Abstract:
Reference is a type of cohesive device, which contributes to the creation of links
on the textual surface. This study investigates the comprehension of selected
forms of referential ties by ESL learners in Sri Lanka. The study focuses on
whether Sri Lankan ESL learners are able to process referential ties in a variety of
discourse levels. The study also focuses on whether ESL learners can recognize
all forms of referential ties at all levels of complexity or whether a developmental
sequence could be detected in relation to the processing of the various types of
referential ties. The comprehension of the three main types of reference
(personals, demonstratives and comparatives), by two groups of learners, (high &
low proficiency) was tested under several conditions: three levels of discourse,
two levels of readability and in varying syntactic functions. The main findings of
the study suggest that comprehension of referential ties by both the low and high
proficiency students, is affected at higher levels of discourse. This study also
suggests that there is a sequence in the acquisition of the referential ties i.e. a
developmental pyramid of L2 learners' ability to comprehend referential ties.
Demonstratives seem to be the first acquired as both groups of learners can
process the tie independent of the syntactic role and the difficulties of the level of
discourse. Personals appear to be next in the order of acquisition because only
high proficiency students are able to comprehend this form of reference at all
levels of discourse and in all syntactic forms. Comparatives seem to be last in the
developmental sequence because both groups have difficulties in processing this
particular form of reference.
