By Ludo Verhoeven, Sven Strömqvist
During this quantity, the result of a couple of empirical experiences of the advance of narrative development inside of a multilingual context are awarded and mentioned. it really is explored what working ideas underlie the method of narrative construction in L1 and L2. Developmental family among shape and serve as could be studied throughout a vast variety of practical different types, comparable to temporality, standpoint, connectivity, and narrative coherence. furthermore, quite a few language touch events is taken into account with huge version within the typological distances among the languages with a view to permit cross-linguistic comparability. The research of learner info in a number of cross-linguistic settings could hence provide new details at the function of the structural houses of unrelated languages at the technique of narrative acquisition. within the current quantity, an try out can be made to determine how move from one language to the opposite is facilitated. eventually, the results of enter on narrative building in children’s first and moment language are tested in numerous experiences.
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Extra info for Narrative Development in a Multilingual Context (Studies in Bilingualism)
Example text
Although the adults use fewer finite -ing forms than the bilingual children, they do use more nonfinite -ing forms, as shown in Table 14. The difference in distribution of the -ing forms as shown in Table 14 may actually be a developmental one in that the monoligual English-speaking adults Table 14. Distribution of -ing forms in English narratives: Adults (L2) and bilingual children Finite Non finite L2 English adults Bilingual children 7 (26%) 20 (74%) 24 (89%) 3 (11%) Norwegian–English children’s narratives perform similarly to the L2 English-speaking adults in their preference for nonfinite -ing forms.
In other words, it appears that Alice senses a need to express progressivity in her Norwegian stories and to mark it through the verb, despite the fact that she appears to be dominant in Norwegian. In that case, this would be an interesting interaction between a nondominant language and a dominant language. This may be parallel to her greater use of the perfect in her English stories than used by English monolingual peers. We will return to this aspect of her language use once we have compared the bilingual children’s use of temporal forms with those of the monolingual Norwegian children and the Norwegian adults.
Table 5. Key components of the plot (Ragnarsdóttir 1991) 1. 2. 3. 4. 5. 6. 7. The frog leaves the jar. The boy (and the dog) discover that the frog has gone. Initial search inside the house. The search continues outside (at least one attempt). The search continues throughout the story. The boy finds or takes a frog. The finding of the frog in the end is explicitly linked to the loss in the beginning. The narrators were given a score of 0 to 7 dependent upon how many of these components they referred to explicitly.