声明
摘要
Abstract
List of Tables
List of Diagrams
List of Boxes
Chapter One-Overview of the Research
1.1.Introduction
1.2.Identification of the Research Problem
1.3.Research Objectives and Significance of the Study
1.3.1.Objectives
1.3.2.Significance
1.4.Literature Review
1.4.1.International Studies
1.4.2.Sri Lankan Studies
1.5.Hypotheses
1.6.Methodology in Brief
1.7.Scope and Organization of the Research
1.8.Summary
Chapter Two Theoretical and Conceptual Approach:Importance of Folk Narratives in Child Socialization
2.1.Introduction
2.2.Folklore
2.3.Folk Narratives
2.4.The Art of Storytelling
2.5.Sinhalese Folklore and Folk Narratives
2.5.1.Forms of Sinhala Folk Narratives
2.6.Child Socialization Process
2.7.Quality of Life
2.8.Role of Folk Narratives in Child Socialization
2.9.Anthropological and Sociological Aspects on Folklore Studies
2.10.Functional Approaches on Folklore
2.11.Summary
Chapter Three-Folk Narrative Analysis:Identification the Factors Related to the Socialization in Sinhalesen Folk Narratives
3.1.Introduction
3.2.Categorization of Selected Folk Narratives
3.2.1.Parables
3.2.2.Historical Stories
3.2.3.Heroic Stories
3.2.4.Satirical and Humorous Stories
3.2.5.Animal Stories
3.2.6.Religious Stories
3.3.Factors Related to Socialization in Sinhalese Folk Narratives
3.4.Review of Selected Folk Narratives
3.4.1.Planting a Mango Plant by an Old Man
3.4.2.Eating Sugar by Andare
3.4.3.How Gamarala Went to the Heaven
3.4.4.Treatments to a Cobra by the King Buddhadasa
3.4.5.How King Dutugemunu Ate Hot Rice
3.4.6.Ten Giants
3.4.7.Story of Princess Vihara Maha Devi
3.4.8.Story of King Gajabahu
3.4.9.Prince Madduma Bandara
3.4.10.The Race between the Turtle and the Rabbit
3.4.11.Talkative Turtle
3.4.12.Wisdom of Monkey
3.4.13.Identification of the Pumpkin Thief by His Shoulder
3.4.14.Looks like the Judgment of King Kekille
3.4.15.Chief Mentor and Five Pupils
3.4.16.Vessanthara Jathakaya
3.4.17.Vannupatha Jathakaya
3.4.18.The Jackal and the Hare
3.5.Summary
Chapter Four-Methodology
4.2.Conceptual Framework
4.3.Sources of Data
4.4.Qualitative and Quantitative Data Collecting Methods
4.5.Questionnaire Design
4.5.1.Questionnaire for the Children
4.5.2.Questionnaire for the Parents
4.5.3.Questionnaire for the Teachers
4.6.Focus Group Discussions
4.7.Key Informant Discussions
4.8.Searching for Literary Source
4.9.Sampling
4.9.1.Sample Selecting Procedures
4.9.2.Sample of the Parents
4.9.3.Sample of the Teachers
4.10.Variable Identification
4.11.Methods of Data Analysis and Presentation
4.12.Summary
Chapter Five-Data Analysis and Presentation
5.1.Introduction
5.2.Folk Narrative Practices of Children in the School andthe Family
5.2.1.Folk Narratives Practices
5.2.2.Folk Narrative Practices in the Family
5.2.3.Folk Narrative Practices in the School
5.3.Comprehensive Ability of Children
5.4.Parents’ Contribution
5.4.1.Purchase of Folk Narrative Materials
5.4.2.Educational and Occupational Background of Parents
5.4.3.Educational Level of Parents
5.5.Contribution of Teachers
5.5.1.Age Range
5.5.2.Teachers’ Experiences on Folk Narratives in Their Childhood
5.6.Types of Folk Narratives Teach in the School
5.7.Children’s Time Allocation on Divers Tasks
5.7.3.Dhamma Schools (The Schools of Teaching Buddhist Doctrine)
5.7.4.Chiidren and Mass Media
5.8.Summary
Chapter Six-Conclusions and Implications
6.1.Introduction
6.2.Conclusions
6.3.Findings
6.4.Suggestions
6.4.1.Awareness Programs
6.4.2.Changing Attitudes
6.4.3.Introducing a New Subject for Folklore Studies
6.4.4.Providing Resources
Bibliography
Appendices
Acknowledgement