An Investigation Of The Use Of Pronoun Anaphora In Chinese Writing By Foreign Students At Middle And Advanced Stages And A Study Of Teaching Strategies

The purpose of this paper is to investigate the use of pronoun anaphora in Chinese writing by foreign students at intermediate and advanced stages and to put forward effective teaching strategies for pronoun anaphora according to the situation of pronoun anaphora.Considering the current trend of Chinese language development,the corpus sources of current research and the quantity of corpus,this paper takes Russia and Britain as examples,and takes HSK compositions of foreign students from both countries in the HSK dynamic composition corpus of Beijing Language and Culture University as the main corpus to investigate the use of pronoun anaphora in Chinese compositions of foreign students in both countries and puts forward corresponding teaching strategies.This study combines quantitative research with qualitative research.Firstly,the number of pronoun anaphora used correctly in the corpus is counted and classified according to personal pronoun anaphora,demonstrative pronoun anaphora,reflexive pronoun anaphora and interrogative pronoun anaphora.Secondly,according to the errors in the corpus,the frequency of pronoun anaphora used excessively,the incomplete or redundant sentence components are analyzed in detail.And correction and analysis of errors based on the use of native speakers.Finally,specific teaching strategies covering textual teaching,writing teaching and HSK tutoring are put forward based on the correct use of pronoun anaphora and related reasons.In discourse teaching,teachers should strengthen the sense of pronoun anaphora,combine sentences with discourse,and teach them step by step and in stages.In the teaching of writing,teachers should explain the relevant pronoun anaphora knowledge according to the composition genre,correcting foreign students' compositions conscientiously,and enhancing the interest of practice.In HSK tutoring,teachers should sum up rules according to students' learning situation,learning interest and learning habits to help students practice revising.This paper takes pronoun anaphora in Russian and British students' Chinese compositions as an example to investigate pronoun anaphora in Chinese writing byforeign students at intermediate and advanced stages,enriching the study of pronoun anaphora in different countries in teaching Chinese as a foreign language.In addition,according to the use of pronoun anaphora in the two countries,the use of pronoun anaphora in the compositions of Korean students from Shandong Normal University,and the three textbooks of Chinese writing: Developing Chinese and Intermediate Chinese Writing(I),Developing Chinese and Advanced Writing(I)and Developing Chinese and Advanced Writing(II),this paper sums up more targeted teaching strategies and enriches teaching strategies of anaphora.in teaching Chinese as a foreign language.