本文考察新加坡英華雙語學生的華語人稱代詞偏誤及其出現頻率，並探究各類偏誤於說明文、記敘文與應用文的分布趨向。結果指出，學生作文出現最多的「多餘」偏誤，其中又以「語篇層次的多餘」與「語用層次的多餘」為主，顯示雙語學生未能很好地掌握零代詞可銜接語篇、達成連貫的語篇功能，以及可弱化發話者參與及精簡敘述的語用功能，因此在語篇和語用層面均構成表達失誤。而從文體來看，說明文與記敘文出現最多「語篇層次的多餘」，應用文則是「語用層次的多餘」，此差異透露文體特徵與人稱代詞的偏誤類型存在關聯，可見文體的溝通慣例影響學生選用代詞。本文論證雙語者運用代詞與華語母語者仍有差異，因此人稱指稱是雙語學生的華語學習必須注重的內容。最後參照結論提出教學實作範例。

This paper examines the Singaporean English-Chinese bilingual students’ use of Chinese personal pronoun, the frequency of error occurrence, and the distri-bution of errors in expository, narrative and practical genres of writings. Results show that most errors are redundant errors, which occur mainly at the discourse and pragmatic levels, indicating that these students tend to overlook both the functions of discourse cohesion and discourse coherence of zero personal pronoun. These students have not grasped the pragmatic functions of zero personal pronoun, which is to lessen the speaker’s involvement, and to keep narration concise. Furthermore, redundant errors at the discourse level occur most frequently in expository and narrative genres, while redundant errors at the pragmatic level occur most frequently in practical genre. Such a difference reveals a relationship between error types and genres. We further confirm that specific differences exist in the use of personal pronouns between Singaporean bilingual CSL students and Chinese native speakers, and the nature of the genre affects the Singaporean students’ choice of personal pronouns. Therefore, training bilingual CSL students in the discourse and pragmatic functions of Chinese zero personal pronoun is critical to enhance discourse communication. Lastly, pedagogical paradigms are introduced based on our findings.