Vivid elements in Dutch educational texts

IF 0.9 4区文学 Q3 COMMUNICATION

Narrative Inquiry Pub Date : 2020-03-10 DOI:10.1075/ni.18090.san

N. Sangers, J. Evers-Vermeul, T. Sanders, H. Hoeken

引用次数: 4

Abstract

Abstract Educational publishers often make their expository texts more vivid, by making them emotionally interesting, concrete and imagery-provoking, and proximate in a sensory, temporal, or spatial way. Previous studies have found mixed results regarding the effects of vividness on the attractiveness, comprehensibility, and memorability of educational texts. In order to be able to account for these mixed results, we chart and describe the various ways in which educational texts can be made more vivid. Drawing from the literature on narrativity, we define prototypical narrative elements in the educational domain (i.e., particularized events, experiencing character, landscape of consciousness), and demonstrate that Dutch Social Studies and Science texts apply these elements in varying combinations. Subsequently, we illustrate how texts can be given a voice by imitating a direct, “here and now” author-student interaction.

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荷兰语教材中生动的元素

摘要教育出版商经常通过使其阐释性文本在情感上有趣、具体、形象化，并以感官、时间或空间的方式接近，使其更加生动。先前的研究发现，关于生动性对教育文本的吸引力、可理解性和可记忆性的影响，结果喜忧参半。为了能够解释这些混杂的结果，我们绘制并描述了使教育文本更加生动的各种方式。从叙事性文献中，我们定义了教育领域中典型的叙事元素（即特定事件、体验特征、意识景观），并证明荷兰社会研究和科学文本以不同的组合应用了这些元素。随后，我们展示了如何通过模仿直接的“此时此地”作者与学生的互动来为文本发声。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Narrative Inquiry Multiple-

CiteScore

2.10

自引率

14.30%

发文量

期刊介绍： Narrative Inquiry is devoted to providing a forum for theoretical, empirical, and methodological work on narrative. Articles appearing in Narrative Inquiry draw upon a variety of approaches and methodologies in the study of narrative as a way to give contour to experience, tradition, and values to next generations. Particular emphasis is placed on theoretical approaches to narrative and the analysis of narratives in human interaction, including those practiced by researchers in psychology, linguistics and related disciplines.