ORAL NARRATIVES OF PERSIAN-SPEAKING HEARING-IMPAIRED STUDENTS IN THE REGULAR SCHOOLS
Main Article Content
Keywords
Functional linguistics, transitivity system, oral narratives, regular schools, hearing-impaired students
Abstract
The purpose of this study was to survey the oral narratives used by hearing-impaired students of ordinary schools with their hearing counterparts based on the transitivity system. Three types of oral narratives were collected from eighteen hearing impaired students (selected as an available sample) as well as eighteen hearing students. And with regard to the normality of the data in each of the transitivity indicators, data analysis including two-independent samples t-tests and U Mann-Whitney tests was carried out using SPSS-26. Findings revealed in the total three types of narratives, the median difference between the two groups is significant in all transitivity indices (p= 0/024, p=0/022, and p=0/001 for processes (verbs), participants (agent, goal, etc.), and circumstances (place, time, manner, etc.) respectively. The results show that Persian-Speaking students with hearing problems in regular schools perform weaker in the total three types of oral narratives because they are weak at telling personal stories and making up stories, but this have not be seen for story retelling.
References
1. Aghagolzadeh, F., & Haghighi, H. (2014). A Linguistic Study of Narratives of Fifth Grade Male
2. Students in Tehran. Language and Linguistics, 8(16), 71-93.
3. Armstrong, E., Ferguson, A., Mortensen, L., & Togher, L. (2005). Acquired language disorders: some functional insights. Vol. 1. London; Oakville, CT: Equinox Publishing. p. 383-412.
4. Ashori, M., & Jalil-Abkenar, S. S. (2020). The effectiveness of cognitive rehabilitation program based on memory on the behavioral problems and working memory in children with hearing impairment. Advances in Cognitive Science, 22(1), 13-24.
5. Asker-Árnason, L., Ibertsson, T., Wass, M., Wengelin, Å., & Sahlén, B. (2010). Picture-elicited Written narratives, process and product, in 18 children with cochlear implants. Communication Disorders Quarterly, 31(4), 195-212.
6. Ball, M. J., Perkins, M. R., Müller, N., & Howard, S. (Eds.). (2008). The handbook of clinical linguistics. Blackwell Pub..
7. Beytollahi, S., & Soleymani, Z. (2019). Characteristics of Grammar in Children With Autism Spectrum Disorder: A Narrative Review of Evidence. Journal of Modern Rehabilitation, 13(2), 65-78. http://dx.doi.org/10.32598/JMR.13.2.65.
8. Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants. Research in developmental disabilities, 34(11), 3833-3846.
http://dx.doi.org/10.1016/j.ridd.2013.07.033.
9. Crosson, J., & Geers, A. (2001). Analysis of narrative ability in children with cochlear implants. Ear and Hearing, 22(5), 381-394. http://dx.doi.org/10.1097/00003446-200110000-00003.
10. Dabir-Moghaddam, M. (2004). Theoretical linguistics: Emergence and development of generative grammar. Tehran: Samt.
11. Farrokhi, F. Z., Darouie, A., & Hosseinzadeh, S. (2020). Comparison of Content Aspect in Word Definition Skill in Hearing-Impaired and Normal-Hearing Children between 4.5 and7. 5 Years Old. Journal of Paramedical Sciences & Rehabilitation, 8(4), 54-62.
https://doi.org/10.22038/jpsr.2020.35043.1858.
12. Ghayoumi-Anaraki, Z., Aghaz, A., Ghasisin, L., Shahriyari, A., & Hemmati, E. (2021). Narrative
13. Discourse in Persian-Speaking Patients With Multiple Sclerosis. Journal of Modern Rehabilitation. http://dx.doi.org/10.18502/jmr.v16i1.8563.
14. Ghiasian, M. S., & Modiri, H. (2014). A Comparison of Deaf and Hearing Students' Writing in the Fifth Grade of Primary School, Based on Applying Various Types of Themes. Journal of Exceptional Children, 13(4), 55-66. http://joec.ir/article-1-195-en.html.
15. Halliday MAK, Matthiessen CMIM, Halliday M, Matthiessen C. (2014). An Introduction to Functional Grammar [Internet]. Routledge;. http://dx.doi.org/10.4324/9780203783771.
16. Matthiessen, M. C. M. I., & Halliday, M. A. K. (2013). Halliday's introduction to functional grammar.. http://dx.doi.org/10.4324/9780203431269.
17. Hasan, R. (2009). A view of pragmatics in a social semiotic perspective. Linguistics and the Human Sciences, 5(3), 251-279.
18. National Research Council. (2004). Hearing loss: Determining eligibility for social security benefits. http://dx.doi.org/10.17226/11099.
19. Heilmann, J., Miller, J. F., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27(4), 603626. http://dx.doi.org/10.1177/0265532209355669.
20. Hughes, D. L., McGillivray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications.
21. Jones, A. C., Toscano, E., Botting, N., Atkinson, J. R., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in developmental disabilities, 59, 268-282. http://dx.doi.org/10.1016/j.ridd.2016.09.010.
22. Markowiak, A. N. (2005). Narrative Comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development (Master's thesis, University of Sydney.).
23. Masoumi, F., Famian, A., Assi, M., & Amerri, H. (2017). Inter-field studies and interdisciplinarity in research articles in Iranian linguistics. Language and Linguistics, 13(25), 27-50.
24. Merritt, D. D., & Liles, B. Z. (1989). Narrative analysis: Clinical applications of story generation and story retelling. Journal of Speech and Hearing Disorders, 54(3), 438-447. http://dx.doi.org/10.1044/jshd.5403.438.
25. Milosky, L. M. (1987, January). Narratives in the classroom. In Seminars in Speech and Language (Vol. 8, No. 4, pp. 329-343). Thieme Medical Publishers.
26. Mojahedi Rezaeian, S., Ahangar, A., Hashemian, P., & Mazaheri, M. (2020). Assessing an eliciting narrative tool used for studying the development of Persian-speaking children’s narrative discourse skills. Journal of Modern Rehabilitation, 14(1), 55-68.
http://dx.doi.org/10.32598/JMR.14.1.7.
27. Rezaeian, S. M., Ahangar, A. A., Hashemian, P., & Mazaheri, M. (2018). Character reference choice in the narratives by Persian-speaking children with autism spectrum disorder. Journal of Modern Rehabilitation, 12(1), 45-60.
28. Mousavi, S. H., & Karami Nouri, R. (2008). Comparison of events memory types and meaning in hearing and deaf students. Iranian Journal of Cognitive Science, 10(4), 83-93. 2008;10(4):83 93. https://www.sid.ir/en/journal/ViewPaper.aspx?id=140388.
29. Murri, A., Cuda, D., Guerzoni, L., & Fabrizi, E. (2015). Narrative abilities in early implanted children. The Laryngoscope, 125(7), 1685-1690. http://dx.doi.org/10.1002/lary.25084.
30. aPinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85(4), 551-569. http://dx.doi.org/10.1111/bjep.12091.
31. Razavian, H., & Feizi, M. (2017). The Most Frequent Verbs in the Written Production of non-Iranian
32. Learners of Persian: An Analysis Based on Systemic Functional Grammar. Journal of Teaching Persian to Speakers of Other Languages, 6(TOME 13), 83-114.
33. Rezaei, M., Emadi, M., Zamani, P., Farahani, F., & Lotfi, G. (2017). Speech intelligibility in Persian hearing impaired children with cochlear implants and hearing aids. Journal of Audiology & Otology, 21(1), 57. http://dx.doi.org/10.7874/jao.2017.21.
34. Shiel, G., Cregan, Á., McGough, A., & Archer, P. (2012). Oral language in early childhood and primary education (3-8 years). Dublin: National Council for Curriculum and Assessment.
35. Soares, A. D., Goulart, B. N. G. D., & Chiari, B. M. (2010). Narrative competence among hearingimpaired and normal-hearing children: analytical cross-sectional study. Sao Paulo Medical Journal, 128, 284-288. http://dx.doi.org/10.1590/s1516-31802010000500008.
36. Tafreshi, A. R., & Ramezani, A. (2010). Description of Written Discourse of Educable Mentally Retarded Students According to Halliday’s Systemic Functional Approach. Iranian Journal ofExceptional Children, 10(4), 369-384.
37. Teele, D. W., Klein, J. O., Rosner, B., & Greater Boston Otitis Media Study Group. (1989). Epidemiology of otitis media during the first seven years of life in children in greater Boston: a prospective, cohort study. Journal of infectious diseases, 160(1), 83-94.
http://dx.doi.org/10.1093/infdis/160.1.83.
38. Thompson, G. (2013). Introducing functional grammar. Routledge.
http://dx.doi.org/10.4324/9780203431474.
39. Vaferi SH. (2015). The speech of hearing and hearing impaired children based on functional grammar (Master's thesis, University of Sistan & Baluchestan).
40. Zamani, P., Soleymani, Z., Jalaie, S., & Zarandy, M. M. (2018). The effects of narrative-based language intervention (NBLI) on spoken narrative structures in Persian-speaking cochlear implanted children: A prospective randomized control trial. International Journal of Pediatric Otorhinolaryngology, 112, 141-150. http://dx.doi.org/10.1016/j.ijporl.2018.06.048.
2. Students in Tehran. Language and Linguistics, 8(16), 71-93.
3. Armstrong, E., Ferguson, A., Mortensen, L., & Togher, L. (2005). Acquired language disorders: some functional insights. Vol. 1. London; Oakville, CT: Equinox Publishing. p. 383-412.
4. Ashori, M., & Jalil-Abkenar, S. S. (2020). The effectiveness of cognitive rehabilitation program based on memory on the behavioral problems and working memory in children with hearing impairment. Advances in Cognitive Science, 22(1), 13-24.
5. Asker-Árnason, L., Ibertsson, T., Wass, M., Wengelin, Å., & Sahlén, B. (2010). Picture-elicited Written narratives, process and product, in 18 children with cochlear implants. Communication Disorders Quarterly, 31(4), 195-212.
6. Ball, M. J., Perkins, M. R., Müller, N., & Howard, S. (Eds.). (2008). The handbook of clinical linguistics. Blackwell Pub..
7. Beytollahi, S., & Soleymani, Z. (2019). Characteristics of Grammar in Children With Autism Spectrum Disorder: A Narrative Review of Evidence. Journal of Modern Rehabilitation, 13(2), 65-78. http://dx.doi.org/10.32598/JMR.13.2.65.
8. Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants. Research in developmental disabilities, 34(11), 3833-3846.
http://dx.doi.org/10.1016/j.ridd.2013.07.033.
9. Crosson, J., & Geers, A. (2001). Analysis of narrative ability in children with cochlear implants. Ear and Hearing, 22(5), 381-394. http://dx.doi.org/10.1097/00003446-200110000-00003.
10. Dabir-Moghaddam, M. (2004). Theoretical linguistics: Emergence and development of generative grammar. Tehran: Samt.
11. Farrokhi, F. Z., Darouie, A., & Hosseinzadeh, S. (2020). Comparison of Content Aspect in Word Definition Skill in Hearing-Impaired and Normal-Hearing Children between 4.5 and7. 5 Years Old. Journal of Paramedical Sciences & Rehabilitation, 8(4), 54-62.
https://doi.org/10.22038/jpsr.2020.35043.1858.
12. Ghayoumi-Anaraki, Z., Aghaz, A., Ghasisin, L., Shahriyari, A., & Hemmati, E. (2021). Narrative
13. Discourse in Persian-Speaking Patients With Multiple Sclerosis. Journal of Modern Rehabilitation. http://dx.doi.org/10.18502/jmr.v16i1.8563.
14. Ghiasian, M. S., & Modiri, H. (2014). A Comparison of Deaf and Hearing Students' Writing in the Fifth Grade of Primary School, Based on Applying Various Types of Themes. Journal of Exceptional Children, 13(4), 55-66. http://joec.ir/article-1-195-en.html.
15. Halliday MAK, Matthiessen CMIM, Halliday M, Matthiessen C. (2014). An Introduction to Functional Grammar [Internet]. Routledge;. http://dx.doi.org/10.4324/9780203783771.
16. Matthiessen, M. C. M. I., & Halliday, M. A. K. (2013). Halliday's introduction to functional grammar.. http://dx.doi.org/10.4324/9780203431269.
17. Hasan, R. (2009). A view of pragmatics in a social semiotic perspective. Linguistics and the Human Sciences, 5(3), 251-279.
18. National Research Council. (2004). Hearing loss: Determining eligibility for social security benefits. http://dx.doi.org/10.17226/11099.
19. Heilmann, J., Miller, J. F., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27(4), 603626. http://dx.doi.org/10.1177/0265532209355669.
20. Hughes, D. L., McGillivray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications.
21. Jones, A. C., Toscano, E., Botting, N., Atkinson, J. R., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in developmental disabilities, 59, 268-282. http://dx.doi.org/10.1016/j.ridd.2016.09.010.
22. Markowiak, A. N. (2005). Narrative Comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development (Master's thesis, University of Sydney.).
23. Masoumi, F., Famian, A., Assi, M., & Amerri, H. (2017). Inter-field studies and interdisciplinarity in research articles in Iranian linguistics. Language and Linguistics, 13(25), 27-50.
24. Merritt, D. D., & Liles, B. Z. (1989). Narrative analysis: Clinical applications of story generation and story retelling. Journal of Speech and Hearing Disorders, 54(3), 438-447. http://dx.doi.org/10.1044/jshd.5403.438.
25. Milosky, L. M. (1987, January). Narratives in the classroom. In Seminars in Speech and Language (Vol. 8, No. 4, pp. 329-343). Thieme Medical Publishers.
26. Mojahedi Rezaeian, S., Ahangar, A., Hashemian, P., & Mazaheri, M. (2020). Assessing an eliciting narrative tool used for studying the development of Persian-speaking children’s narrative discourse skills. Journal of Modern Rehabilitation, 14(1), 55-68.
http://dx.doi.org/10.32598/JMR.14.1.7.
27. Rezaeian, S. M., Ahangar, A. A., Hashemian, P., & Mazaheri, M. (2018). Character reference choice in the narratives by Persian-speaking children with autism spectrum disorder. Journal of Modern Rehabilitation, 12(1), 45-60.
28. Mousavi, S. H., & Karami Nouri, R. (2008). Comparison of events memory types and meaning in hearing and deaf students. Iranian Journal of Cognitive Science, 10(4), 83-93. 2008;10(4):83 93. https://www.sid.ir/en/journal/ViewPaper.aspx?id=140388.
29. Murri, A., Cuda, D., Guerzoni, L., & Fabrizi, E. (2015). Narrative abilities in early implanted children. The Laryngoscope, 125(7), 1685-1690. http://dx.doi.org/10.1002/lary.25084.
30. aPinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85(4), 551-569. http://dx.doi.org/10.1111/bjep.12091.
31. Razavian, H., & Feizi, M. (2017). The Most Frequent Verbs in the Written Production of non-Iranian
32. Learners of Persian: An Analysis Based on Systemic Functional Grammar. Journal of Teaching Persian to Speakers of Other Languages, 6(TOME 13), 83-114.
33. Rezaei, M., Emadi, M., Zamani, P., Farahani, F., & Lotfi, G. (2017). Speech intelligibility in Persian hearing impaired children with cochlear implants and hearing aids. Journal of Audiology & Otology, 21(1), 57. http://dx.doi.org/10.7874/jao.2017.21.
34. Shiel, G., Cregan, Á., McGough, A., & Archer, P. (2012). Oral language in early childhood and primary education (3-8 years). Dublin: National Council for Curriculum and Assessment.
35. Soares, A. D., Goulart, B. N. G. D., & Chiari, B. M. (2010). Narrative competence among hearingimpaired and normal-hearing children: analytical cross-sectional study. Sao Paulo Medical Journal, 128, 284-288. http://dx.doi.org/10.1590/s1516-31802010000500008.
36. Tafreshi, A. R., & Ramezani, A. (2010). Description of Written Discourse of Educable Mentally Retarded Students According to Halliday’s Systemic Functional Approach. Iranian Journal ofExceptional Children, 10(4), 369-384.
37. Teele, D. W., Klein, J. O., Rosner, B., & Greater Boston Otitis Media Study Group. (1989). Epidemiology of otitis media during the first seven years of life in children in greater Boston: a prospective, cohort study. Journal of infectious diseases, 160(1), 83-94.
http://dx.doi.org/10.1093/infdis/160.1.83.
38. Thompson, G. (2013). Introducing functional grammar. Routledge.
http://dx.doi.org/10.4324/9780203431474.
39. Vaferi SH. (2015). The speech of hearing and hearing impaired children based on functional grammar (Master's thesis, University of Sistan & Baluchestan).
40. Zamani, P., Soleymani, Z., Jalaie, S., & Zarandy, M. M. (2018). The effects of narrative-based language intervention (NBLI) on spoken narrative structures in Persian-speaking cochlear implanted children: A prospective randomized control trial. International Journal of Pediatric Otorhinolaryngology, 112, 141-150. http://dx.doi.org/10.1016/j.ijporl.2018.06.048.
Article Sidebar
Published
Aug 9, 2023
Article Details
How to Cite
Hayat Ameri, Fariba Noori, Sajad Noorian, Ferdows Aghagolzadeh, & Mohammad Dabir Moghaddam. (2023). ORAL NARRATIVES OF PERSIAN-SPEAKING HEARING-IMPAIRED STUDENTS IN THE REGULAR SCHOOLS. Journal of Population Therapeutics and Clinical Pharmacology, 30(16), 502-512. https://doi.org/10.53555/jptcp.v30i16.2459
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published in JPTCP are licensed under Copyright Creative Commons Attribution-NonCommercial 4.0 International License.
Author Biographies
Hayat Ameri
Associate Professor, Department of Linguistics, Tarbiat Modares University, Tehran, Iran; ORCID ID: https://orcid.org/ 0000-0002-2627-3862, Email: h.ameri@modares.ac.ir
Fariba Noori
Ph.D. in Linguistics, Department of Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran;
Sajad Noorian
Assistant Professor,Department of Statistics, Faculty of Science, University of Qom, Qom, Iran; ORCID ID: https://orcid.org/0000-0002-0924-1674
Ferdows Aghagolzadeh
Professor, Department of Linguistics, Tarbiat Modares University, Tehran, Iran. ORCID ID: https://orcid.org/0000-0002-8917-6429
Mohammad Dabir Moghaddam
Professor, Linguistics Department, Faculty of Literature & Foreign Languages, Allameh Tabataba’i University, Tehran, Iran; ORCID ID: https://orcid.org/0000-0001-9028-7524
How to Cite
Hayat Ameri, Fariba Noori, Sajad Noorian, Ferdows Aghagolzadeh, & Mohammad Dabir Moghaddam. (2023). ORAL NARRATIVES OF PERSIAN-SPEAKING HEARING-IMPAIRED STUDENTS IN THE REGULAR SCHOOLS. Journal of Population Therapeutics and Clinical Pharmacology, 30(16), 502-512. https://doi.org/10.53555/jptcp.v30i16.2459