Abchi, S., Soledad, V., De Mier., & Vanesa, M. (2017). Syntactic complexity in narratives written by Spanish heritage speakers. Univrsidad de Vigi: VIAL, 14, 125-148.
Ahearn, L. M. (2021). Living language: An introduction to linguistic anthropology (3rd ed.). Chichester: Wiley Blackwell.
Aesop. & Holder, H. (1981). Aesop's fables. New York, NY: Viking Press.
Allaei, F., Keivanpanah, S., & Mohammadi, M. (2024). Syntactic complexity and lexical diversity in L1/L2 writing of EFL learners. Journal of English Teaching and Learning, 16(33), 97-115.
Applebee, A. N. (200). Alternative models of writing development. In R. Indrisano & J.R.
Squire (Eds.), Perspectives on writing: Research, theory, and practice (pp. 90-110).
Newark: International Reading Association.
https://doi.org/10.1598/0872072681.4
Barber, Ch. (1993). The English language: A historical introduction. Cambridge: Cambridge University Press.
Bardovi-Harlig, K. (1992). The telling of a tale: Discourse structure and tense use in learners’ narrative. Pragmatics and Language Learning, 3, 144-161.
Bartling, I., & Schlyter, S. (2004). Procedes de grammaticalisation et son acquisition dune langueetrangere [The grammaticalization process and the acauisition of a foereign language]. Acquisition et Interaction en Langue Etrangere (AILE), 9, 9-50. https://doi.org/10.4000/aile.64
Bazerman, C., Applebee, A.N., Berninger, V., Brandt, D., Graham, S., Jeffery, J.V., Matsuda, P.K., Murphy, S., Rowe, D.W., Schleppegrell, M., Wilcox, K.C. (Eds.) (2018). The lifespan development of writing. Illinois: National Council of Teachers of English.
Beers, S. F., & Nagy, W.E. (2009). Syntactic complexity as a predicator of adolescent writing quality: Which measures? Which genre? Reading and Writing: An Interdisciplinary Journal, 22(2), 185-200. https://doi.org/10.1007/s11145-007-9107-5
Beers, S.F., & Nagy, W.E. (2011). Writing development in four genres from grades three to
seven: Syntactic complexity and genre differentiation. Reading and Writing: An
Interdisciplinary Journal, 24(2), 183-202. https://doi.org/10.1007/s11145-010-9264-9
Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A cross linguistic developmental study. Hillsdale: Lawrence Erlbaum Associates. https://doi.org/10.1017/s0047404500020479
Berman, R. A. (1998). Typological perspectives on connectivity. In N. Dittmar & Z. Penner (Eds.), Issues in theory of language acquisition (pp. 203-224). Bern: Peter Lang.
Berman, R., & Verhoeven, L. (2002). Cross-linguistic perspectives on the development of
text-production abilities: Speech and writing. Written Language & Literacy, 5(1), 1-43.
https://doi.org/10.101075/wll.5.1.02ber
Berman, R. A. (2004). The role of context in developing narrative abilities. In S. Stromqvist & L. Verhoeven (Eds.), Relating events in narrative: Typological and contextual perspectives (pp. 261-80). Mahwah: Lawrence Erlbaum Associates.
Berman, R. A. (2008). Trends in research on narrative development. In S. H. Foster-Cohen (Eds.), Language acquisition (pp. 294-318). Hampshire: Palgrave Macmillan.
Berman, R. A. (2008). The psycholinguistics of developing text construction. The Journal of Child Language, 35, 735-771. https://doi.org/10.1017/s0305000908008787
Berman, R. (2009). Language development in narrative contexts. In E. Bavin (Eds.), The Cambridge handbook of child language, (pp. 355- 75). Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511576164.020
Berman. R. A., & Nir-Sagiv, B. (2009). Clause-packaging in narrative: A cross-linguistic developmental study. In J. Guo, E. Lieven, N. Budwig, S. Ervinn-Tripp, K. Nakamara, & S. Ozcaliskan (Eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Slobin (pp. 149-62). New York, NY: Psychology Press. https://doi.org/10.4324/9780203837887
Berman, R.A. (2018). Development of complex syntax: From early clause–combining to text-embedded syntactic packaging. In A. Bar-On & D. Ravid (Eds.), Handbook of communicative disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 329-356). Boston: De Gruyter Mouton. https://doi.org/10.1515/9781614514909-013
Biettiet, L. M., Tilston, O., & Bangreter, A (2019). Storytelling as adaptive collective sense making. Topics in Cognitive Science, 11, 710-732.
Blackham, H.J. (2013). The fables as literature. London: Bloomsbury.
Book, R. T., Svensson, J., & Stambulova, N. (2024). Narrative research in sport and exercise science in the early 21st century: A state- of- the- art critical review. Qualitative Research in Sport, Exercise and Health, 1-31.
Bouizegarence, N., Ramstead, M. S. D., Constant, A., Friston, K., & Krimayer, L. J. (2024). Narrative as active inference: An integrative account of cognitive and social functions in adaptation. Frontiers in Psychology, 15: 13454480.
Brog, E. (2003). Discourse community. ELT Journal, 57(4), 398-400.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York, NY: Pearson Education, Inc.
Brown, R. W., & Lenneberg, E. H. (1954). A study in language and cognition. The Journal of Abnormal and Social Psychology, 49(3), 454-462. https://doi.org/10.1037/h0057814
Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
Bruner, J. (1990). Acts of meaning. Cambridge: Harvard University Press.
Caret, G., & Snodgrass, M.E. (1999). A multicultural dictionary of literary terms. Jefferson: McFarland & Company, Inc.
Chamberlain, M., & Thompson, P. (2002). Narrative and genre. London: Routledge.
Churchill, L., R., & Churchill, S., W. (1982). Storytelling in medical arenas: The art of self-determination. Literature and Medicine, 1, 73-79. https://doi.org/10.1353/lm.2011.0231
Cook, V., & Newson, M. (1996). Chomsky’s universal grammar: An introduction. Oxford: Blackwell Publishers.
Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing
quality? A computational investigation of syntactic complexity in L2 learners. Journal of
Second Language Writing, 26, 66-79. https://doi.org/10.1016.j.jslw.2014.09.006
Crowhurst, M. (1980). Syntactic complexity in narration and argument at three grade levels. Canadian Journal of Education, 5(1), 6-13.
Degh, L. (1985). When I was six we moved west: The theory of personal narrative. New York: Verlag nicht ermittelbar.
Domsch, C., Richels, C., Saldana, M., Coleman, C., Wimberly, C., & Maxwell, L. (2012). Narrative skill and syntactic complexity in school-age children with and without late language emergence. International Journal of Language & Communication Disorder,47(2), 197-207. https://doi.org/10.1111/j.1460-6984.2011.00095.x
Dor, D. (2017). From experience to imagination: Language and its evolution as a social communication technology. Journal of Neurolinguistics, 43, 107-119.
Drijbooms, E., Groen, M. A., & Verhoeven, L. (2017). How execute functions predict development in syntactic complexity of narrative writing in upper elementary grades. Reading and Writing, 30(1), 209-231. https://doi.org/10.1007/s11145-016-9670-8
Dunn, W., & Lantolf, J. (1998). Vygotsky’s zone of proximal development and Krashen’s i+1: Incommensurable constructs; incommensurable theories. Language Learning, 48, 411-442. https://doi.org/10.1111/0023-8333.00048
Eisenberg, A.R. (1985). Learning to describe past experiences in conversation. Discourse Processes, 8, 177-204. https://doi.org/10.1080/01638538509544613
Farner, G. (2014). Literary fiction: The ways we read narrative literature. New York, NY: Bloomsbury Publishing.
Foley, W., & Van Valin, R.D. (1984). Functional syntax and universal grammar. Cambridge: Cambridge University Press.
Foolen, A. (2012). The relevance of emotion for language and linguistics. Retrieved from https://doi.org/10.1075/ceb.6.13foo
Frank, M. (1986). Modern English: Exercises for non-native speakers (2nd ed.). Richmond: Prentice Hall Regents.
Gregg, K. (1984). Krashen’s monitor and Occam’s razor. Applied Linguistics, 5, 79-100.
Haiman, J., & Thompson, S. A. (1988). Clause combining in grammar and discourse. Amesterdam: John Benjamins Publishing Company.
Harmon, W. (2012). A handbook to literature (12th ed). Boston: Longman.
Hickmann, M. (2000). Linguistic relativity and linguistic determinism: Some new directions. Linguistics, 38(2), 409-434. https://doi.org/10.1515/ling.38.2.409
Hohenstein, C. (2005). Interactional expectations and linguistic knowledge in academic expert discourse (Japanese/German). International Journal of the Sociology of Language, 175/176, 285-306.
Hohenstein, C. (2006). Kausale konnektivitat in der deutschen un der japanischen Wissenschaftssprache [Causal connectivity in German and Japanese scientific language]. In D. Wolff (Eds.), Mehrsprachige individuenrechtsprachige Gesellschaften (pp. 155-178). Frankfurt: Peter Lang. https://doi.org/10.1515/ijsl.2005.2005.175-176.285
Horowitz, R., & Samuels, S. (1987). Comprehending oral and written language. Bingley: Emerald Group.
Hudson, J. A., Gebelt, J., Haviland, J., & Bentigegna, C. (1992). Emotion and narrative structure in young children’s personal accounts. Journal of Narrative and Life History, 2, 129-150. https://doi.org/10.1075/jnlh.2.2.03emo
Jalalivand, N., Kamali, M., Modarresi., & Kazemi, Y. (2017). Word order acquisition in Persian speaking children. Iranian Rehabilitation Journal, 15 (2), 111-116.
Jurdak, M. (2016). Learning and teaching real world problems solving in school mathematics: A multiple perspective framework for crossing boundary. Berlin: Springer International Publishing. https://doi.org/10.1007/978-3-319-08204-2_12
Isopahkala, U. (2003). Narrative approach to expertise: Narrative and ideology. Retrieved from: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d61b9bf38996704514c71302b8f4594cb89f1595
Kinginger, C. (2001). I+1# ZPD. Foreign Language Annals, 34, 417-425. https://doi.org/10.1111/j.1944-9720.2001.tb02081.x
Kuiken, F., & Vedder, I. (2019). Syntactic complexity across proficiency and languages: L2 and L1writing in Dutch, Italian, and Spanish. International Journal of Applied Linguistics, 29, 192- 210. https://doi.org/10.1111/ijal.12256
Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal visual art (pp. 12-44). Seattle: University of Washington Press.
Lauren, U. (1996). Narrative structures in the stories of immersion pupils in their second language. Retrieved from https://files.eric.ed.gov/fulltext/ED403772.pdf
Lefkowitz, J. B. (2014). Aesop and animal fable. In G. L. Campbell (Eds.), The Handbook of animals in classical thought and life (pp.1-23). Oxford: Oxford University Press.
Lenski, S., & Verbruggen, F. (2010). Writing instruction and assessment for English language learners K-8. New York, NY: The Guliford Press.
Li, Y., & Yang, R. (2023). Assessing the writing quality of English research articles based on absolute and relative measures of syntactic complexity. Assessing Writing, 55, 100692.https://doi.org/10.1016/j.asw.2022.100692
Linde, Ch. (1993). Life stories: The creation of coherence. New York: Oxford University Press.
Liskin-Gasparro, J. (1996). Narrative strategies: A case study of developing storytelling skills by a learner of Spanish. Modern Language Journal, 80, 271-286. https://doi.org/10.1111/j.1540-4781.1996.tb01611.x
Malik, F., & Marwaha, R. (2023). Cognitive development. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK537095
Makinen, L., Loukusa, S., Laukkanen, P., Leinonen, E., & Kunnari, S. (2014). Linguistic and pragmatic aspects of narration in Finnish typically developing children and children with specific language impairment. Clinical Linguistics & Phonetics 28(6), 413-427. https://doi.org/10.3109/02699206.2013.875592
Majid, A. (2012). Current emotion research in the language sciences. Emotion Review, 4(4), 432-443. https://doi.org/10.1177/1754073912445827
Norman, L. N. M., & Eslami, Z, R. (2024). Adults ESL earners' perceptions of participatory teaching methods: A narrative inquiry. American Journal of Qualitative Research, 8(1), 22-41.
Norris, J.M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555-578. https://doi.org/10.1093/applin/amp044
O’ Malley, K. (1996). Inference in narrative and science. In D.R Olson & N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition. Cambridge: Cambridge University Press.
Orlikowski, W.J., & Yates, J. (1994). Genre repertoire: The structuring of communicative practice in organization. Administrative Science Quarterly, 39(4), 541-574. https://doi.org/10.2307/2393771
Ortega, L. (2015). Syntactic complexity in L2 writing: Progress and expansion. Journal of Second Language Writing, 29, 82-94. https://doi.org/10.1016/j.jslw.2015.06.008
Pan, F., Reppen, R., & Biber, D. (2016). Comparing patterns of L2 versus L2 English academic Professionals: Lexical bundles in telecommunications research journals. Journal of English for Academic Purposes, 21, 60-71. https://doi.org/10.1016/j.jeap.2015.11.003
Park, S. (2022). Syntactic complexity in learner written corpus and L2 speaking quality: Suggestions for distinguishing L2 speaking proficiency. Journal of Language and Linguistic Studies, 18(1), 361-371. https:// doi.org/10.52462/jlls.187
Pavlenko, A. (2006). Narrative competence in a second language. In H. Bymes, H. Weager-Guntharp, & K. A. Sprang (Eds.), Educating for foreign language capacities: Constructs, curriculum, instruction, assessment. Washington, D. C.: Georgetown University. https://doi.org/10.1017/s0272263108080406
Peristeri, E., Andreou, M., & Tsimpli, I. M. (2017). Syntactic and story structure complexity in the narrative of high- and low- language ability children with autism spectrum disorder. Frontiers Psychology, 8, 1-16. https://doi.org/10.3389/fpsyg.2017.02027
Peterson C., & McCabe, A. (1991). Developing narrative structure. Hillsdale: Lawrence Erlbaum Associates.
Peterson. C., & Biggs, M. (2001). I was really, really, really mad: Children’s use of evaluative devices in narrative about emotional events. ProQuest Social Sciences Premium Collection, 45(11/12), 801-825.
Polanyi, L. (1982). Linguistics and social constraints on storytelling. Journal of Pragmatics, 6, 509-524.
Qartrinada, C., & Apoko, T. W. (2024). Exploring the use of narrative texts in teaching writing for EFL classroom. Univesitas Islam Darul' Ulum Lamongan, 9(1), 62-74.
Rehbein, J., Hohenstein, C., & Pietsch, L. (2007). On connectivity as an object of linguistic research in multilingualism. In J. Rehbein, C. Hohenstein, & L. Pietsch (Eds.), Connectivity in grammar and discourse (pp. 1-21). Amsterdam: John Benjamin Publishing Company. https://doi.org/10.1075/hsm.5.02reh
Reissner, S. C. (2002). Narrative, organizational change, development, and learning. Retrieved from https://files.eric.ed.gov/fulltext/ED465062.pdf
Richardson, L. (1990). Narrative and sociology. Journal of Contemporary Ethnography, 19(1), 16-135.
Rizzolo, G. S. (2024). Narrative capacity. Journal of the American Psychoanalytic Association. https://10.1177/00030651231223968
Safari, F. (1394). The best stories for the best kids. Tehran: Yas-e- Behesht Publishing House.
Sageng, J. R., Fossheim, H., & Larsen, T. M. (2012). The philosophy of computer games. New York, NY: Springer Science & Business Media.
Slvin, R. (2003). Educational psychology: Theory and practice. Boston: Allyn and Bacon.
Stahl, S.K.D. (1989). Literary folkloristics and the personal narrative. Bloomington: Indiana University Press.
Štěpán, J. (1983). On some aspects of syntactic complexity in Fiction Style. Retrieved from https://doi.org/10.1075/llsee.17.10tep
Taleghani, H. A. (2008). Modality, aspect and negation in Persian. Amsterdam: John Benjamins Publishing Company.
Thi, N. K., Vo, D., & Nilkolov, M. (2023). Investigating syntactic complexity and language-related error pattern in EFL students' writing: Corpus-based and epistemic network analyses. Language Learning in Higher Education, 13(1), 127-151. https://doi.org/10.1515/cercles-2023-2009
Titon, J. (1980). The life story. The Journal of American Folklore, 93(369), 276-292. https://doi.org/10.2307/540572
Thomas, L., & Boyd, N. (2023). Cognitive development in early and middle adulthood. Retrieved from https://study.com/academy/lesson/cognintive-development-in-adults.html
Yo, N. (1993). Chinese as a paratactic language. El Two Talk, 1(1), 1-15.
Wang, Z. (2022). Dynamic development of syntactic complexity in second language writing: A longitudinal case study of a young Chinese EFL learners. Frontiers Psychology, 13,1-8. https://doi.org/10.3389.fpsyg.2022.974481
Windfuhr, G. (2009). The Iranian languages. London: Taylor & Francis Group.
Wolfe-Quintero, K., Inagaki, S., & Kim, H.Y. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity. Honolulu: University of Hawaii Press. https://doi.org/10.1017/s0272263101263050
Worth, S.E. (2004). Narrative understanding and understanding narrative. Retrieved from: https://digitalcommons.risd.edu/cgi/viewcontent.cgi?article=1020&context=liberalarts_contempaesthetics
Xu, J. (2021). A syntactic complexity analysis of translational English across genres. Across Languages and Cultures, 22(2), 214-232. https://doi.org/10.1556/084.2021.00015
Zhang, L., & Liu, H. (2021). Genre effect on L2 syntactic complexity and holistic rating for writing quality of intermediate EFL learners. Chinese Journal of Applied Linguistics, 44 (4), 451-469. https://doi.org/10.1515/cjal-2021-0029
Zheng, Y., & Barrot, J.S. (2024). Syntactic complexity in second language (L2) writing: Comparing students' narrative and argumentative essay. System,123. https://doi.org/10.1016/J. system.2024.103348
Zhang, L. J., & Zhang, J. (2024). EFLstudents' syntactic complexity development in argumentative writing: A latent class growth analysis (LCGA) approach. Assessing Writing, 61, 100877. https:// doi.org/10.1016/j.asw.2024.100877