An Analysis On Reference Application In Narration Of Intermediate English-native Learners

The target of Teaching Chinese as a Foreign Language is to cultivate Chinese learners with communicative competence. However, during the course of teaching, it appears that the intermediate students still can't write coherent compositions despite there are no grammatical or vocabulary errors in single sentences. Their limited understanding and application capability of text cohesive mechanism mainly cause this situation. In other words, it's the problems on text cohesion that affects the learner communication competence. If the real reasons can be found, the right teaching methods can be made. Based on the cohesion theory advance by Halliday and Hasan in 1976, this paper is going to investigate the reference application in narration of intermediate English-native learners.Chapter one briefly gives an overall review of the research situation of text cohesion, reference and reference error analysis in Teaching Chinese as a foreign language. We find that most of the previous researches in the field of Teaching Chinese as a Foreign Language are mainly focus on classifying the reference error and try to explain. Besides analysis and explanation on reference error, this paper also discuss on the application ratio and the correct ration to further reveal the characteristic and learning difficulty of reference in textChapter two based on two novels presents contrastive studies between Chinese and English in reference system in terms of personal reference and demonstrative reference. By the comparison, we find that the English personal reference system is more changeable in form than that in Chinese, the Chinese reference is tend to ellipsis especial in the position of subject and object. As for the demonstrative reference, these two languages are both influenced by the distance of reference item and referent, but the Chinese reference system is more likely to influenced by the mental factor.Chapter three uses data statistic method and look back method to investigate the time reference, site reference, thing reference, text reference and personal reference. Then it compares the results with Chinese so as to get a trend used by the intermediate English-native Chinese learners.Chapter four discusses the error analysis in intermediate English-native Chinese learners' narration text. It summarizes 8 kinds of personal reference and 4 kinds of demonstrative reference and compares the error categories of novice, intermediate and advanced students to reveal the difficulty in learning reference in intermediate level.Chapter five presents the causes of reference errors in intermediate English-native Chinese learners: language transfer; individual factor; problems in textbook and teaching method. Besides, the chapter also advances some suggestion and specific exercises in improving the learners' reference knowledge. This paper doesn't go further for deep analyzing the reference error and taking the individual research, which hope to research further.