خلاصة:
The present study was an attempt to investigate the probable differences between narratives as rehearsed by EFL language learners of two different English proficiencies. It aimed to find out how narrative elements (abstract, orientation, main action, results, and coda) are recounted differently by EFL language learners of different English proficiencies. To this end, 250 personal oral narratives were recorded through classroom discussions and interviews. Two hundred participants were asked to narrate a personal story in the classroom, and the other 50 were interviewed. The analysis focused on narratives structure to discover how knowledge of target language might affect the way language learners construct English narratives. The collected data were interpreted according to Labov and Waletzky’s (1967) and Labov’s (1972) analytical models. The results revealed that upper-intermediate language learners reported more organized, chronological, logical, and to the point stories than pre-intermediate ones. The difference was in orientation, main action, and result parts. Neither group of language learners expressed the abstract and coda sections.
ملخص الجهاز:
Mohsen Ramezanian*** English Department, Yazd University, Yazd, Iran Abstract The present study was an attempt to investigate the probable differences between narratives as rehearsed by EFL language learners of two different English proficiencies.
It aimed to find out how narrative elements (abstract, orientation, main action, results, and coda) are recounted differently by EFL language learners of different English proficiencies.
The results revealed that upper-intermediate language learners reported more organized, chronological, logical, and to the point stories than pre-intermediate ones.
Since the present study focused on language learners as story tellers who do need to know how to express content whatsoever to be, we needed logically to take advantage of a model which was centered upon narratives organization.
The present study seeks to answer the following research question: How do pre-intermediate and upper-intermediate language learners recount narratives regarding their structures?
Participants The present study is an attempt to compare the English narratives told by Iranian pre-intermediate and upper-intermediate EFL learners.
In Narrative 3, which was narrated by a pre-intermediate language learner, the narrator articulated the most reportable event of the story in line 10 where he mentioned and (…) injured my leg and broke broken my and my friend broken head his hands.
Resolution As it can be observed at the end of Narrative 3, which was expressed by a pre-intermediate language learner, the result section of the story was not told clearly.
Discussion The results of data analysis show that both pre-intermediate and upper- intermediate language learners did not mention the abstract and coda parts in their stories.
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