A pragmatic view on referential acts in aphasia

Abstract

This paper investigates referential acts in discourse, focusing on how individuals with aphasia use language within specific communicative contexts. We argue that reference is not merely a function of lexical or syntactic conventions, but a pragmatic act shaped by context, shared knowledge, and interactional dynamics. Through discourse analyses, we show that people with aphasia often maintain referential coherence when supported by collaborative interlocutors. In contrast to traditional assessments that rely on decontextualized testing, we advocate for assessment approaches grounded in the analysis of real communicative situations, which better capture the situated and collaboratively constructed nature of reference. By integrating contextual, perceptual, and social dimensions into assessment and intervention, we propose a shift toward more dynamic and effective models for understanding and supporting communicative abilities in aphasia.