This contribution traces which aspects of narrative acquisition have been emphasized in 30 years of Narrative Inquiry. It then uses this synopsis as a starting-point to present a theoretical and empirical framework which can be characterized by some of the aspects that have attracted less attention in the journal so far. The summary of this consistent interactive approach and some of the results of about 40 years of respective research, based on different corpora, should support the idea that taking up these aspects is worthwhile. Investigating a broad range of age-groups and comparing a variety of contexts, including peer-interaction and classrooms, as well as different genres such as conversational narratives of personal experience and fantasy stories, with a perspective on inter-individual differences, not only expand our knowledge about narrative acquisition, but lead to a new coherent resource-based explication of central concepts such as narration, competence and acquisition.

中文翻译：

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儿童叙事互动

这一贡献追溯了 30 年叙事探究中强调了叙事习得的哪些方面。然后，它以此概要为出发点，提出了一个理论和经验框架，该框架可以通过迄今为止在期刊中引起较少关注的一些方面来表征。这种一致的交互方法的总结以及基于不同语料库的大约 40 年各自研究的一些结果应该支持考虑这些方面是值得的想法。调查广泛的年龄组并比较各种背景，包括同伴互动和课堂，以及不同的体裁，例如个人经历的对话叙事和幻想故事，并从个体差异的角度出发，