A Study On The Thai Students’ Acquisition Of Nominal Anaphora In Chinese Writing And The Teaching Of Nominal Anaphora

Text problem is a very important new research object in Chinese teaching,which is a quite implicit problem for foreign students’ Chinese learning,and it involves the real improvement of their ability to use Chinese.Only at the level of text and pragmatics can we really show their ability to use Chinese.NP anaphora has a strong logical coherence in discourse pragmatics.At present,the study of this problem is not enough in the field of TCFL,and there is also a lack of awareness in teaching.However,when foreign students write Chinese texts,there are some problems,such as the misuse of NP anaphora,which leads to the single use of words and unclear cohesion.Based on the existing research results of NP anaphora and corpus,this paper studies Thai students’ acquisition of NP anaphora,establishes a scoring model,describes and analyzes the causes of students’ use bias,conducts empirical research on students’ use and bias,and tests the effect of teaching on students’ acquisition of anaphora.The thesis is divided into three parts:Firstly,according to Xu’s classification of anaphora,this paper analyzes the use cases of Thai students’ corpus from five types of Anaphora: homograph,partial homograph,synonym,hyponymy and metaphor,and makes statistics of the use of these five types.According to the analysis of statistical results,the usage rules of homograph > synonym > partial homograph >hyponymy > metaphor are obtained.On the basis of this rule,a simple mathematical model is established to quantitatively study the acquisition ability of Thai students’ NP anaphora,and it is applied to the teaching empirical research in the last part of the paper.Secondly,the paper divides the common errors of Thai students’ discourse anaphora into four categories: the misuse between NP anaphora and zero anaphora,the misuse between NP anaphora and pronominal anaphora,the misuse of NP anaphora types and other errors,and analyzes the causes of the errors from five aspects: mother tongue interference,target language rules generalization,learners’ learning strategies,teachers and textbooks.Thirdly,according to the situation of Thai students’ NP anaphora acquisition and error analysis,this paper puts forward some suggestions on teaching materials and teaching,and uses the cognitive function teaching method and effective corpus to conduct empiricalresearch.Three times of 30-35 minute discourse NP anaphora rule teaching were conducted in the experimental class,and the results of the interview were used to test the teaching effect.The results show that the teaching practice has a positive impact on Thai students’ acquisition of NP anaphora.