A Study On The Acquisition Of "Anaphora" In Narrative Discourse By Japanese And Korean Students

Anaphora is one of the important means of discourse cohesion,and whether various forms of anaphora in Chinese can be used correctly is also an important reference standard for judging learners’ Chinese proficiency.With the continuous deepening of research on teaching Chinese as a foreign language,anaphora research has received more and more attention and attention.However,most of the existing researches focus on the analysis of anaphora bias and simple attribution,while the acquisition process of anaphora means and more detailed descriptions of bias attribution are rare.This article collects 197 essay corpora from Japanese and Korean students from the HSK dynamic composition corpus of Beijing Language and Culture University,and comprehensively uses error analysis,quantitative analysis,qualitative analysis,and reciprocity method to respond to Japanese and Korean students’ Chinese discourse.Refers to the means to be studied.This article is divided into five chapters.The first chapter is the introduction,which mainly introduces the meaning of the topic,the research status,the definition of terminology,the scope of application of anaphora and the research design.This chapter first briefly explains the reason and significance of the topic,and then expounds the research status of anaphora from two aspects:ontology research and acquisition research.Then,combined with previous research results,the terminology definition of anaphora related concepts is made,and the characteristics and scope of application of the three anaphora methods are explained.Finally,the research question,scope,source of corpus,research methods and research steps are explained in the research design.The second chapter is the analysis of anaphora errors.This chapter is divided into two parts,which are the specific classification of anaphora errors of Japanese and Korean students and the description of the overall distribution and distribution of anaphora errors.The first part combines a large number of example sentences to give a detailed description of the six main types of anaphora errors.The second part combines the data to analyze the overall situation of the error distribution and try to summarize the error distribution law by level.Finally,it is concluded that the error distribution of students at different levels is different.The pronoun anaphora-related errors run through the three stages of junior high school and high school and noun anaphora.And zero-shaped anaphora confuses the conclusion with very little error.The third chapter is to analyze the influence of the anaphora acquisition process of students of different levels on anaphora bias.This chapter uses the reciprocal number method,from the perspective of anaphora distance,counts the continuity averages of the three anaphora methods at different levels,and compares them with the data of native speakers,thereby revealing the dynamic acquisition of the three anaphora methods by students of different levels Process,try to analyze the influence of the acquisition process on the distribution of anaphora bias,that is,try to explain the bias distribution with the change of the continuous mean value.The study found that the average continuity of pronoun anaphora is lower than native speakers in the three stages.This kind of pronoun anaphora is seriously underused and the error analysis is misused as noun anaphora or zero anaphora.The rule that the amount of error of the class of error always ranks in the top two is the same.Noun anaphora has experienced a relatively insufficient amount of use in the primary stage and a relatively excessive amount of use in the intermediate stage,and the use of noun anaphora in the advanced stage tends to be consistent with that of native speakers.The average continuity of zero anaphora is always the same as that of native speakers.The fourth chapter is about the relevant suggestions on the means of discourse anaphora.This chapter combines the previous research situation and puts forward corresponding suggestions from the three perspectives of teachers,teaching and teaching materials.Regarding teachers,it is pointed out that teachers should fully reserve the ontological knowledge of Chinese anaphora,strengthen their own awareness of anaphora teaching,and also pay attention to staged teaching and pay attention to the differences in the acquisition of students of different levels.Regarding teaching,it is pointed out that teachers should consciously teach anaphora in foreign Chinese classroom teaching to help students summarize the rules for using anaphora;enrich the practice forms and enhance the fun of the exercises.Regarding the textbook,it is recommended that the textbook be updated in time,adding research results on Chinese anaphora,adding relevant training,and enriching the types of exercises.The conclusion part summarizes the research results of this article,and explains the shortcomings.