The Acquisition And Teaching Research Of Subject Omission For Chinese Learners With English Background

Ellipsis is a complicated language phenomenon.Subject ellipsis,as one type of ellipsis,doesn't get enough attention.However,this is one of the grammar that Chinese learners whose first language is English get confused about,so it is worth discussing.This paper will take Chinese learners whose fir-st language is English as a example,choose corpus from HSK dynamic composition corpus by using the method of the corpus to analyze the subject ellipsis error in complex sentence of written text Chinese learners whose first language is English made,and to find out the reason by comparative analysis,combined with students'interview and experimental investigation,finally propose teaching strategy correspondingly according to subject ellipsis error Chinese learners made on the basis of investigation about teaching material and teaching.I hope these teaching strategies can predict the possible student's errors,improve the efficiency of teaching Chinese as a foreign language and do good to edit the Chinese textbooks.The main conclusions of this paper are as follows:The first conclusion is about categories of subject ellipsis errors.Subject ellipsis errors made by Chinese learners whose first language is English can be divided into two categories,subject fragment and subject redundant.Circumstances that subject fragment appears can be summarized as five small classes:the fragmentary subject is a predicate or the object of the former,the fragmentary subject is like“it”in English,the fragmentary subjectis the same as the former,the fragmentary subject is not the same as the former and the fragmentary subject is not with the logic sequence of context.In Chinese learners of different levels,Chinese beginning learners have the higher rates of subject ellipsis errors than Chinese arners in higher level.Among all the errors,Chinese beginning learners are easier to make it when the fragmentary subject is a predicate or the object of the former and when the firagmentary subject is like"it"in English,while Chinese learners in higher level would make more wrong sentences when the fragmentary subject is a predicate or the object of the former and when the fragmentary subject is the same as the former.The main reasons for errors are the negative transfer of mother tongue,target language knowledge generalization,influence of teaching and textbook,and Chinese learners themselves,and also its cause could be mix of several reasons.The second conclusion relates with teaching and textbooks mentioned subject ellipsis.This paper finds out that there is no clear explanation about subject ellipsis,while example sentences and exercise imply the rules of subject ellipsis.Practice in textbooks is lack of target to subject ellipsis,and few teachers consciously teach the rules of subject ellipsis in classroom.The third conclusion is with regard to teaching suggestion about subject ellipsis.We should pay attention to the rules of subject ellipsis,knowing teaching focus of Chinese learners in different level according to error rates.Secondly we should teach by making use of contexts,combined with students' error.Finally we should add more explanations about subject ellipsis in textbook,increasing recurrence rate of complex sentence,and ensuring the diversity of practice.