Strategies For Personal Pronouns Teaching Italian For Students

Personal Pronoun plays a functional part in both daily communication and the Teaching of Chinese as a second language (TCSL). Overseas students may well make a misunderstanding in the process of the second language acquisition impacted by language transfer. Therefore, it is essential tp compare and analyze students’first and second languages while work out pointed teaching strategies.The previous studies for Personal Pronoun are particular for its definition, including its number, person, syntactic pattern, flexible usages, etc. This paper, on the basis of previous studies, basing on language database, the class speech corpus collection from Italian students, and the comparing analysis theory, compare Personal Pronoun in Chinese and that in Italian, analyze the differences between them and put forward concrete solution strategy to the problems appearing in Italian students’ Chinese learning process. Therefore, we can carry out Personal Pronoun Teaching for Italian students, including the following specific aspects.1. Summarize the related document on Personal Pronoun since the19th century, learn previous research findings,and carry out the study.2. Introduce Personal Pronoun in Chinese and in Italian relatively, in aspects of definition, classification, morphology, and usage.3. Compare and analyze the differences between the two languages from the respect of the usage of Personal Pronoun:the usages of ellipsis, suffix, Polysemy isomorphous word in Italian Personal Pronoun, and the flexible usages, the variety of references in Chinese Personal Pronoun.4. Summarize the mistakes in the process of Chinese learning of Italian students, through the analysis of the differences between the two languages, like Pronunciation confusion, Subject omission, constituent redundancy, make pointed solutions, and apply it to the practical teaching.