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Discussion ...... 34
4.1 Data Analysis in CLEC Study: from Output Aspect.....35
4.1.1 Data Analysis and Discussions in CLEC....... 36
4.2 Data Analysis in Cecorpus: from Input Aspect........42
4.3 Data Analysis in the Teaching Experiment....51
4.3.1 Results of the Experiment Class..... 52
4.3.2 Discussion of the Results in Experiment Class ....... 54
4.3.3 Results and Discussion of the Original Class..... 56
Chapter Five Conclusions..... 60
5.1 Findings of the Present Study ....60
5.2 Limitations of the Present Research ....60
5.3 Suggestions for Future Research ....61

Chapter Four Data Analysis and Discussion

After years’ research of English, it is expected that freshmen of non-English majorshould have a vocabulary up to 5500, and a lot of nouns should be used to themaximum efficiency. And most of these nouns can be replaced by anaphora, whichmake students’ writing more concise. But one of the most common mistakes for EFLlearners is the shortage of competence in using anaphora, and anaphora is oftenreferred as an area of easily having problems for ESL learners. This shortage ofanaphora is reflected in the incorrect expressions in which it has the right antecedentwhile the anaphora is not appropriate. Learners of EF often misuse anaphora in theirwritings when choosing the reference words.As was discussed in previous chapters, anaphora is indicative of writing quality.The frequent misuse of anaphora when students choose the reference words isobviously the shortage of anaphora. It is clear that students often make similaranaphoric errors in their writings, even though in some ones the grammar structuresseem perfect. It is proved that students often make anaphoric errors in their writingsbecause of the lack of anaphoric knowledge. For instance, reference of pronouns isambiguous, or an anaphor which is required to refer back to its antecedence is takenthe place by other words.
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Conclusion

This research is done in two ways: input and output. From the output aspect,CLEC is used as the tool to study non-English major students by analyzing the errorsmade in the compositions. And it is confirmed that the errors are regular and can beclassified into types: abuse of reference, confusion of antecedent, and disagreement.What’s more, the major reasons which lead to the students' misuse of anaphora aresummarized, such as negative transfer of Chinese, over generation and so on.From the input aspect, the paper studies the textbooks used by the non-Englishmajor college students. And Cecorpus is chosen to make collection and analyze thedata. It is spotted that some anaphoric uses are shown and illustrated well andadequately. However, some of them are not, and students usually made anaphoricmistakes.It is known that CLEC is out of date, and it will not be scientific to get the resultsjust by the data from it. Therefore, to update the data and improve the effectiveness ofthe study, a teaching experiment is added as a supplement in which the subjects arechosen from students study in the college at present. Based on the statistics by SPSSsoftware package, the suggestions which are put forward in the previous chapter canwork in the daily teaching and learning.
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Reference (omitted)

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