摘要
本文采用语料库分析的方法,对美国高年级汉语学习者作文中零指代的使用进行了跨语言背景的比较分析,并以汉语母语语料以及英语母语语料数据为分析参照。结果显示,零指代和代词指代策略在不同语言背景学生的作文样本中分布很不均衡,反映出汉英两种语言对具有不同语言经历的学生有不同程度的影响。文章提倡在教学中推广因背景施教的原则,并提倡在对外汉语研究中推广基于学生语料库的实证研究,以便为课堂教学提供有力依据。
This paper explores the ways in which higher university-level Chinese students employ zero anaphora,a typologically salient feature of Chinese discourse structure.Three learner corpora were compiled,reflecting three language backgrounds of the students：China-born Chi-nese heritage language learners,US-born Chinese heritage language learners and foreign learners.The native Chinese and native English corpora were used as points of reference.The quantitative data show significant differences in the use of pronominal and zero anaphors among the three groups.A one-way ANOVA analysis shows a significant variance between China-born heritage learners and the other two groups in the use of zero anaphors,and a significant variance between non-heritage learners and heritage learners in the use of pronouns.Such discrepancies can be attributed to the differing prior linguistic experience each group brings into their learning of Chi-nese.Theoretical,methodological and pedagogical implications for the research and teaching of Chinese as a second language are drawn.
出处
《世界汉语教学》
CSSCI
北大核心
2011年第2期258-267,共10页
Chinese Teaching in the World
基金
美国语言领航项目(The Language Flagship Program)研究基金资助
关键词
汉语写作
话语结构
零指代
语料库
语言背景
Chinese writing
discourse structure
zero anaphora
learner corpus
language background
