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초록
Purpose: Insofar as narrative discourse abilities are critical for the learning success and peer relationships of school-aged
children, it is necessary to explore their developmental transition in narrative abilities. This research aims to analyze the
macrostructure and microstructure used in the narrative discourse writing of school-aged children. Methods: This study
analyzed the macrostructure of narrative discourse by eight SG elements (setting, initiating, event, internal response,
internal plan, attempt, direct consequence, and reaction) and its microstructure by two categories of cohesive markers
(lexical cohesive markers and grammatical cohesive markers) consisting of 11 variables (repetition, synonym, antonym,
hypernym, co-occurrence, thinking words, referential substitution, conjunction, conjunctive ending, conversion ending, and
special semantic function of auxiliary particles). For this study, the discourses of 118 typically developing children were
selected among 132 children who have been examined by writing The Tortoise and the Hare. Results: As children’s grade
level increased, the frequency of SG elements and cohesive markers also increased. However, the increasing aspects were
different according to the variables. For SG elements, event and setting appeared earliest, while internal response and
internal plan were used latest by school-aged children. For cohesive markers, word repetition and conjunctive endings
were used most frequently, but thinking words started to increase in Grade 5, showing the sharpest increase in Grade 6.
In addition, girls mentioned about internal plans more frequently than boys. The three strongest correlations among
variables were respectively RW-SSF, R-CvE, and R-TW. Conclusions: The developmental transition of SG elements and
cohesive markers implicates when and what elements or markers should be treated for discourse intervention of
school-aged language delayed children.
Keywords: School-aged children, writing, narrative discourse, story grammar, cohesive markers
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