Haikuas a discourse regulation device
A stanza analysis of Japanese children's personal narratives
Bibliographic Data
| ID | 2914569 |
|---|---|
| Authors | Masahiko Minami (Harvard University), Allyssa Mccabe (0000-0002-4889-4010, Harvard University) |
| Year | 1991 |
| Volume | 20 |
| Issue | 4 |
| Pages | 577-599 |
| Publication date | 1991-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language in Society (JOURNAL) |
| Journal identifiers | ISSN: 0047-4045 • E-ISSN: 1469-8013 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0047404500016730 |
| OpenAlex | W2064916656 |
| Language | EN |
| Citations received | 36 |
| References cited | 39 |
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 narrative, and an ancient, but still ubiquitous game calledkaruta, which also displays three lines of written discourse. These literacy games may explain both the extraordinary regularity of verses per stanza and the smooth acquisition of reading by a culture that practices restricted, ambiguous, oral-style discourse. The structure of Japanese children's narratives must be understood within the larger context ofomoiyari"empathy" training of Japanese children. Empathy training may account for the production, comprehension, and appreciation of ambiguous discourse in Japanese society. (Cultural differences in discourse style, the relationship among oral language, literacy, and literature
Haiku · Stanza · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Multilingual Education and Policy
Encouraging narratives in preschoolers
Qué, dónde, cómo, cuándo, por qué? La construcción de la coherencia causal en relatos infantiles de experiencia personal / What, Where, How, When, Why? The Construction of Causal Coherence in Children’s Narratives of Personal Experience
Personal Memory Telling and Personality Development
Directive functions of autobiographical memory
Mother-child conversations about the past
Maternal scaffolding styles and children's developing narrative skills
A multimodal analysis of a Japanese TV commercial
Rice balls and bear hunts
Japanese preschool children's narrative development
Parental styles of narrative elicitation
Japanese Preschool Children's and Adults' Narrative Discourse Competence and Narrative Structure
Narrative Organization and Contextual Constraints
"We Went Home, Told the Whole Story to Our Friends"
Geographies of Attachment and Despair
An exploratory study of mother-child storytelling in East India and Northeast United States
Narrative as cultural representation
Culture and storytelling in literature
Variations in maternal narrative styles during book reading interactions
La escritura vernácula de las niñas y los niños gitanos
Representations of natural environments, recurring characters and ways of living with the land in children’s retellings of First Nations oral narratives
It Makes Me a Man from the Beating I Took”
Narrative Representation Theory
Cultural Variations in the Construction of Personal Narratives
The Wild Things in Japanese
Late adolescents' self-defining memories about relationships
Narrative Development in Bilingual Kindergarteners
Narrative as self-portrait
Scale of ‘Relevance’ and Complementarity
Quicos story
A Developmental Study of the Narrative Components and Patterns of Chinese Children Aged 3-6 Years
A multi-modal ethnopoetic analysis (Part 1)
Grandpa was fatally administered by the Bulgarians1
"The "body poetics
Haikuas a discourse regulation device
Ideas in dialogue
Middle-Class Polish and American Mothers' Beliefs Regarding Parent-Child Narratives
Literacy, language, and learning
Coherence in Spoken and Written Discourse
Language socialization across cultures
Developmental Psycholinguistics
Theoretical Studies Towards a Sociology of Language
Japanese Patterns of Behavior
Contexts of Achievement
The Narrativization of Experience in the Oral Style
Narrative, literacy and face in interethnic communication
Essays on the Verbal and Visual Arts
Ways with Words
Education and Equality in Japan
Interrelationships among prereading and oral language skills in kindergartners from two social classes
Thomas Paul's Sametl
Units in the production of narrative discourse
Scratching below the surface structure
Topic maintenance in Japanese narratives and Japanese conversational interaction∗
Topic development, syntax, and social class
The Pear Stories
Two styles of narrative construction and their linguistic and educational implications
An Introduction to Haiku; An Anthology of Poems and Poets from Bashō to Shiki
Haikuas a discourse regulation device
Sharing time
Transitivity in Grammar and Discourse
Language, Memory, and Selective Performance
In vain I tried to tell you
| Unique citing works | 36 |
|---|---|
| Citations per year | 1,03 |
| Citation span | 1991 - 2025 (35) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 34 |