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2021-12-21Zeitschriftenartikel DOI: 10.1177/01427237211062300
A new perspective on referentiality in elicited narratives: Introduction to the Special Issue
dc.contributor.authorGagarina, Natalia
dc.contributor.authorBohnacker, Ute
dc.date.accessioned2022-06-16T13:07:18Z
dc.date.available2022-06-16T13:07:18Z
dc.date.issued2021-12-21none
dc.date.updated2022-04-26T11:44:13Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/25449
dc.description.abstractThis special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4–11 years, but focus mainly on age 4–7, a period in a child’s life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a ‘visual’ representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children’s mastery of referentiality. Finally, an overview of the contributions in the special issue is given.eng
dc.description.sponsorshipuppsala universitet https://doi.org/10.13039/501100007051
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectReferentialityeng
dc.subjectoral narrativeeng
dc.subjectmonolingualeng
dc.subjectbilingualeng
dc.subjectDLDeng
dc.subjectMAINeng
dc.subject.ddc400 Sprachenone
dc.titleA new perspective on referentiality in elicited narratives: Introduction to the Special Issuenone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/25449-8
dc.identifier.doi10.1177/01427237211062300none
dc.identifier.doihttp://dx.doi.org/10.18452/24783
dc.type.versionpublishedVersionnone
local.edoc.container-titleFirst languagenone
local.edoc.pages20none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionSprach- und literaturwissenschaftliche Fakultätnone
local.edoc.container-publisher-nameSagenone
local.edoc.container-publisher-placeLondon [u.a.]none
local.edoc.container-volume42none
local.edoc.container-issue2none
local.edoc.container-firstpage171none
local.edoc.container-lastpage190none
dc.description.versionPeer Reviewednone
dc.identifier.eissn1740-2344

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