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dren tend to use more perfective auxiliary word “le（了）” , personal reference and temporal ties in their narratives, then followed by ellipsis, demonstrative reference, additive, adversative, durative auxiliary word “ zhe（着）”, while substitution and causal ties are used in a minimum frequency. 

Chapter Six Conclusion

6.1 Major Findings of the Study

The current study is carried out among 16 school-age Mandarin-speaking autistic children aged 8 to 11. The purpose of this study is to investigate the characteristics of children’s narrative competence both in cohesion and coherence. In addition, some pedagogical implications are obtained based on the characteristics of narrative cohesion and coherence. The major findings are listed as follows. 

In cohesion, firstly, ASD children’s acquisition of each cohesive tie is inconsistent and unbalanced. Compared with other ties, ASD children tend to use more temporal tie and perfective auxiliary word “le （了）” to connect their stories, and they show the least difficulties in using these two types of ties. Secondly, ASD children are more likely to make mistakes in ellipsis, substitution and reference, which should be given more significance in teaching and intervention programs. In ellipsis, both the overuse and underuse of tie are obvious. On the one hand, they tend to omit some elements or information; on the other hand, they are accustomed to repeating some contents. In ellipsis, instead of replacing some items with different expressions, they are also inclined to repeat the information again. It can be inferred that ASD children have limited abilities in omitting or substituting some redundant and verbose information for a concise, clear and cohesive narrative. In reference, the most prominent problem is ambiguous reference, and they tend to make more mistakes in personal reference than in demonstrative reference. In conjunction, ASD children are constrained in understanding and expressing internal relationship between sentences, especially the causal and adversative relations. In this case, they tend to use avoidance strategy in using causal and adversative ties. In tense and aspect, although the usage rate is high, some errors in it also show that ASD children are not capable enough to match the tense of predicate with that of auxiliary. 

reference(omitted)

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