A Study On The Acquisition Of Zero-shaped Anaphora Of Foreign Chinese Learners From A Cognitive Perspective

Zero anaphora in Chinese is not only a prominent manifestation of parataxis,but also an important means of discourse cohesion.Appropriate use of zero-shaped anaphora can not only improve text coherence,but also express substantial semantics and highlight key information with concise words.However,foreign Chinese learners often do not pay attention to cohesion in discourse expression,and it is more difficult to use zero anaphora accurately,which leads to poor coherence of expression,or even "incoherence and incoherence".This article takes foreign learners who have reached HSK level 4 and above as the research object.By means of questionnaire and wechat interview,the objective data of Chinese learners' acquisition of zero anaphora and the natural and real corpus expressed by zero anaphora are obtained,aiming at comprehensively analyzing the acquisition of Zero Anaphora by foreign Chinese learners of different levels.Combining with the current situation of teaching Chinese as a foreign language,we have put forward reference suggestions from the perspective of improving the teaching content of different courses and improving the relevant content of textbooks,in order to help foreign language teachers to adjust their teaching methods,solve the problem of coherent expression of Chinese learners and improve the quality and efficiency of teaching Chinese as a foreign language.This article is divided into six parts.The first chapter is an introduction.It mainly introduces the origin and significance of the selected topics,research objects,research goals and methods,and research innovations,and summarizes related research results.This article summarizes the research status of anaphora and zero-shaped anaphora respectively,and finds that the number of research achievements in second language acquisition is less and slightly weaker than that of rich ontology.It is a pity that the study of teaching practice based on acquisition does not fully draw on the research results of ontology.The second chapter studies the ontology of Chinese zero-shaped anaphora.The chapter first introduces the related concepts involved in the study,the specific classification of zero-shaped anaphora,and then conducts a detailed analysis of the zero-shaped anaphora from the four perspectives of syntactic characteristics,semantic structure levels,text cohesion function and pragmatic function.The third chapter analyzes the zero-shaped anaphora from a cognitive perspective.This chapter introduces the accessibility theory,psychological representation and text update theory and information structure theory used in this article.Besides,it studies the process of language communication,the process of deconstruction and interpretation of zero anaphora,the cognitive advantage and cognitive difficulty of zero anaphora in detail.The fourth chapter analyzes the investigation process and data results.This chapter provides a detailed description of the acquisition survey design,a statistical analysis of the questionnaire survey data,and a qualitative analysis of the subjectively expressed content.The fifth chapter analyzes the acquisition of zero anaphora by foreign Chinese learners from a cognitive perspective.From the syntactic point of view,subject salience and Related words are very helpful for understanding and using zero form;from the pragmatic point of view,context information and background knowledge are of great significance for Chinese learners to understand zero anaphora,and they are not good at using long-distance zero anaphora.Based on the acquisition situation and the current deficiencies in teaching Chinese as a foreign language,we propose several targeted teaching suggestions:teachers should strengthen the Chinese learners' understanding of related words,increase usage,increase the proportion of text teaching,and cultivate learners of Chinese Mode of thinking;the frequency and difficulty of the use of cohesive devices in the text should be appropriately increased in the textbook,to broaden the learning channels for learners to learn by themselves,and to provide more reading materials.The sixth chapter is the conclusion.Summarize the main conclusions of this article,and reflect on the shortcomings of the research.