samples are needed to confirm these findings.
在土耳其，个人叙事研究很少，也没有引出个人叙事的标准方案。本小规模研究的目的是将全球 TALES 方案翻译成土耳其语，并进行文化调适，展示其对两个不同年龄组（7-10 岁）在校儿童的可用性的结果。我们根据言语产出（话语数量、总词汇量）、句法复杂度（平均话语长度）和语义多样性（不同词汇数量）来研究叙事技能。此外，还根据参与者的性别和年龄进行了组间比较。
共有 20 名儿童参加了研究，每个年龄组 10 名（7；0-7；11 和 10；0-10；11）。所有儿童均为母语为土耳其语、发育正常的单语儿童。参与者通过个人和/或社交网络招募。所有个人叙事均通过在线联系（Zoom）收集。
描述性统计用于描述儿童的表现，根据年龄和性别分别进行组间差异分析。所有儿童均对六个方案提示作出回应，生成叙事。此外，不需要脚本式后续提示来生成回复的儿童人数多于需要脚本式后续提示的儿童人数。在任何测量中，性别和年龄均未发现具有统计学意义的组间差异。
这项小规模研究的结果表明，全球 TALES 方案的土耳其语翻译版本能够有效地从讲土耳其语的儿童中引出个人叙事。我们得出结论，无需向儿童提供方向或额外的指导或提示。需要更大样本的未来研究来证实这些发现。
