A Study On Textual Anaphora Errors Of Chinese Demonstrative Pronouns By Japanese Students

As an important method of text cohesion,anaphora can make the text fluent and coherent,and it is an important means of expression into a text.Chinese text anaphora is varied in forms,which seem simple to Chinese learners,but are actually complex.As a commonly used pronoun in Chinese,demonstrative pronoun anaphora is affluent in functions.Demonstrative pronoun anaphora can help the text to be organized more logically and fluently,but students seldom use demonstrative pronoun anaphora consciously.At present,the research on anaphora errors and teaching of demonstrative pronouns still lags behind,and there is also a lack of nationalization research.Therefore,starting from the anaphora function of demonstrative pronouns,this paper takes Japanese students as the research object to investigate the errors of demonstrative pronoun anaphora and analyze the causes of the errors.This paper is divided into four chapters:The first chapter is the introduction.This part primarily imports to the arguments for selecting the topic,combs the related research on anaphora,demonstrative pronoun anaphora and anaphora acquisition,and briefly introduces the research design and theory adopted in this paper.The second chapter is to collect Japanese students’ composition corpus and to analysis text demonstrative pronoun anaphora error data.Based on the HSK dynamic composition corpus 2.0,the qualified corpus is selected and the performance of Japanese students’Chinese text demonstrative pronoun anaphora errors is investigated.It is found that there is still a big gap between the frequency of Japanese students’ use of demonstrative pronoun anaphora and that of Chinese native speakers.Through the analysis of errors,Japanese students often have substitution errors and omission errors.The third chapter is to analysis Japanese students’ Chinese text demonstrative pronoun anaphora error.It is mainly attributed from two aspects:subject and object.From the perspective of the learner subject,with the help of contrastive analysis,we know that students will be affected by first language interference and negative transfer of the objectlanguage.Under the perspective of the external factors,there is a phenomenon of missing text anaphora in syllabus,teaching materials and exercises,so teachers’ text awareness is relatively weak,which makes students pay less attention to such problems.The fourth chapter is to give some suggestions to help teaching.First of all,from the perspective of students,students need to have certain learning strategies such as understanding the various functions of demonstrative pronouns by asking for the teachers,and consciously training anaphora to link up the text in daily writing.Secondly,from the teacher’s point of view,teachers not only need to have textual awareness,but also need to have a certain knowledge reserve and take appropriate means to teach.Finally,from the arrangement of teaching materials and exercises,the teaching of demonstrative pronoun anaphora needs to cover the whole stages of Chinese teaching,and the related exercises should also be diversified.