| Such a phenomenon exist the process of teaching Chinese as a foreign language:the foreign students are correct sentence expression, but they don’t write the correctcomposition, even don’t use pronoun. We find two reasons that can’t ignore: one isthe teacher just pay attention to teaching the simple sentence, and ignore the discourseteaching, the other hand is the foreign students-oriented Chinese textbooks don’t leadinto the discourse teaching, and this result textual errors in overseas studentscompositions. The reference error is one of textual errors, which has the highest errorrate of the overseas students. It is just because of this, the overseas students can’tspeak out the pure Chinese, they also can’t write pure Chinese compositions, how toavoid the reference error is an urgent problem.In the light of this phenomenon, strengthen the discourse teaching, especially thereference teaching become a very important content in teaching of Chinese as asecond language. This paper combine the HSK dynamic composition corpus, dividethe reference error in overseas students’ composition into three parts: pronominalreference errors, noun reference errors, zero element reference errors, explore theircause of formation, and put forward relevant solutions. So as to enrich the discourseteaching theory, improve the deficiency in the current process of teaching.This thesis has five parts. The first part contains foreword introduction, expoundthe research purpose, literature review, the source and arrangement of corpus, andredefine the relevant terminology.The second part: Investigate the reference error type of overseas students,combine the specific error example, divide the error type into pronominal referenceerrors, noun reference errors and zero element reference errors, each error typecontains lack, surplus, misuse, and find out the law of using pronoun anaphora, nounanaphora and zero element reference.The third part: Investigate the cause of the reference error of overseas students.By investigating the reference error type, the author summarize the cause of the reference error into three aspect: the Influences of negative transfer from mothertongue of the overseas students, lack of reference consciousness; the teacher ignorethe reference teaching in the process of teaching; the foreign students-orientedChinese textbooks don’t lead into the discourse connective function.The fourth part: The countermeasures to reference error. By investigating thereference error type and the cause of the reference error, the author put forward somesolutions: urge the overseas students to strengthen the positive transfer, and avoid thenegative transfer; strengthen the first person, the third person pronoun and thedemonstrative pronoun “this†teaching; the teacher organize the students to proceedtargeted imitation practice. I hope this can offer some help to the teaching Chinese asa foreign language.The fifth part: Conclusion, to summarize this thesis. |
