The Anaphora Study On Senior Students’ Narrative Compositions And Its Implication For Teaching

"Anaphora" is one of the most important means for discourse cohesion. In recent decades, the linguists have made grate contribution to the study of "anaphora of Chinese ",and with the rapid development of the education about teaching Chinese as a foreign language education,the educators have become realized the importance of the discourse teaching, especially the discourse cohesion and the discourse anaphora.However, if we analysis the compositions written by foreign students, we can conclude that they have not really mastered the restrictive condition of anaphora, especially about the application conditions and usage mode of the anaphora’s each type. What’s more, the application conditions, which they have mastered, have always been generalized, so errors can be found in their discourse anaphora expression. Thus discourse cohesion in their compositions always seems strange, for example, lengthy expression or lack of fluency. Therefore, beside the awareness of the discourse cohesion and the anaphora, we should pay much more attention to foreign students’application and improve the teaching methods on anaphora.Currently, the anaphora research of the foreign students focuses on acquisition and the errors. For errors, linguists always pay attention to errors’discourse distribution and the reasons for the formation rather than the error rates on each anaphora. Maybe there will be many errors in their Chinese expression, but we must know not all errors are their learning difficulties, so we should examine the error rates they made in each anaphora and analyze the difficulties they will come across. Therefore, in this paper, the author studies the foreign students’narrative compositions from two aspects:both right usage and wrong usage. Based on the study, some suggestions for discourse teaching and writing have been put forward.The content and the methods the author adopted can be divided into three. Firstly, in the light of the Xu Jiujiu’s classification of anaphora, the author have investigated the anaphora distribution of zero anaphora, noun and pronoun anaphora they used in the compositions. Based on the investigation, the author classifies each anaphora in details and quantifies the right usage of each anaphor; include the reason of their right usage. Then, the author discusses the error types in the terms of the Error Theory, quantifies the error rates of each anaphora. What’s more, Mother Tongue Transfer Theory and Rules Generalization (Theory have been adapted to analysis the error reason. Thirdly, according to the difficulties when they use anaphora, combining with Krashen’s Monitor Theory and Processing instruction, the author puts forward specific teaching methods for teaching Chinese as a second language from two aspects:discourse teaching and writing compositions.Based on the analysis of 240 narrative compositions (about 10 million words), the author notices there are extremely partial distribution when foreign students use anaphora, no matter the right usage or the wrong usage.Among the usage of three forms anaphora, the correct usage rate of the zero anaphora is the highest(49.75%), noun anaphora is the lowest(19.52%),and pronoun anaphora is between them(11.39%).The error type of the three-type anaphora is different. In the zero anaphora, the most common error is the excessive usage, especially the excessive omitting in persona pronoun. It takes up 55.98% of the zero anaphora.In the corpus the author investigated, there are only 7 errors in the noun anaphora misused into persona pronoun. So the error rate of noun anaphor is the lowest.Finally, in the pronoun anaphora error, there are most error in the misusage between persona pronoun and noun anaphora. Through the specific study of error, we can have a general understanding on the anaphor about the foreign students. And based on the analysis, the author gives some specific advices for discourse and writing teaching during the Chinese construction.