出版社：Eesti Rakenduslingvistika Ühing (Estonian Association for Applied Linguistics)
摘要：The article discusses how Estonian preschool children (aged 6–7) use referential NPs for referring to entities when telling stories.We used the story-eliciting method to collect the narratives;the stimulus picture sequence was based on Stein and Glenn’s (1979) story grammar model.In order to compare children’s narratives to adult language we also recorded adult narratives based on the same picture sequence.The purpose of the study is to determine which NPs are used in order to refer to entities and how new (indefinite) and old (definite) referents are distinguished in the discourse.More specifically we examine the structure of referring NPs and reference chains in children’s narratives.The use of personal pronouns (3rd person) and determiners will be discussed,and to some extent we also describe grammatical roles.The results show that Estonian children use two different story-telling strategies.In the first one children use substantives (with or without determiners) or proper names to refer to the main characters of the story.When the referent has already been introduced into the discourse,then children may switch from substantives to personal pronouns.This strategy is the default of adult-like narrative language,where new referents must first be introduced with a substantive phrase,and only then can the speaker begin to use pronouns.The second strategy (rather rare) is based on the extensive use of pronouns,where children even use the pronoun in the first utterance of the narrative.This also includes cases where children do not use overtly marked pronouns at all.Our analysis also indicates that the means for marking the informational status of the referent are not yet consistent in children’s narratives.Although children usually start their stories with fully informative NPs,there are many instances of pronoun usage which do not maintain coherent reference chains.Sometimes the pronoun is used to bring a new referent into the discourse.Nevertheless,most children are able to narrate in a way that the informational status of discourse referents is comprehensible to the listener.
其他摘要：Artikkel otsib vastust küsimusele,millised on laste narratiivide viitamisstrateegiaid,ja võrdleb neid täiskasvanute omadega.Eesmärgiks on leida,kuivõrd on vaadeldavas eas viitamisstrateegiad omandatud.Uurimuse andmestik pärineb 6–7-aastaste laste ja täiskasvanute ühe pildiseeria põhjal suuliselt jutustatud lugudest.Vaatleme seda,milliseid strateegiaid lapsed kasutavad erineva infostaatusega referentidele viitamisel ja millised nimisõnafraasid viiteahelates esinevad.Eraldi uurime,kuidas erinevad teineteisest eri lauseliikmeid kodeerivad fraasid ja kuidas kasutatakse 3.isiku personaalpronoomeneid ning määratlejaid (eelkõige see ja üks).
