5.6.3.6. Reference by determiners versus lexical cohesion
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Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p1 (2024. 12. 03.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p1)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p1)
The overlap between the categories of reference and lexical cohesion has been pointed out already. In Halliday and Hasan’s (1976) definition the difference between reiteration (a form of lexical cohesion) and reference as a type of grammatical cohesion is not at all straightforward. Reiteration in their definition is
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p2 (2024. 12. 03.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p2)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p2)
…the fact that one lexical item refers back to another, to which it is related by having a common referent. [...] A reiterated item may be a repetition, a synonym or near-synonym, a superordinate, or a general word; and in most cases it is accompanied by a reference item, typically the (Halliday & Hasan, 1976, 278).
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Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p3 (2024. 12. 03.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p3)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p3)
This issue is discussed from the perspective of lexical cohesion, only mentioning the reference item as if it could establish a cohesive reference tie on its own. Looking at it from the perspective of analyzing reference, it cannot be assumed that the definite article in itself (having the property of definiteness, but no meaning on its own) could point to another noun. Obviously, the reference item (for pointing elsewhere in the text), whether it is a determiner or a comparative and the lexical item (for specifying the item pointed to) are both necessary for us to be able to identify a cohesive tie. Hasan (1984) later also concedes that “the separation of lexical and grammatical cohesive chains quite clearly did violence to certain aspects of the text’s semantic organization” (ibid., 200). For example, “pronouns continue as subsequent mentions of an introducing noun phrase until there is a shift to a new discourse segment, when the full noun phrase surfaces again” (McCarthy, 1994, 270) in other words, that is when the full noun phrase re-enters the discourse. As reference to the same entity is maintained with this noun phrase, an analysis of reference will also have to take them into consideration.
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Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p4 (2024. 12. 03.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p4)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p4)
Concerning the relationships between lexical items both Károly’s (2002) and Hasan’s (1984) categories of lexical repetition will be used, with the limitation that only noun phrases will be dealt with, and not the other word classes. (The invented examples in Table 16 are slightly shortened sentences from our RA corpus). Károly’s (2002) study of lexical repetition in text (building on Halliday and Hasan’s (1976), Hoey’s (1991) and Biber et al.’s (1991) describes anaphoric referential relationships where the lexical item is not a synonym or an exact repetition as indirect anaphoric reference (e.g., the car ← the handbrake, the windscreen).
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Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_table_16 (2024. 12. 03.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_table_16)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_table_16)
Table 16 Types of lexical relations with referential determiners
LEXICAL RELATIONS | ||||
Categories |
Examples | |||
I. Same unit repetition |
Simple | Derived | ||
The participants were 40 undergraduate students attending Florida Atlantic University. These participants had been identified… | The oral readings were transcribed verbatim. The transcription was completed… | |||
1. repetition | ||||
II. Different unit repetition |
The students with LD showed weaknesses in… The subjects had all participated in the program. | Students who initially fail must take the test the following semester. There is no remediation requirement prior to the second attempt. | ||
2. synonymy | ||||
3. opposites | Interaction was promoted by providing feedback in the form of hints about incorrect answers. Students were randomly selected to receive Correct Response feedback, which supplies the correct answers. | |||
4. hyponymy (type-of relationship) |
This article reports on a small-scale study that investigates the attitudes of a cohort of students in primary teacher training towards SEN and Inclusion specifically at entry to their course. Students entering such courses bring with them a variety of values and attitudes about issues in education. | |||
5. meronymy (part-of relationship) |
….at the University of Windsor in Southwestern Ontario, Canada, who participated in the study without compensation. Our current challenge then is to smoothly automate the conversion and publishing process, which would give the faculty a tool … | |||
TEXT-BOUND RELATIONS | ||||
6. instantial relations | We presently introduce the Virtual Lecture Hall (VLH), an instructional computer-based platform for delivering Microsoft PowerPoint slides threaded with audio clips for later review. Beyond introducing this educational platform, we present an empirical study to evaluate whether… |
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Harvard
Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p7 (2024. 12. 03.)
Chicago
Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p7)
APA
Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2024. 12. 03. https://mersz.hu/dokumentum/m1211rciaw__77/#m1211rciaw_75_p7)
The identification and application of the lexical relations listed in Table 16 are necessary for the systematic analysis of reference. Analytical problems related to lexical relationships between referring and presupposed items can be resolved in most cases by identifying whether they can be categorized as a form repetition or text-bound relation as well. If so, a referential tie is also established.