anaphoric relation

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Words related to anaphoric relation

the relation between an anaphor and its antecedent

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I view these definitions as involving two distinct conceptions of the anaphoric relation involved here: in the first (definition I), the anaphor refers to an ENTITY--or more accurately, to the mental representation of an entity as evoked via the preceding discourse--that is already established in the addressee's discourse model: this is what would most commonly be called nowadays a discourse referent; but in the second conception (definition II), the relata involved are the antecedent (a co-occurring linguistic expression) and the anaphor.
Huddleston (1984: 394-395) himself has made a convincing case that the relative pronoun does not have an ANAPHORIC relation with the full NP, but only with the head minus determiners.
Once one recognizes that it is the "type description" that functions as antecedent in this anaphoric relation, there is no need to posit a -- counterintuitive -- mismatch between antecedent and anaphor.
Clearly, the relative pronoun does not have an anaphoric relation to the "type" here but to the "grounded instance" designated by the full NP (the man, Adam).
Note however that the semantics of the cleft differ from those of the noncleft because the matrix clause frames the anaphoric relation between antecedent and relative clause in a specific way (see sections 3 and 4).
Second, there is the anaphoric relation between complement and relative clause, which is common to all clefts.
I submit that these semantic characterizations do justice to the two main coded relations in clefts: the one expressed by the matrix clause and the one expressed by the anaphoric relation between antecedent and relative clause.
The nature of the anaphoric relation created by the relative pronoun is the same in all types of cleft: it relates the antecedent as a value to the variable expressed by the relative clause.
Anaphoric Relations in English and French: A Discourse Perspective.
Three others, occurring at regular intervals during the intervention period, focused on the identification of anaphoric relations (the referent of pronouns).
However, in comparison to their peers in the control condition, intervention students had slightly higher main idea identification and anaphoric relations scores.
However, the intervention had apparently no effect on anaphoric relations.
The intervention targeted these students' limited vocabulary--through vocabulary and anaphoric relations instruction--and their exaggerated focus on details--through main idea identification and text structure instruction.
Finally, no effect was observed on anaphoric relations identification, possibly because of the relatively small number of sessions (three) dedicated to the teaching and practice of this skill.