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Narrative-based learning is a learning model grounded in the theory that humans define their experiences within the context of narratives – which serve as cognitive structures and a means of communication, as well as aiding people in framing and understanding their perceptions of the world. [1]
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language.In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate.
Personality traits, more specifically the Big Five personality traits, appear to be associated with the type of language or patterns of word use found in an individual's self-narrative. [32] In other words, language use in self-narratives accurately reflects human personality. The linguistic correlates of each Big Five trait are as follows:
Language is utilised to bear witness to their lives". [66] Sometimes a narrator will simply skip over certain details without realizing, only to include it in their stories during a later telling. In this way, that telling and retelling of the narrative serves to "reattach portions of the narrative". [67]
Narrative rationality and narrative emotion are complementary within a narrative theory. The former considers how effectively the story conveys its meaning, as well as its implications. The latter considers the emotional reactions of the story's observers. [19] Narrative emotion is an emotion felt for the sake of someone, or something, else. [19]
narrative content, narrative discourse, narrative transportation, and; narrative persuasion. Narrative content and discourse are the linguistic antecedents of narrativity. Narrative content reflects the linear sequence of events as characters live through them—that is, the backbone and structure describing who did what, where, when, and why.
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Narrative is a powerful tool in the transfer, or sharing, of knowledge, one that is bound to cognitive issues of memory, constructed memory, and perceived memory. Jerome Bruner discusses this issue in his 1990 book, Acts of Meaning, where he considers the narrative form as a non-neutral rhetorical account that aims at "illocutionary intentions", or the desire to communicate meaning. [10]
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