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Journal articles on the topic 'Referential language'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Goldstein, David. "A multifactorial analysis of differential agent marking in Herodotus." Journal of Greek Linguistics 21, no. 1 (2021): 3–57. http://dx.doi.org/10.1163/15699846-02101002.

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Abstract Passive agents in ancient Greek exhibit a well-known alternation between dative case and prepositional phrase. It has long been recognized that grammatical aspect plays a crucial role in this alternation: dative agents preponderate among aspectually perfect predicates, prepositional phrase agents elsewhere. Although the importance of grammatical aspect is undeniable, it is not the only factor that determines the realization of passive agents. The identification of other factors has proven challenging, however, not least because previous researchers have lacked methods for assessing th

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2

Kinn, Kari. "Referential vs. non-referential null subjects in Middle Norwegian." Nordic Journal of Linguistics 39, no. 3 (2016): 277–310. http://dx.doi.org/10.1017/s0332586516000068.

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This paper investigates the relationship between referential and non-referential null subjects in Middle Norwegian. It argues that overt, non-referential subjectdetarose before the loss of referential null subjects, contrary to the predictions of much previous work. A diachronic analysis compatible with the empirical findings is sketched out.

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Etxeberria, Urtzi, and Anastasia Giannakidou. "Referential vagueness, plurality, and discourse dependence." Journal of Greek Linguistics 22, no. 2 (2022): 151–98. http://dx.doi.org/10.1163/15699846-02202003.

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Abstract Referentially vague (or ‘ignorance’) indefinites are known to exhibit apparently conflicting behavior: in the singular, they are referentially vague (Giannakidou and Quer 2013, Alonso-Ovalle and Menéndez-Benito 2010, 2011, 2013), but in the plural they appear to depend on a discourse given set. The phenomenon is typically discussed in the context of Spanish algún/algunos (Gutiérrez-Rexach 2001, 2010, Martí 2008, 2009); but in this paper we offer extensive novel data from the Greek indefinites kapjos/kapjoi exhibiting the same asymmetry between the singular and the plural. The apparent

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Lloyd, Peter. "Referential communication." Topics in Language Disorders 14, no. 3 (1994): 55–69. http://dx.doi.org/10.1097/00011363-199405000-00006.

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5

Zolyan, Suren. "Language and political reality: George Orwell reconsidered." Sign Systems Studies 43, no. 1 (2015): 131–49. http://dx.doi.org/10.12697/sss.2015.43.1.06.

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The domain of reference of political discourse is not autonomous from language; this domain is a construct generated by the discourse itself. Such an approach to the relation between language and political reality was expressed in George Orwell’s novel Nineteen Eighty-Four. Concepts of modern semantics and pragmatics allow to explicate how language acts as both a form of constructing reality and a special type of social verbal behaviour. Language has become exclusively modal and intentional; any utterance expresses the relations of obligation, possibility, etc. and may be interpreted in intens

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Tōyama, Chika. "The influence of first language on referential expressions of Japanese language learners: A focus on narrative story by native Chinese and Korean speakers." Journal of Japanese Linguistics 35, no. 2 (2019): 165–88. http://dx.doi.org/10.1515/jjl-2019-2009.

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Abstract The present study examines how Japanese language learners use referential expressions in discourse, especially topicalized or non-topicalized subjects, in addition to whether the first language of a Japanese language learner influences the choice of referential expressions. The text of narrative stories, written in both the subject’s first language and second language (i.e. Japanese) by native Chinese speakers and native Korean speakers, as well as text written by Japanese native speakers, were analyzed. As a result, the first language influence and common difficulties were observed i

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Artemyeva, Y. V. "The role of the referential component in teaching Russian as a foreign language (intermediary language)." Izvestiya MGTU MAMI 9, no. 1-6 (2015): 115–18. http://dx.doi.org/10.17816/2074-0530-67070.

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The article discusses the role of referential component in teaching of Russian as a foreign language (intermediary language). It is set based on theoretical and empirical analysis. Conscious use of referential component in teaching Russian as a foreign language improves mastering and presentation of didactic material. Application of the results: education system

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GUERRIERO, A. M. SONIA, YURIKO OSHIMA-TAKANE, and YOKO KURIYAMA. "The development of referential choice in English and Japanese: a discourse-pragmatic perspective." Journal of Child Language 33, no. 4 (2006): 823–57. http://dx.doi.org/10.1017/s030500090600763x.

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The present research investigated whether children's referential choices for verb arguments are motivated by pragmatic features of discourse referents across different developmental stages, not only for children learning null argument languages but also for those learning overt argument languages. In Study 1, the form (null, pronominal, or lexical) and referential status (given or new) of verb arguments were systematically analysed in six English-speaking and six Japanese-speaking children and their mothers when the children were at 1;9 and 3;0. In Study 2, non-linguistic pragmatic correlates

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9

Mcburney, Susan Lloyd. "Referential morphology in signed languages." Language Acquisition 8, no. 1-2 (2005): 213–17. http://dx.doi.org/10.1075/sll.8.1.12mcb.

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Nieuwland, Mante S., and Andrea E. Martin. "Neural Oscillations and a Nascent Corticohippocampal Theory of Reference." Journal of Cognitive Neuroscience 29, no. 5 (2017): 896–910. http://dx.doi.org/10.1162/jocn_a_01091.

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The ability to use words to refer to the world is vital to the communicative power of human language. In particular, the anaphoric use of words to refer to previously mentioned concepts (antecedents) allows dialogue to be coherent and meaningful. Psycholinguistic theory posits that anaphor comprehension involves reactivating a memory representation of the antecedent. Whereas this implies the involvement of recognition memory or the mnemonic subroutines by which people distinguish old from new, the neural processes for reference resolution are largely unknown. Here, we report time–frequency ana

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Hansen, Martje, and Jens Hessmann. "Researching linguistic features of text genres in a DGS corpus." Sign Language and Linguistics 18, no. 1 (2015): 1–40. http://dx.doi.org/10.1075/sll.18.1.01han.

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In this article, we investigate the referential and textual functions of finger loci, that is, the pointing towards one or more fingers of the weak hand in signed discourse. The first part of the article deals with the theoretical discussion about referentiality and the related notions of definiteness and specificity in the literature on spoken languages. The second empirical part of the article shows that the use of finger loci in German Sign Language (DGS) varies according to the genre of signed discourse, fulfilling not only referential but also textual functions. Furthermore, formal variat

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Andreou, Maria, Eva Knopp, Christiane Bongartz, and Ianthi Maria Tsimpli. "Character reference in Greek-German bilingual children’s narratives." EUROSLA Yearbook 15 (July 31, 2015): 1–40. http://dx.doi.org/10.1075/eurosla.15.01and.

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This study investigates reference management of two groups of 8–12 year old Greek–German bilinguals, resident in Greece (Bilinguals_GR N = 38) and in Germany (Bilinguals_GE N = 39). We analyze the bilinguals’ retellings in each language and compare them with data from two monolingual control groups of Greek and German children (Monolinguals_GR and Monolinguals_GE, N = 20 respectively). We seek to establish how the use of referential forms in character introduction, maintenance and reintroduction in the bilinguals’ narrative retellings is affected by language dominance and whether proficiency i

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13

Bunce, Betty H. "Referential Communication Skills." Language, Speech, and Hearing Services in Schools 22, no. 1 (1991): 296–301. http://dx.doi.org/10.1044/0161-1461.2201.296.

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Referential communication skills involve the ability to provide and understand specific information. Typical skills include giving and following directions, asking questions, and making explanations. These skills are important in classroom discourse. This article outlines some of the critical skills needed in referential communication and then reviews some of the deficits in the referential communication skills of learning-disabled and/or language-impaired children. Finally, suggested therapy procedures based on training studies are provided.

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Yang, Hong. "A Report of an ESL Classroom Observation in Two Language Schools in Auckland." TESL Canada Journal 23, no. 2 (2006): 1. http://dx.doi.org/10.18806/tesl.v23i2.52.

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This article reports an empirical study of classroom observation of two general English lessons that examined the effects of teachers’ referential questions on learners’ responses in two ESL classrooms. The study found that in both classes, the teachers asked many more referential questions than display questions, contrary to earlier findings. Moreover, the teachers’ referential questions elicited longer and syntactically more complex utterances from the learners. The reasons for this are discussed in the light of the objectives and pedagogic tasks of the lessons. Findings confirm the value of

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Opdahl, Andreas L., and Brian Henderson-Sellers. "A Unified Modelling Language without referential redundancy." Data & Knowledge Engineering 55, no. 3 (2005): 277–300. http://dx.doi.org/10.1016/j.datak.2004.12.007.

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Lee, Kang, Catherine Ann Cameron, Murrary J. Linton, and Anne K. Hunt. "Referential place-holding in Chinese children's acquisition of English articles." Applied Psycholinguistics 15, no. 1 (1994): 29–43. http://dx.doi.org/10.1017/s0142716400006962.

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ABSTRACTThis longitudinal study examines the acquisition of English articles by three 6-year-old, second language learning children whose native tongue is Chinese, a language without articles. Brown's coding scheme and an extended coding scheme were used in scoring the corpora of children's responses to a Syntax Elicitation Task. Results revealed that the Chinese children's acquisition of the definite article differed from- what had been previously found using Brown's coding scheme with English as first language learners and second language learning children of other native language origins. C

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Pine, J. "Nelson's referential-expressive distinction." First Language 9, no. 27 (1989): 318–19. http://dx.doi.org/10.1177/014272378900902725.

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Inglese, Guglielmo, Giuseppe Rizzo, and Miriam Pflugmacher. "Definite referential null objects in Old Hittite." Indogermanische Forschungen 124, no. 1 (2019): 137–70. http://dx.doi.org/10.1515/if-2019-0005.

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Abstract The occurrence of referential Null Objects (NOs) is a recurrent syntactic feature of ancient Indo-European languages. As previous scholars have remarked, different conditions license the occurrence of NOs in individual languages. In Hittite, the occurrence of NOs has already been observed in reference works, but a systematic account of this phenomenon is still a desideratum. In this paper, we provide a thorough corpus-based study of NOs in a corpus of Old Hittite texts. By means of quantitative data, we illustrate the frequency of NOs in various contexts, and highlight their co-occurr

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Sah, Wen-hui. "Referential choice in narratives of Mandarin-speaking children with autism spectrum disorder: Form, function, and adequacy." First Language 38, no. 3 (2017): 225–42. http://dx.doi.org/10.1177/0142723717739198.

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This study investigates the referential choice of Mandarin-speaking children with autism spectrum disorder (ASD). The data consist of narratives from 16 children with ASD and 16 typically-developing (TD) children. The narratives were elicited using the wordless picture book Frog, where are you? Participants’ referential expressions were coded in terms of referential form, function, and adequacy. The results revealed that, compared with the IQ- and language-matched TD children, the children with ASD used significantly more pronominal forms for subsequent mentions, showed insufficient ability to

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Galkina, Elena V., Sofia V. Krasnoshchekova, and Elena V. Kozhevnikova. "Referential features of narrative genres in the process of language acquisition." International Journal “Speech Genres” 17, no. 4 (36) (2022): 311–18. http://dx.doi.org/10.18500/2311-0740-2022-17-4-36-311-318.

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The paper regards the process of the development of several features of the narrative speech genre in the discourse field of Russian culture while learning Russian as a second language. Referentiality in general linguistic sense is an area concerning naming of objects and characters by language means. In this paper we analyse the problems of the referential choice (what factors influence the speaker’s choice of a referential expression) and anaphora resolution (how the listener/reader binds an anaphoric pronoun to a coreferential noun phrase). The main goal of our paper is to study referential

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21

VAN DER LELY, HEATHER K. J. "Narrative discourse in Grammatical specific language impaired children: a modular language deficit?" Journal of Child Language 24, no. 1 (1997): 221–56. http://dx.doi.org/10.1017/s0305000996002966.

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This paper provides a further investigation into the linguistic abilities of a subgroup of 12 Grammatical specific language impaired (SLI) children (aged 10;2 to 13;11). The study investigates the use of referential expressions (e.g. pronouns) in a narrative discourse, and provides insight into the underlying nature of Grammatical SLI, thereby contributing to the modularity debate. Previous investigations indicate that Grammatical SLI children have a deficit with dependent structural relationships, i.e. a Representational Deficit for Dependent Relationships (RDDR). Grammatical SLI children's R

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22

De Belder, Marijke. "N-to-D Movement within Compounds and Phrases:Referential Compounding, -s Possessives, and Title Expressions in Dutch." Languages 7, no. 4 (2022): 304. http://dx.doi.org/10.3390/languages7040304.

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Noun–noun concatenations can differ along two parameters. They can be compounds, i.e., single words, or constructs, i.e., constituents, and they can have modificational non-heads or referential non-heads. Of the four logical possibilities, one was argued not to exist: compounds of which the non-head is referential were considered to be principally excluded. In this article, I argue that Dutch has compounds with a referential non-head. They resemble the Dutch s-possessive in that their non-heads involve movement to a referential layer. However, unlike the possessive structures, the compounding

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23

Zamaliutdinova, E. R. "PERSON NAMES COLLOCATION AS THE DETERMINATION FACTOR OF THEIR REFERENTIAL STATUS (based on English and Tatar languages material)." Bulletin of Udmurt University. Series History and Philology 30, no. 6 (2020): 953–58. http://dx.doi.org/10.35634/2412-9534-2020-30-6-953-958.

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In the article, the analysis of person names in terms of their collocation with some verbs groups as the determination factor of their referential status is carried out. The empirical base of the research work involves statements from the national corpuses of English and Tatar languages. The study object is English and Tatar statements representing peculiarities of person names collocation and realization of their event nomination function. It is found out that person names can act as the implicit event nomination. This phenomenon can be partially considered as the semantic-syntactic metonymy.

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Lozano, Cristóbal. "Knowledge of expletive and pronominal subjects by learners of Spanish." ITL - International Journal of Applied Linguistics 135-136 (January 1, 2002): 37–60. http://dx.doi.org/10.1075/itl.135-136.02loz.

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Abstract Abstract A number of studies investigating second language acquisition (SLA) from the perspective of Principles and Parameters Theory (P&P, CHOMSKY, 1981, 1995) have focused on the pro-drop parameter, and have argued that older second language learners are sensitive to the different, properties it purportedly covers (e.g., AL-KASEY & PÉREZ-LEROUX, 1998; LICERAS, 1989; PHINNEY, 1987; WHITE, 1986). In this paper we extend this work by investigating two of its syntactic corollaries, namely, referential pronominal subjects (ProS) and expletive pronominal subjects (ExpS). In so-cal

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Rescorla, Leslie, and Sachiko Okuda. "Modular patterns in second language acquisition." Applied Psycholinguistics 8, no. 3 (1987): 281–307. http://dx.doi.org/10.1017/s014271640000031x.

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ABSTRACTAnalysis of data from the first six months of acquisition of English as a second language by a 5-year-old Japanese girl illustrates the role of modular “chunking” and coupling in the second language acquisition process. This process was apparent in the child's pre-copula and copula referential utterances. She produced a large number of creative and novel referential sentences by using a small number of patterns or modules. The same small set of patterns was seen in both adult and peer sessions, although advances in acquisition usually appeared in peer conversation before they were evid

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Haspelmath, Martin. "Role-reference associations and the explanation of argument coding splits." Linguistics 59, no. 1 (2020): 123–74. http://dx.doi.org/10.1515/ling-2020-0252.

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Abstract Argument coding splits such as differential (= split) object marking and split ergative marking have long been known to be universal tendencies, but the generalizations have not been formulated in their full generality before. In particular, ditransitive constructions have rarely been taken into account, and scenario splits have often been treated separately. Here I argue that all these patterns can be understood in terms of the usual association of role rank (highly ranked A and R, low-ranked P and T) and referential prominence (locuphoric person, animacy, definiteness, etc.). At the

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Thomas, Margaret. "The acquisition of English articles by first- and second-language learners." Applied Psycholinguistics 10, no. 3 (1989): 335–55. http://dx.doi.org/10.1017/s0142716400008663.

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ABSTRACTChild first-language (L1) learners frequently use the definite article in referential indefinite contexts, that is, with nouns appearing in the discourse for the first time, where adults use the indefinite article. Adult second-language (L2) learners also overgeneralize the definite article. Research reported here shows 30 L2 learners use the in referential indefinite contexts at significantly higher rates than in nonreferential contexts. Thus, both L1 and L2 learners may share an initial hypothesis associating the with referential nouns. This evidence of a strategy common to L1 and L2

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Mutalov, Rasul Osmanovich, and Marina Suleimanovna Bagamaeva. "Construction with adverbial participle clauses in the Kadar language." Litera, no. 12 (December 2020): 74–83. http://dx.doi.org/10.25136/2409-8698.2020.12.34534.

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This article is dedicated to examination of polypredicative constructions formed by means of adverbial participle clause in one of the non-written languages of Dargin group &ndash; the Kadar language. The goal of this work is to describe the preterite adverbial participles used in formation of circumstantial subordinate clauses, study the problems of co-reference, and establish the key factors that affect the reduction of the co-referential element or its substitution with demonstrative pronoun. Main attention is turned to determination of grammatically correct constructions with adverbial

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GRASSMANN, SUSANNE, and MICHAEL TOMASELLO. "Two-year-olds use primary sentence accent to learn new words." Journal of Child Language 34, no. 3 (2007): 677–87. http://dx.doi.org/10.1017/s0305000907008021.

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ABSTRACTGerman children aged 2 ; 1 heard a sentence containing a nonce noun and a nonce verb (Der Feks miekt). Either the noun or the verb was prosodically highlighted by increased pitch, duration and loudness. Independently, either the object or the action in the ongoing referential scene was the new element in the situation. Children learned the nonce noun only when it was both highlighted prosodically and the object in the scene was referentially new. They did not learn the nonce verb in any condition. These results suggest that from early in linguistic development, young children understan

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van Hoek, Karen. "Conceptual Spaces and Pronominal Reference in American Sign Language." Nordic Journal of Linguistics 15, no. 2 (1992): 183–99. http://dx.doi.org/10.1017/s0332586500002596.

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American Sign Language uses spatial locations as an integral part of its systems of pronominal reference. Referents mentioned in an ASL discourse may be associated with points in the signing space (“referential loci”). Pronominal signs are directed to those loci, unambiguously indicating their referents. Referential loci are sometimes analyzed as overt phonological representations of the semantic indices associated with referents in the discourse. In this paper I show that referential loci do not function merely to index or identify referents, but rather that they carry a great deal of additio

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WEIST, RICHARD M., PAULA LYYTINEN, JOLANTA WYSOCKA, and MARJA ATANASSOVA. "The interaction of language and thought in children's language acquisition: a crosslinguistic study." Journal of Child Language 24, no. 1 (1997): 81–121. http://dx.doi.org/10.1017/s0305000996003017.

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The purpose of this research was to investigate the potential interaction of conceptual representations and linguistic systems in the process of language acquisition. Language–thought interactions were studied in 80 American, 48 Finnish and 48 Polish preschool children. The research focused on the conceptual and linguistic development of space and time. The spatial and temporal conceptual tasks were designed to measure the transition from experiential to inferential knowledge of space/time representations. In the linguistic domain, comprehension and production tests were used to evaluate the c

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Dan, Xu. "Ta Non Referentiel." Cahiers de Linguistique Asie Orientale 16, no. 2 (1987): 259–76. http://dx.doi.org/10.1163/19606028-90000027.

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This article purports that non-referential TA could have come from referential ta. Different dialects seem to prove this point. Two types of construction with non-referential, TA are studied :1. V+TA+Num+Cl,2. V+TA+GE+SV/SAIn Type 1, the constituent "Num+Cl" always refers to a frequency of action. For type 2, it is claimed that the original construction was probably "V+GE+SV/SA" and TA must have been inserted later.

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Hedberg, Nancy. "The Referential Status of Clefts." Language 76, no. 4 (2000): 891. http://dx.doi.org/10.2307/417203.

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Rosenkvist, Henrik. "Null Referential Subjects in Övdalian." Nordic Journal of Linguistics 33, no. 3 (2010): 231–67. http://dx.doi.org/10.1017/s033258651000020x.

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This article is concerned with the description and analysis of Övdalian referential null subjects. A general background to Övdalian is provided together with the syntactic restrictions on the possible null subjects (wįð‘we’ andið‘you’). Interestingly, these null subjects in Övdalian do not appear in the same syntactic positions. This syntactic difference leads us to the conclusion that the distribution of the two possible null subjects must be explained individually. I argue here that the syntactic restrictions indicate that nullwįðrequires a link to the surrounding context in order to be iden

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Sweep, Josefien. "Metonymy without a referential shift." Linguistics in the Netherlands 26 (October 27, 2009): 103–14. http://dx.doi.org/10.1075/avt.26.10swe.

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Ha�k, Isabelle. "Anaphoric, pronominal and referential INFL." Natural Language and Linguistic Theory 8, no. 3 (1990): 347–74. http://dx.doi.org/10.1007/bf00135618.

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Cerqueglini, Letizia, and Roni Henkin. "Referential complementarity in traditional Negev Arabic." Brill’s Journal of Afroasiatic Languages and Linguistics 10, no. 1 (2018): 83–114. http://dx.doi.org/10.1163/18766633-00901002.

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Abstract Spatial Frames of Reference (FoRs) are mental coordinate systems applied to locate a Figure (F) with respect to a Ground (G). In Levinson’s theory (2003), every language selects a dominant FoR among Intrinsic, Relative and Absolute, leaving non-dominant FoRs for restricted sets of cases. Bohnemeyer (2011) enlarged this typology, describing ‘referentially promiscuous systems’, as characterized by free switch among FoRs and absence of a default strategy used by the whole community. We show here that Traditional Negev Arabic (TNA) represents a new, hitherto unknown type, which we label ‘

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Frazier, L., and P. Mcnamara. "Favor Referential Representations." Brain and Language 49, no. 3 (1995): 224–40. http://dx.doi.org/10.1006/brln.1995.1031.

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Bentlage, Andy. "Referring In a Second Language." Toegepaste Taalwetenschap in Artikelen 23 (January 1, 1985): 15–25. http://dx.doi.org/10.1075/ttwia.23.03ben.

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Naming and describing are important aspects of referential communication (RC). In an investigation of RC in a second language (L2), 36 secondary school students, divided into three groups of 12 with different proficiency levels, had to work in pairs on a description/identification task involving twelve nonrepresentative shapes. One task session consisted of six trials which were performed in English. The results of three different data analyses (numbers of words, naming and describing, and referential strategies) showed that RC in L2 differs from RC in L1 in three aspects: nonnative speakers (

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Grüter, Theres, Hannah Rohde, and Amy J. Schafer. "Coreference and discourse coherence in L2." Linguistic Approaches to Bilingualism 7, no. 2 (2016): 199–229. http://dx.doi.org/10.1075/lab.15011.gru.

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Abstract Discourse-level factors, such as event structure and the form of referential expressions, play an important role in native speakers’ referential processing. This paper presents an experiment with Japanese- and Korean-speaking learners of English, investigating the extent to which discourse-level biases that have gradient effects in L1 speakers are also implicated in L2 speakers’ coreference choices. Results from a story continuation task indicate that biases involving referential form were remarkably similar for L1 and L2 speakers. In contrast, event structure, indicated by perfective

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Gibbs, Raymond W. "Comprehending figurative referential descriptions." Journal of Experimental Psychology: Learning, Memory, and Cognition 16, no. 1 (1990): 56–66. http://dx.doi.org/10.1037/0278-7393.16.1.56.

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Timofeeva, N. Y. "ILLOCUTIONARY DIRECTION AND REFERENTIAL SPECIFICS OF LANGUAGE GAME." RUDN Journal of Language Studies, Semiotics and Semantics 9, no. 2 (2018): 451–62. http://dx.doi.org/10.22363/2313-2299-2018-9-2-451-462.

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Baldwin, Dare A. "Early referential understanding and the transition to language." Infant Behavior and Development 19 (April 1996): 137. http://dx.doi.org/10.1016/s0163-6383(96)90192-7.

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Foley, Michele. "Meaning and Language: The Possibility of Referential Stability." International Journal of the Humanities: Annual Review 2, no. 2 (2006): 0. http://dx.doi.org/10.18848/1447-9508/cgp/v02i02/41476.

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Nieuwland, Mante S., and Jos J. A. Van Berkum. "The Neurocognition of Referential Ambiguity in Language Comprehension." Language and Linguistics Compass 2, no. 4 (2008): 603–30. http://dx.doi.org/10.1111/j.1749-818x.2008.00070.x.

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Chambers, Craig G., Michael K. Tanenhaus, Kathleen M. Eberhard, Hana Filip, and Greg N. Carlson. "Circumscribing Referential Domains during Real-Time Language Comprehension." Journal of Memory and Language 47, no. 1 (2002): 30–49. http://dx.doi.org/10.1006/jmla.2001.2832.

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Ricard, Richard. "Referential communication tasks. George Yule. Mahwah, NJ: Erlbuam, 1997. Pp. 125." Applied Psycholinguistics 20, no. 3 (1999): 454–57. http://dx.doi.org/10.1017/s0142716499223077.

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George Yule's Referential Communication Tasks explores the utility of the referential communication paradigm for addressing issues in language use and language acquisition. Yule begins this work with an excellent overview and discussion of the historical context of the referential communication paradigm. Yule presents key distinctions and parallels between the referential communication and other approaches to understanding language acquisition in both first (L1) and second language (L2) contexts. Finally, Yule presents a valuable body of resource literature for further research. In general, th

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Scancarelli, Janine. "Referential Strategies in Chamorro Narratives." Studies in Language 9, no. 3 (1985): 335–62. http://dx.doi.org/10.1075/sl.9.3.03sca.

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Károly, Krisztina. "Referential cohesion and news content." Target. International Journal of Translation Studies 26, no. 3 (2014): 406–31. http://dx.doi.org/10.1075/target.26.3.04kar.

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This study explores the (re)creation of referential cohesion in Hungarian-English translation and examines the extent to which shifts of reference are motivated by the differences between the languages, the characteristics of the translation type (news translation) and the genre (news story). As referential cohesion is hypothesized to be affected by certain universals of translation, the explicitation and the repetition avoidance hypotheses are also tested. Analyses show considerable shifts of reference in translations, but these are not statistically significant. The corpus also fails to prov

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LoCastro, Virginia. "Book Review: Referential communication tasks." Language Teaching Research 2, no. 3 (1998): 265–67. http://dx.doi.org/10.1177/136216889800200306.

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