Beit Berl College, Kfar Sava, Israel.
J Speech Lang Hear Res. 2024 Nov 7;67(11):4534-4548. doi: 10.1044/2024_JSLHR-23-00717. Epub 2024 Jul 9.
https://doi.org/10.1044/2024_Nov2024ASHA.
This study aims to investigate the relationship between oral and written language skills in narrative production among Arabic-speaking children, focusing on cognitive and linguistic abilities. It examines the differences in narrative parameters between oral and written narratives and explores the associations between these parameters and cognitive and linguistic skills.
The research involved 237 sixth-grade Arabic-speaking students from low-socioeconomic status schools in Israel. Each participant was instructed to orally tell a narrative and to write another narrative based on two sets of six sequential pictures. Various narrative features were analyzed, including word count for length, type-token ratio (TTR) for lexical diversity, mean length of utterance (MLU) for morphosyntax, and number of episodes for macrostructure. Cognitive linguistic measures, including Raven's Progressive Matrices, reading comprehension (RC), and morphological awareness (MA) were also assessed.
The study found significant differences between oral and written narratives regarding lexical diversity and macrostructure. Participants exhibited significantly higher TTR in written narratives compared to oral narratives, whereas the number of episodes was significantly higher in oral narratives than in written ones. However, no significant differences were observed in narrative length or MLU. Moreover, the study identified significant predictors for various aspects of written narratives, particularly MA and RC, which significantly predicted TTR, MLU, and macrostructure. Additionally, the inclusion of word count in oral narratives significantly enhanced the explained variance for narrative length and macrostructure in written language.
The results highlight the importance of the oral-written interface in both micro- and macrostructure representations in both oral and written modalities. They suggest that cognitive and linguistic skills, such as MA and RC, play a crucial role in narrative production. The findings have implications for educational practices and literacy outcomes in the Arab world, enhancing the understanding of the challenges and strategies involved in written language production among Arabic-speaking children.
https://doi.org/10.1044/2024_Nov2024ASHA.
本研究旨在探讨阿拉伯语儿童叙事产生中口语和书面语技能之间的关系，重点关注认知和语言能力。它考察了口头和书面叙述在叙述参数方面的差异，并探讨了这些参数与认知和语言技能之间的关联。
研究涉及来自以色列低社会经济地位学校的 237 名六年级阿拉伯语学生。每个参与者都被要求口头讲述一个故事，并根据两组六个连续的图片写另一个故事。分析了各种叙述特征，包括长度的单词数、词汇多样性的类型-令牌比（TTR）、形态句法的平均句子长度（MLU）和宏观结构的情节数。还评估了认知语言措施，包括瑞文渐进矩阵、阅读理解（RC）和形态意识（MA）。
研究发现口语和书面语叙述在词汇多样性和宏观结构方面存在显著差异。与口语叙述相比，参与者在书面叙述中表现出明显更高的 TTR，而口头叙述中的情节数明显高于书面叙述。然而，在叙述长度或 MLU 方面没有观察到显著差异。此外，研究确定了各种书面叙述方面的显著预测因子，特别是 MA 和 RC，它们显著预测了 TTR、MLU 和宏观结构。此外，在口头叙述中包含单词数显著提高了书面语言中叙述长度和宏观结构的可解释方差。
结果强调了口语-书面界面在口语和书面两种模态中微观和宏观结构表示中的重要性。它们表明认知和语言技能，如 MA 和 RC，在叙事产生中起着至关重要的作用。这些发现对阿拉伯世界的教育实践和读写能力结果具有影响，增强了对阿拉伯语儿童书面语言产生中所涉及的挑战和策略的理解。
