2026-04-17T11:39:44Zhttps://recercat.cat/oai/requestoai:recercat.cat:10230/540152025-12-19T20:27:25Zcom_2072_6col_2072_452954
RECERCAT
author
Gómez i Martínez, Mireia
2022-09-07T15:29:37Z2022-09-07T15:29:37Z2022-09-07
Treball de fi de màster en Lingüística Teòrica i Aplicada. Directora: Dra. Pilar Prieto VivesSeveral narrative-based intervention programs have been designed to boost different children’s
linguistic abilities. Nevertheless, very few studies have fully assessed the role of multimodality
(e.g., embodied speech involving hand and bodily gestures, and facial expressions) in these
interventions, which could really make a difference to the involvement and the social
interaction of the children and, therefore, have an impact on the results. Thus, little is known
about how a multimodal narrative-based intervention could play a role boosting the frequency
of use of bilingual’s less-dominant language. For this, the current study will test the
effectiveness of the MultiModal Narrative (MMN) intervention –initially designed to train
macrostructure and perspective taking– in boosting Catalan, the weaker language of a group
of 34 5- to 6-year-old Spanish-Catalan bilinguals. To test the value of a multimodal narrative
training on the frequency of use of Catalan and, a between-subjects pre- and post-intervention
design was planned with the MMN 9-session intervention. Participants were assigned to either
the experimental (multimodal or non-multimodal) or the control group. Importantly, while
children in the multimodal condition were exposed to emphatic multimodal markers, and were
encouraged to embody the most relevant actions and emotions of the stories, children in thenonmultimodal
group received the same narrative-based intervention with natural multimodality.
Frequency of use was measured by assessing the percentage of use of the target language in
the vocabulary and narrative retelling pre- and post-test tasks. Results revealed that the two
experimental groups outperformed the control group, showing statistically significant gains in
Catalan frequency of use the two post-intervention tasks (mean increase of 27.65% in the
narrative retelling task, and of 11.56% on the vocabulary test).
© Tots els drets reservats info:eu-repo/semantics/openAccess
Language use
Unbalanced bilinguals
Bilingual acquisition
Narrative-based intervention
Multimodality
A Multimodal narrative intervention improves the frequency of use of catalan in spanish-dominant preschoolers
info:eu-repo/semantics/masterThesis