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Uses of Narrative in English Language Studies: Cognition, Culture, and Narrative

Yıl 2014, Cilt: 31 Sayı: 1, 7 - 17, 16.02.2016

Öz

The article aims to discuss the use of narrative as a teaching and learning modality from the perspective of an educational psychologist and curriculum and instructional programs specialist, the academic areas of the author for more than forty years. First Piaget’s work, whose lectures the author had the honor of attending at Université de Genève in the early 1970s, particularly his formulation of the development of cognitive schemata related to causality will be briefly presented. Then cultural narratives will be used to illustrate how individual human development and various stages of cultural perceptions of causality may show parallels along the Piagetian developmental perspective. Finally, the last theme will deal with relating the uses of cognitive and cultural schemata to narratives in terms of curricular concerns.

Kaynakça

  • Alptekin, C., & Erçetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45(2), 235-266.
  • Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
  • Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pramatic impairments. Child Language Teaching & Therapy, 18, 1-21.
  • Fish, S. (1980). Interpreting the variorum. In J. P. Tompkins (Ed.), Reader-response criticism from formalism to poststrucluralism (164-184). Baltimore, MD: The Johns Hopkins University Press.
  • Kaufman, D. (2004). Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics, 2, 303–319.
  • Kintsch, W., & Rawson, K. A. (2007). Comprehension. In M. J. Snowling and C. Hulme (Eds.), The science of reading, (209-226). Malden, MA: Blackwell.
  • Piaget, J. (1962). Play, dreams and imitation. New York: The Norton Library, W. W. Norton & Company Inc.
  • Sinclair, J. (2004). Trust the text: Language, corpus and discourse. London, England: Routledge.
  • Yano, Y., Long, M.H. & Ross, S. (1994). The effect of simplified and elaborated texts. Language Learning, 44, 189-219. Doi: 101111/j.1467-1770.1994.tb01100.x

Uses of Narrative in English Language Studies: Cognition, Culture, and Narrative

Yıl 2014, Cilt: 31 Sayı: 1, 7 - 17, 16.02.2016

Öz

The article aims to discuss the use of narrative as a teaching and learning modality from the perspective of an educational psychologist and curriculum and instructional programs specialist, the academic areas of the author for more than forty years. First Piaget’s work, whose lectures the author had the honor of attending at Université de Genève in the early 1970s, particularly his formulation of the development of cognitive schemata related to causality will be briefly presented. Then cultural narratives will be used to illustrate how individual human development and various stages of cultural perceptions of causality may show parallels along the Piagetian developmental perspective. Finally, the last theme will deal with relating the uses of cognitive and cultural schemata to narratives in terms of curricular concerns.

Kaynakça

  • Alptekin, C., & Erçetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45(2), 235-266.
  • Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
  • Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pramatic impairments. Child Language Teaching & Therapy, 18, 1-21.
  • Fish, S. (1980). Interpreting the variorum. In J. P. Tompkins (Ed.), Reader-response criticism from formalism to poststrucluralism (164-184). Baltimore, MD: The Johns Hopkins University Press.
  • Kaufman, D. (2004). Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics, 2, 303–319.
  • Kintsch, W., & Rawson, K. A. (2007). Comprehension. In M. J. Snowling and C. Hulme (Eds.), The science of reading, (209-226). Malden, MA: Blackwell.
  • Piaget, J. (1962). Play, dreams and imitation. New York: The Norton Library, W. W. Norton & Company Inc.
  • Sinclair, J. (2004). Trust the text: Language, corpus and discourse. London, England: Routledge.
  • Yano, Y., Long, M.H. & Ross, S. (1994). The effect of simplified and elaborated texts. Language Learning, 44, 189-219. Doi: 101111/j.1467-1770.1994.tb01100.x
Toplam 9 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Özgün Çalışma
Yazarlar

Güzver Yıldıran Bu kişi benim

Yayımlanma Tarihi 16 Şubat 2016
Yayımlandığı Sayı Yıl 2014 Cilt: 31 Sayı: 1

Kaynak Göster

APA Yıldıran, G. (2016). Uses of Narrative in English Language Studies: Cognition, Culture, and Narrative. Bogazici University Journal of Education, 31(1), 7-17.