Study On The Third Person Anaphora Recognition Of Chinese Learners In Different Contexts

Third person anaphora can be divided into tangible third person pronoun anaphora,third person nominal anaphora and invisible third person zero anaphora.Unlike third person nominal anaphora,third person pronoun anaphora and third person zero anaphora have the characteristics of transparency of semantic content and uncertainty of meaning.Therefore,in text reading,the reader must first determine their referential objects in order to penetrate the context,that is,the identification of third person pronoun anaphora and zero anaphora,especially for Chinese learners.The identification of three person pronoun anaphora and zero anaphora is of great significance.In the field of teaching Chinese as a second language,the main concern of the researchers is the use of third person anaphora in learners' writing and speaking,their researching methods are mostly limited in the types of errors induced the framework of explanation.Researchers have not paid enough attention to the third person pronoun anaphora and the third person zero anaphora identification of Chinese second language learners.This paper designs four automatic pace reading experiments with the help of psychology E-prime software,using the antecedent recognition task in the context,to explore the second language learners' identification of the third person pronoun anaphora and the third person zero anaphora in different contexts,as well as the relationship between the status of clause,Chinese proficiency,mother tongue background and other factors and the identification of the third person pronoun anaphora and the third person anaphora.By comparing the differences between Chinese second language learners and Chinese native speakers in identifying the anaphora of the third person pronoun,English native speakers and Japanese native speakers in identifying the antecedent of the third person zero anaphora,to explore the characteristics of confirming pronoun anaphora and third person zero form anaphora in different contexts for Chinese second language learners and to analyze the cognitive processing mechanism of Chinese learners' third person anaphora.After experiment and analysis,the following conclusions are drawn:Under different context types,the cognitive operation of Chinese learners to identify the third person pronoun anaphora is different from that of native speakers.It found that in a text containing more than one possible antecedents,Chinese learners recognize and understand the third person pronoun has the following characteristics: in the overall context in a sentence,when the candidate antecedents in the clauses is parallel relationship,second language learners tend to choose at close range with pronouns linear antecedents,the first clause and the second clause in learners' mind could not form a complete mental representation,recently read the clauses of the antecedent into the third clause are easy to be extracted from the processing,the linear distance between pronoun and the antecedent to become the main factors influencing the second language learners understand the ambiguous pronoun;In the overall inter-sentence context,L2 learners tend to choose the antecedent of the topic position at the beginning of a sentence.In the compound context,the semantic clues provided by the local context are easy to be ignored by the second language learners,and the semantic clues provided by the overall context are easier to be used.Under different context intensity,the third person zero anaphora recognition of native English learners is different from that of native Japanese learners.In the weak context,the mother tongue background has the greatest influence on the third-person zero-form anaphora of intermediate second-language Chinese learners,which will gradually weaken with the improvement of Chinese proficiency.Some native English learners' understanding of zero-form anaphora shows the tendency of "topic subject highlighting".The third person zero anaphora of Japanese group was affected by the positive transfer of mother tongue,while the third person zero anaphora of English group was affected by the negative transfer of mother tongue.Strong context can promote the understanding of null anaphora of native English and Japanese learners,and most learners can use context information to eliminate the misunderstanding in strong context.There was no significant difference in the third person anaphora comprehension between native English speakers in the context of topic continuation and topic conversion.For native English speakers,the introduction of appropriate contextual information helps to eliminate the negative transfer of mother tongue.This study shows that the action mechanism of context is flexible,and it will change with the change of context conditions.Context conditions include not only context type and intensity,but also the ability of readers with different Chinese proficiency and different mother tongue backgrounds to make use of context clues.According to the experimental results,the emphases and difficulties of the third person pronoun anaphora and the third person zero anaphora in the field of teaching Chinese as a second language are clarified.Hereby,From the three aspects of teachers,teaching materials and teaching methods,this paper puts forward more targeted teaching suggestions for the third person pronoun anaphora and the third person zero anaphora,hoping to be beneficial to the teaching of Chinese as a second language and the compilation of teaching materials.