Evaluación y perspectiva narrativa de niños en relatos de terremotos (inglés)

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PONTIFICIA UNIVERSIDAD CATÓLICA DE CHILE
FACULTAD DE LETRAS
SEMINARIO DE LINGÜÍSTICA

EVALUATION AND NARRATIVE PERSPECTIVE
IN CHILDREN’S NARRATIONS OF
A NATURAL CATASTROPHE

Rafael C. Silva Troncoso
Teacher Guide: Dr. Ana María Burdach
August, 2010
Table of Contents
Abstract………………………………………………………………………………………....... 3
Introduction……………………………………………………………………………………..... 4
1.Objectives………………………………………………………………………………............ 5
1.1. General………………………………………………………………………….............. 5
1.2. Specific………………………………………………………………..…………............ 5
2. Theoretical Framework…………………………………………...……………………............ 6
3. Context of the Investigation…………………………………………………….......................10
3.1. The 2010 Earthquake…………………………………………………………………....10
3.2. TheSchools……………………………………………………………………...............12
4. Procedures…………………………………………………………………………..................15
4.1. Corpus………..…………………………………………………………….....................15
4.2. Narrative Task……………………………………………………………………….…..16
4.3. Categories of Analysis……………………………………………………………….….16
4.4. Method of Analysis………………………………………………………………….…..17
5. Results…………………………………………………………………………………………19
6.Analysis and interpretation of the Results………………………………………………….....24
6.1. Tracking the participants…………………………………………………………….24
6.2. Use of evaluative expressions……………………………………………………….26
6.1. Quantitative results………………………………………………………………….32
6.2. Qualitative results……………………………………………………………...……35
7. Conclusions……..………………………………………………………………………….….39
8.Projections……………………………………………….…………………………………….41
9. References…………...………………………………………………………………………...42
10. Annex 1: Narrations………………………………………………………………………….44

Abstract
The purpose of this seminar is to examine how children from different age groups and socio economic status (SES) use evaluative expressions that reflect their narrative stance in the narration of a personal experience with a high emotional impact. This study is inspired by previous research done by Martha Shiro (2002,2003,2007) withVenezuelan children. The sample consists of 68 narrations collected in two schools in Santiago (private, high SES and public middle-low SES), in which children from 4th and 8th grade narrated their experience of the earthquake which affected Chile on February 27th 2010. Results show that in situations of such nature, younger children in general, and children of a lower SES, use more emotive languageand give more emphasis to interpersonal relations than children of a more advanced age and higher SES. The results also reflect that apparently age has a higher impact than SES in the amount and nature of the evaluative language used by the children in this corpus. This research also shows that the use of evaluative expressions is necessary for —but does not itself grant— an effective narration.Introduction
It is in situations of extreme distress that we focus ourselves in what is most precious for us. Maybe it is because, suddenly, at least for one moment, we realize what we can lose. Several researchers have stated that teachers may gain valuable insights of the learner’s motivations and struggles through the analysis of their personal narratives, and support an approach towards theanalysis of narratives not only as an individual production, but also as a manifestation of the inner self as shaped by the social environment in which they are produced (Pavlenko, 2002:214).
Evaluation according to Labov, is "perhaps the most important element in addition to the basic narrative clause". Labov also states that “evaluative devices say to us: this was terrifying, dangerous, weird(…) that is, worth reporting” (in Lucariello 1990:133).
The earthquake which struck Chile on February 27th 2010 was a massive, terrifying experience for millions of Chileans, and each and every one of us who experienced it has a story to tell. Every story of the earthquake is different, for we are all different, and each...
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