A Research On The Pronominal Anaphora Of The Chinese Discourse In Teaching Chinese As A Second Language

In discourse research,discourse cohesion is an important aspect of research.In recent years,scholars have carried out research and discussion on different aspects of discourse cohesion.As a common means of discourse cohesion,the anaphora also becomes a research hotspot.The research results have been quite fruitful in terms of the ontological aspects of the study in Chinese.With the continuous development of the study of teaching Chinese as a second language,the anaphora has been paid attention to the teaching Chinese as a second language.According to the classification of the anaphora by Mr.Chen Ping,the anaphora has three kinds of pronoun anaphora,nominal anaphora and zero anaphora,of which the pronominal anaphora is the most used in the foreign students' discourse.Compared with the high occurrence of pronouns in foreign students' discourse,in the actual teaching Chinese as a second language,the research results are few.Correct use of pronominal anaphora can make the expression concise and coherent.If the pronominal anaphora refers to improper use,it will cause the verbose repetition of the text,the ambiguity of the meaning and the disordered structure.For the foreign students,when it's time to use pronominal anaphora in discourse expression,when to be omitted or to use other anaphora forms,it is a difficulty.In addition,due to the differences in their mother tongue,students from different countries have different learning situations.At the same time,there are some differences in the errors of students studying different types of styles.It is a worth discussing question for teachers to learn how to teach pronominal anaphora.From this point of view,it should be expounded in many aspects and in many aspects for the study of the pronoun in Chinese teaching.This paper collected 300 compositions from Korean,American and Thailand students from the HSK composition corpus of Beijing Language and Culture University.Based on the collected corpus,this paper first makes a quantitative and qualitative analysis of the pronoun anaphora acquisition and error types of foreign students.Secondly,on the basis of the error types,the errors in the acquisitionof pronominal anaphora are analyzed from the two perspectives of different language background and different stylistic types.Finally,on the basis of error analysis,this paper analyzes the causes of pronominal anaphora errors,and puts forward the teaching suggestions about it.In addition to the introduction and conclusion,this paper is divided into three chapters.Introduction: This part mainly includes the reason and significance of the topic selection,research status,research objects,the research train of thought,the method and the innovation point,and the corpus source.This part begins with two aspects of the noumenon research of pronoun anaphora and the study on the teaching Chinese as a second language in the pronominal anaphora,and explains the present research status of the pronominal anaphora,In addition,combined with previous research results,we define and classify the object of study in this paper,that is,pronominal anaphora.At the same time,this part also explains the research ideas,methods and innovations of this paper,as well as the corpus source.Chapter One: This part is about the errors of foreign students' acquisition of discourse pronominal anaphora.This chapter is divided into two parts,which are foreign students' acquisition of pronominal anaphora and the errors of pronominal anaphora in foreign students' text.The first part illustrates the overall situation of the pronominal anaphora by combining the specific data and examples,mainly from the two aspects of the acquisition approach and the acquisition result of the foreign student pronominal anaphora.The second part,first of all,enumerates 7 main types of errors in foreign students' compositions through a large number of examples.Then,based on the error types of the student pronominal anaphora,this paper makes a quantitative qualitative analysis of the errors of the foreign students from two different aspects of the language background and different stylistics.Chapter Two: This part is the analysis of the causes for the error of the pronominal anaphora of the foreign students.This chapter expounds the causes for the errors of the pronominal anaphora from the three angles of students,teachers and teaching materials in view of the errors of the acquisition of the discourse pronominal anaphora by the foreign students.First,the causes for students include negative transfer of mother language,generalization of target rules,avoidance of target language and influence of Chinese characteristics.Second,the main reasons for teachers are the lack of emphasis on teaching and the fixation of training methods.Third,in the arrangement of the content of the textbook,the distribution of the style is not uniform enough,the selection of thetext is not enough and the number of exercises is few,the type of topic is single,and the distribution of the annotation is not reasonable,which will affect the acquisition of the foreign students' pronominal anaphora.Chapter Three: This part is about the teaching suggestions of the pronominal anaphora of the foreign students' discourse.This chapter puts forward some suggestions for students' learning,teaching and selection and design of textbooks.In learning process,students should take a correct attitude and strengthen their exercises through various learning strategies.In teaching,teachers should not only pay attention to the teaching of pronominal anaphora,but also use various teaching methods flexibly to avoid the monotony of the teaching method.Teachers should attach importance to the errors of students and have pertinent teaching;the teachers need to take the periodicity training of the pronominal anaphora to the students.Finally,teachers should carefully review students' writing,timely feedback.Five basic principles should be followed in the selection and arrangement of textbook.This paper suggests that we should rationally distribute some different styles and knowledge points in textbook compilation;select the appropriate model essays and add the notes;increase the number of exercises and enrich the types of exercisesConclusion: This part illustrates the research results and shortcomings of this paper.