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以往研究指出,汉语反身代词“自己”的长距离回指是母语为英语的留学生习得汉语的难点;而在语法理论上,“自己”的长距离回指与语境关系密切。本文通过实证研究调查语境能否有效促进母语为英语的留学生接受“自己”长距离回指。整体上,在有语境的条件下,学习者更容易接受“自己”的长距离回指;然而,语境所起的积极作用受限于学习者的汉语水平程度。语境能够有效提升高级水平和部分中级水平学习者接受“自己”长距离回指,但对初级水平学习者作用甚微。在教学中,应根据学习者的汉语水平,考虑是否利用语境诱导来帮助其掌握反身代词的长距离回指。
Previous studies have pointed out that the long-distance back anaphora of Chinese reflexive pronoun “self ” is a difficult point for foreign students whose native language is English to acquire Chinese. In grammatical theory, long-distance anaphora of “self ” is closely related to context . This essay examines whether context can effectively promote native-English students to accept “long-distance” means of “own” through empirical research. On the whole, learners are more receptive to long-distance back-pointing to “own” under contextual conditions; however, the positive role played by context is limited by the learner’s level of Chinese proficiency. Context can effectively enhance the senior level and some intermediate level learners accept “self ” long distance back to the finger, but little effect for beginner level learners. In teaching, we should consider whether to use contextual guidance to help learners grasp the long-range anaphora of reflexive pronouns according to their Chinese proficiency.