Masahiko Minami
Biographic Data
| ID | 3844542 |
|---|---|
| NAME | Masahiko Minami |
| GIVEN NAMES | Masahiko |
| FAMILY NAME | Minami |
| SIGNATURE | MINAMI M |
| AFFILIATIONS | San Francisco State University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Advancements in Japanese linguistics: Diverse perspectives
Advancements in Japanese psycholinguistics: Developmental and acquisitional perspectives
Narrative as cultural representation: An analysis of Japanese-language learners’ storytelling styles from the perspective of coherence and cohesion
This paper addresses issues related to narrative, cognition, and culture within the framework of foreign- or second-language (L2) narrative discourse, using a methodology of connecting the story- and language-related qualities of narrative discourse. The term “coherence” refers to whether or not a text makes sense at a global level, whereas “cohesion” describes the linguistic relationships among clauses in a narrative, such as how its surface lin…
Telling good stories in different languages: Bilingual children’s styles of story construction and their linguistic and educational implications
There are many ways to tell a story, but whether a story is good or bad depends on whether or not the listener/reader can comprehend all that the speaker/writer wants to convey in his or her story. This study examines the characteristics of stories that native speakers of given languages consider to be good. Forty English-Japanese bilingual children ages six to twelve were asked to narrate a picture storybook in both English and Japanese. Also in…
Maternal Styles of Narrative Elicitation and the Development of Children’s Narrative Skill: A Study On Parental Scaffolding
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The Relationship between Narrative Identity and Culture
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Politeness Markers and Psychological Complements: Wrapping-up Devices in Japanese Oral Personal Narratives
Frames are not only universal cognitive categories to explain the narrator's consciousness, they are also a socioculturally determined concept. Using verse/stanza analysis, which is widely accepted as an effective means of analyzing narrative structure, this study examines how narrative discourse markers and linguistic strategies contribute to the culturally specific framing of Japanese oral personal narratives. Japanese adult narrators were foun…
Japanese preschool children's narrative development
This study analysed oral personal narratives of 20 middle-class Japanese preschoolers, half of them four years old and half five, and their mothers, using stanza analysis and high point analysis. The patterning in stanzas revealed that, compared to four-year- olds, five-year-olds have begun to use the form of adult-like narratives. High point analysis indicated that compared to four- year-olds, five-year-olds have begun to evaluate in the form of…
Japanese Preschool Children's and Adults' Narrative Discourse Competence and Narrative Structure
This study presents empirical evidence o f Japanese preschool children's (a) narrative discourse competence and narrative structure and (b) rhetorical/expressive flexibility, compared to adults. With data on oral personal narratives told by Japanese preschoolers and adults, and with verse/stanza analysis (Gee, 1985; Hymes, 1981) and high point analysis based on the Labovian approach (Labov, 1972; Peterson & McCabe, 1983), it was discovered that c…
Rice balls and bear hunts: Japanese and North American family narrative patterns
In past research, the form of Japanese children's personal narratives was found to be distinctly different from that of English-speaking children. Despite follow-up questions that encouraged them to talk about one personal narrative at length, Japanese children spoke succinctly about collections of experiences rather than elaborating on any one experience in particular (Minami & McCabe, 1991). Conversations between mothers and children in the two…
Educating Second Language Children: The Whole Child, the Whole Curriculum, and the Whole Community (Fred Genesee)
(1994). Educating Second Language Children: The Whole Child, the Whole Curriculum, and the Whole Community (Fred Genesee) Bilingual Research Journal: Vol. 18, No. 3-4, pp. 169-177
Acts of Meaning
Haikuas a discourse regulation device: A stanza analysis of Japanese children's personal narratives
Conversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985; Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics ofhaiku, a commonly practiced literary form that often combines poetry and na…
Haikuas a discourse regulation device: A stanza analysis of Japanese children's personal narratives
Conversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985; Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics ofhaiku, a commonly practiced literary form that often combines poetry and na…
Telling good stories in different languages: Bilingual children’s styles of story construction and their linguistic and educational implications
There are many ways to tell a story, but whether a story is good or bad depends on whether or not the listener/reader can comprehend all that the speaker/writer wants to convey in his or her story. This study examines the characteristics of stories that native speakers of given languages consider to be good. Forty English-Japanese bilingual children ages six to twelve were asked to narrate a picture storybook in both English and Japanese. Also in…
Maternal Styles of Narrative Elicitation and the Development of Children’s Narrative Skill: A Study On Parental Scaffolding
Preview this article: Maternal Styles of Narrative Elicitation and the Development of Children’s Narrative Skill: A Study On Parental Scaffolding, Page 1 of 1 /docserver/preview/fulltext/ni.11.1.03min-1.gif
Politeness Markers and Psychological Complements: Wrapping-up Devices in Japanese Oral Personal Narratives
Frames are not only universal cognitive categories to explain the narrator's consciousness, they are also a socioculturally determined concept. Using verse/stanza analysis, which is widely accepted as an effective means of analyzing narrative structure, this study examines how narrative discourse markers and linguistic strategies contribute to the culturally specific framing of Japanese oral personal narratives. Japanese adult narrators were foun…
The Relationship between Narrative Identity and Culture
Preview this article: The Relationship between Narrative Identity and Culture, Page 1 of 1 /docserver/preview/fulltext/ni.10.1.04min-1.gif
Acts of Meaning
Haikuas a discourse regulation device: A stanza analysis of Japanese children's personal narratives
Conversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985; Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics ofhaiku, a commonly practiced literary form that often combines poetry and na…
Educating Second Language Children: The Whole Child, the Whole Curriculum, and the Whole Community (Fred Genesee)
(1994). Educating Second Language Children: The Whole Child, the Whole Curriculum, and the Whole Community (Fred Genesee) Bilingual Research Journal: Vol. 18, No. 3-4, pp. 169-177
Rice balls and bear hunts: Japanese and North American family narrative patterns
In past research, the form of Japanese children's personal narratives was found to be distinctly different from that of English-speaking children. Despite follow-up questions that encouraged them to talk about one personal narrative at length, Japanese children spoke succinctly about collections of experiences rather than elaborating on any one experience in particular (Minami & McCabe, 1991). Conversations between mothers and children in the two…
Japanese preschool children's narrative development
This study analysed oral personal narratives of 20 middle-class Japanese preschoolers, half of them four years old and half five, and their mothers, using stanza analysis and high point analysis. The patterning in stanzas revealed that, compared to four-year- olds, five-year-olds have begun to use the form of adult-like narratives. High point analysis indicated that compared to four- year-olds, five-year-olds have begun to evaluate in the form of…
Japanese Preschool Children's and Adults' Narrative Discourse Competence and Narrative Structure
This study presents empirical evidence o f Japanese preschool children's (a) narrative discourse competence and narrative structure and (b) rhetorical/expressive flexibility, compared to adults. With data on oral personal narratives told by Japanese preschoolers and adults, and with verse/stanza analysis (Gee, 1985; Hymes, 1981) and high point analysis based on the Labovian approach (Labov, 1972; Peterson & McCabe, 1983), it was discovered that c…
Politeness Markers and Psychological Complements: Wrapping-up Devices in Japanese Oral Personal Narratives
Frames are not only universal cognitive categories to explain the narrator's consciousness, they are also a socioculturally determined concept. Using verse/stanza analysis, which is widely accepted as an effective means of analyzing narrative structure, this study examines how narrative discourse markers and linguistic strategies contribute to the culturally specific framing of Japanese oral personal narratives. Japanese adult narrators were foun…
The Relationship between Narrative Identity and Culture
Preview this article: The Relationship between Narrative Identity and Culture, Page 1 of 1 /docserver/preview/fulltext/ni.10.1.04min-1.gif
Maternal Styles of Narrative Elicitation and the Development of Children’s Narrative Skill: A Study On Parental Scaffolding
Preview this article: Maternal Styles of Narrative Elicitation and the Development of Children’s Narrative Skill: A Study On Parental Scaffolding, Page 1 of 1 /docserver/preview/fulltext/ni.11.1.03min-1.gif
Telling good stories in different languages: Bilingual children’s styles of story construction and their linguistic and educational implications
There are many ways to tell a story, but whether a story is good or bad depends on whether or not the listener/reader can comprehend all that the speaker/writer wants to convey in his or her story. This study examines the characteristics of stories that native speakers of given languages consider to be good. Forty English-Japanese bilingual children ages six to twelve were asked to narrate a picture storybook in both English and Japanese. Also in…
Narrative as cultural representation: An analysis of Japanese-language learners’ storytelling styles from the perspective of coherence and cohesion
This paper addresses issues related to narrative, cognition, and culture within the framework of foreign- or second-language (L2) narrative discourse, using a methodology of connecting the story- and language-related qualities of narrative discourse. The term “coherence” refers to whether or not a text makes sense at a global level, whereas “cohesion” describes the linguistic relationships among clauses in a narrative, such as how its surface lin…
Advancements in Japanese linguistics: Diverse perspectives
Advancements in Japanese psycholinguistics: Developmental and acquisitional perspectives
Psychology (10 works) · Narrative (8 works) · Linguistics (6 works) · Multilingual Education and Policy (6 works) · Art (5 works) · Literature (5 works) · Philosophy (5 works) · Sociology (5 works) · Developmental psychology (4 works) · EFL/ESL Teaching and Learning (4 works)