英语为母语的高级阶段汉语学习者写作中回指的偏误研究

Abstract: This paper is an English linguistics paper. Based on the error analysis theory and the ontology research theory of Chinese anaphora, this paper studies and analyzes the use of Chinese anaphora in Chinese learners' writing with the compositions in the "HSK dynamic composition corpus" as the main corpus. According to the classification methods of zero anaphora, pronoun anaphora and noun anaphora, this paper combs the errors in the use of anaphora in writing, summarizes them, analyzes their causes, and puts forward relevant teaching suggestions.

This paper is an English linguistics paper. Through the research and analysis of the corpus, the main conclusions are as follows: first, the use rate of anaphora in Chinese learners' compositions is quite different from that of native speakers, and the continuity average of the three anaphoras is the same as that of native speakers, but generally lower than that of native speakers. The usage rate of the three anaphora means of Chinese learners is pronoun anaphora > noun anaphora > zero anaphora, and the mother tongue is zero anaphora > pronoun anaphora > noun anaphora. The reason for this situation is mainly due to the influence of the mother tongue, because English is a subject prominent language, and the extensive use of pronoun anaphora is its prominent feature; While Chinese is a subject prominent language, zero anaphora is used most frequently. The average value of the continuity of the three anaphoras of Chinese learners and native speakers is noun anaphora > pronoun anaphora > zero anaphora. In addition, the average value of the continuity of zero anaphora of Chinese learners is 1. It can be seen that Chinese learners' sentences lack hierarchy and need more attention in teaching.

Chapter I overview of Anaphora

Section 1 Definition and classification of Anaphora

1、 Definition of Anaphora

Anaphora is a concept in modern linguistics. In the field of linguistics, there are different definitions and descriptions of anaphora. Generally speaking, there are mainly the following views:

References to English linguistics papers

To sum up, although scholars have different definitions of anaphora, on the whole, their views are consistent: anaphora describes a close relationship between two components, which can be people, events, things, concepts and phenomena; At the same time, the close relationship between the two is semantically represented as mutual reference. The relationship between the former and the latter is called anaphora. This study refers to liaoqiuzhong's (1991) definition of anaphora, that is, when a component, it may be a person, an event, a concept, or a scene, a phenomenon, etc. When these elements are introduced into a text, if they are mentioned again, we may repeat this element or refer to it with another element. Therefore, the two constitute a anaphora relationship.

Section II rules for the use of anaphora forms

As a complex linguistic phenomenon, Chinese anaphora plays an important role in the coherence of language. At the same time, it also presents a variety of forms and characteristics. The academic circles have summarized its use characteristics and laws. This paper takes the relationship between the rules of three types of anaphora in different positions and the text structure as a clue, and summarizes the rules of the use of each type of anaphora as an important basis for judging errors. It is worth noting that Chen Ping (1987) ① believed that "compared with syntactic analysis, the conclusion from discourse (discourse) analysis is often expressed as a tendency and a law... This is due to the nature of discourse itself."

1、 Rules for the use of noun anaphora

Liaoqiuzhong (1986) and gaoninghui (1996) used statistical methods to conclude that in Chinese texts, the beginning of a new paragraph tends to use noun anaphora, because if the paragraph is relatively long, the new paragraph needs to refer back to the object appearing in the previous paragraph. In order to make up for the information attenuation, noun anaphora is generally used, for example:

(4) Several years ago, Minwei, a village girl, once wrote a love story with a tender pen. It was her brother's marriage tragedy. At that time, Minwei decided that love was really a crazy killer.

Now that Min Wei himself has entered the love season, he feels how absurd it is to compare love to a crazy killer... (new concept composition)

If two or more objects appear in a chapter and change frequently, when the objects change, nouns are generally used to reproduce the objects, for example:

(5) My father's shop is very busy. Sometimes my brother and aunt will come to help. Every time I come home from school, I can't see my father.

Chapter II anaphora use and error types of advanced Chinese learners with English as their mother tongue

Section I anaphora use by advanced Chinese learners with English as their mother tongue

1、 Usage rate of each anaphora form

Through the tagging and statistics of Chinese learners' and native speakers' corpora, this paper finds that there is a certain gap in the use rate of three anaphora forms between Chinese learners and native speakers. The results are shown in the following table:

How to write an English linguistics thesis

From the above table, we can find the following characteristics in the use rate of the three anaphora forms of Chinese Learners:

First, Chinese learners' use of zero anaphora is far lower than that of native speakers. According to Li and Thompson (1979), Chinese is a language with prominent topics, while English is a language with prominent subjects. Caofengfu (1995) also believes that Chinese is a discourse oriented language, while English is a sentence oriented language. Therefore, we can say that the extensive use of zero anaphora in Chinese is a major feature of Chinese, while pronoun anaphora is widely used in English. The extensive use of pronoun anaphora is also a major feature of English. Therefore, it is undoubtedly influenced by the mother tongue that Chinese learners' use of zero anaphora is much lower than that of the mother tongue, which should be paid attention to in teaching.

Second, the use rate of pronoun anaphora of Chinese learners is just opposite to that of zero anaphora, which is much higher than that of native speakers. This feature is consistent with zhouxiaofang's (2008) statistical results on the use of pronoun anaphora by European and American students. The article points out that the use rate of pronoun anaphora by foreign students is higher than that of native speakers at the primary, intermediate and advanced stages, and the use rate decreases with the rise of Chinese proficiency. Students' mastery of pronoun anaphora at the primary and intermediate stages has made significant progress, but at the advanced stage, the progress is slow, and the overall situation is first fast and then slow. Our findings further confirm that there are still some problems in the use of pronoun anaphora by Chinese learners at the advanced stage, which should be emphasized in the teaching process.

Section II anaphora errors of advanced Chinese learners with English as their mother tongue

There were 213 anaphora errors in 100 corpora, and the percentages of three types of anaphora errors in the total errors varied greatly. From table 2.6 and figure 2.3, we can see that in the process of using discourse anaphora, Chinese learners' zero anaphora errors are the most, nearly half of the total errors, pronoun anaphora errors are the second, and noun anaphora errors are the least. Next, we classify the errors of various anaphora forms. During the classification process, we found that the types of zero anaphora errors correspond to the rules for the use of zero anaphora, that is, many zero anaphora uses are marked. If we can carry out targeted explicit teaching according to the classification of zero anaphora errors in this paper, the correct use rate of zero anaphora will be improved. Therefore, we adopt the marking theory for the classification of zero anaphora errors, It is divided according to its use rules.

1、 Error types of Zero Anaphora

（1） Zero anaphora underused

We mentioned three rules of Zero Anaphora: first, the predicates of several clauses have the same or relative meaning, and they tend to use zero anaphora before the predicate; Second, zero anaphora is often used after the associated words used to link clauses; Third, people tend to use zero anaphora when they are used as attributes. After making statistics on the zero anaphora errors of Chinese learners, we found that there were many sentences with errors that had rules to follow. A total of 54 such errors were found, accounting for 25.47% of the total errors. We analyze and present the same components of the clauses with these errors, and then apply this rule to the teaching process, hoping to have an effect on the use of zero anaphora by Chinese learners.

1. the predicates between clauses have the same or relative meaning

When several consecutive clauses in a topic chain have the same subject, if their predicates have the same or relative meaning, the subject position of the following clauses will generally adopt zero anaphora. If the object of several consecutive clauses in the topic chain is the same, then the object position generally uses zero anaphora. However, we find that zero form is not used when the subject or object appears in the front and back clauses of Chinese learners' corpus. The specific examples are as follows:

(48) * the government should... Issue this regulation for the health of the public, and the government should... Act to keep the city clean.

(49) * growing up in Southern California, I accompanied my grandmother to chat and listen. My father said Chinese fairy tales, and I ate. My mother cooked a first-class Chinese dinner, so I learned Chinese.

(50) * my father sent me to school in the morning, and my father picked me up at school after work

My father is a very good man. My father is a professor.

In example (48), there are two clauses, and the subject is "government", and the predicate verb is "should". Even if the subject of the second clause does not appear, it can be clearly known that the subject is "government". Therefore, the subject position of the second clause should tend to use the zero form to refer to "government", rather than using the noun form "government" again to make the whole sentence redundant. The subjects of the three clauses in example (49) are the same, and the predicate verbs are "accompany", "listen", "eat" and "learn". The meanings of these predicate verbs are similar, so it will be easier to omit the "I" before "eat" and the "I" before "just like this" and adopt the zero form to refer to them. The subject of the two clauses in example (50) is "my father". The predicate verbs "send", "go" and "receive" are just relative meanings, and the object is "I". Therefore, changing the following clause to "pick up after work" will make the whole sentence concise and clear.

Chapter III causes of anaphora errors of advanced Chinese learners with English as their mother tongue thirty-seven

Section I complexity of Chinese anaphora itself thirty-seven

Section 2 Chinese learners' own factors thirty-seven

Chapter IV suggestions on anaphora teaching for advanced Chinese learners with English as their mother tongue forty-three

Section I teachers forty-three

1、 Strengthening the contrastive study of anaphora expression in English and Chinese forty-three

2、 Strengthen the cooperation and guidance between courses forty-three

Conclusion forty-eight

Chapter IV suggestions on anaphora teaching for advanced Chinese learners with English as their mother tongue

Section 1 Teachers

1、 A contrastive study of English and Chinese anaphora expressions

As we mentioned above, many errors of Chinese learners come from negative transfer of mother tongue. There are great differences between English and Chinese anaphora. How can we weaken or even eliminate the impact of negative transfer of mother tongue? This requires our teachers of Chinese as a foreign language to strengthen the comparative study of anaphora expression between English and Chinese, because Chinese basic linguistics and comparative linguistics are the theoretical basis of teaching Chinese as a foreign language. Only by strengthening the relevant linguistic basis can we better serve the practical teaching. However, many teachers of Chinese as a foreign language do not pay attention to the teaching of Chinese anaphora and the whole academic research on the ontology of Chinese texts is not deep enough, which leads to a serious lack of Chinese anaphora ontology knowledge. Therefore, teachers of Chinese as a foreign language should strengthen the comparative study of English and Chinese anaphora expressions and improve their cognitive level of anaphora ontology knowledge; At the same time, only by combining ontology knowledge with teaching method can we do a better job in teaching practice. Teaching method and ontology knowledge are equally important and cannot be neglected.

2、 Strengthen the cooperation and guidance between courses

Pengxiaochuan said in his article: "cultivating students' discourse ability is not the 'patent' of any course. All parties must work together and coordinate their actions at the same time to achieve ideal results." ① As an important means of textual cohesion, the ability to use Chinese anaphora is an important aspect of textual competence. Therefore, teachers must combine a variety of courses to achieve good teaching results. If teachers only train the application ability of anaphora in writing class, students will focus on the use of Chinese anaphora in written language and ignore oral language. If we only train in intensive reading class, it will restrict the acquisition of anaphora to a certain extent. Therefore, the teaching of Chinese anaphora is not the special responsibility of a course, and we must rely on the joint efforts of all course types. For example, the teaching of Chinese zero anaphora can be completed in writing class, oral class, listening class and intensive reading class. Teachers can explain the concept, main forms, use rules and constraints of zero anaphora in intensive reading class in detail; Then in the writing class, students are taught to use zero anaphora in written writing; Finally, in the listening class and oral class, the students' understanding of the specific usage of zero anaphora and the ability to use zero anaphora in oral expression are trained again. In a word, only when teachers establish a cooperative relationship of explanation, training and learning from multiple courses and angles can they better improve students' ability to use Chinese anaphora and reduce errors.

epilogue

Based on the error analysis theory and the ontology research theory of Chinese anaphora, this paper makes a research and Analysis on the use of Chinese anaphora in Chinese learners' writing, using the compositions in the "HSK dynamic composition corpus" as the main corpus. According to the classification methods of zero anaphora, pronoun anaphora and noun anaphora, this paper combs the errors in the use of anaphora in writing, summarizes them, analyzes their causes, and puts forward relevant teaching suggestions.

Through the research and analysis of the corpus, the following conclusions are drawn:

1、 The usage rate of anaphora in Chinese learners' compositions is quite different from that of native speakers, and the continuity average of the three anaphoras is the same as that of native speakers, but generally lower than that of native speakers. The usage rate of the three anaphora means of Chinese learners is pronoun anaphora > noun anaphora > zero anaphora, and the mother tongue is zero anaphora > pronoun anaphora > noun anaphora. The reason for this situation is mainly due to the influence of the mother tongue, because English is a subject prominent language, and the extensive use of pronoun anaphora is its prominent feature; While Chinese is a subject prominent language, zero anaphora is used most frequently. The average value of the continuity of the three anaphoras of Chinese learners and native speakers is noun anaphora > pronoun anaphora > zero anaphora. In addition, the average value of the continuity of zero anaphora of Chinese learners is 1. It can be seen that Chinese learners' sentences lack hierarchy and need more attention in teaching.

2、 The proportion of errors of zero anaphora in Chinese learners' corpus is much larger than that of the other two categories, and the error of insufficient use of zero anaphora accounts for the largest proportion of all errors. We find that the errors of underuse of zero anaphora are marked, that is, when the predicates between clauses have the same or relative meaning, when the clauses are connected by connectives, and when the referents of nouns in the front and back clauses are subordinate. In this way, we can carry out explicit teaching in teaching, and directly tell students that this mark will be conducive to students' learning of zero anaphora. The biggest position of pronoun anaphora errors is "zhe" and "Na" demonstrative pronoun anaphora, because "zhe" and "Na" are used differently in English and Chinese, and students are prone to errors under the influence of negative transfer of their mother tongue. Among the five sub categories of noun anaphora, the category of "homographic expression" is used the most. On the one hand, it reflects the Chinese learners' pursuit of semantic clarity. On the other hand, it also reflects that the Chinese vocabulary of Chinese learners needs to be improved, because the use of "synonym expression" and other NOUN anaphoras is very limited. The error of noun anaphora is mainly manifested in the mixed use of noun anaphora and pronoun anaphora, which is often due to the fact that there are too many people in the article, and it is difficult for students to weigh the economy of language expression and the clarity of semantics.

References (omitted)