A Study On The Acquisition Of Chinese Textual Cohesion By Korean Students

With the improvement of Chinese proficiency,the problems of foreign students in terms of characters,words and sentences are relatively reduced,but the expression of paragraphs often lacks coherence.One of the reasons is that they have not mastered the conditions for the use of Chinese textual cohesive device.Based on the textual cohesion theory,this paper selects the referential “zhe/na” and the asserting “le” in Chinese with cohesive functions using the basic opposite categories of language--reference and assertion as objects of research to investigate the acquisition of Chinese textual cohesive device among Korean students.This is done through research methods such as corpus research,comparative research,combining description and interpretation,combining qualitative analysis and quantitative analysis.The first section examines the acquisition of the referential textual cohesion category “zhe/na”.It first analyzes the asymmetric tendency of “zhe” and “na” among native Chinese speakers,and the use of “zhe/na” in different anaphora forms and anaphora types.On this basis,it analyzes the use of “zhe/na” by Korean students and comes to the main conclusions as follows: The asymmetry of “zhe” and “na” of Korean students is not as obvious as that of native Chinese speakers.The asymmetry of “zhe”and “na” in the various anaphora types,in descending order of similarity to native Chinese speakers is: text anaphora > place anaphora > object anaphora > person anaphora > time anaphora.The investigation of the acquisition of “zhe/na” in sentences beginning with “zhe/na”,shows that the asymmetry of “zhe/na” at the beginning of the sentence among Korean students is more obvious than that of Chinese native speakers,which shows different characteristics with the acquisition of overall imbalance asymmetry of “zhe/na” demonstrative pronouns.This article proposes that the asymmetric acquisition of “zhe” and “na” is related to the negative transfer of mother tongue among Korean students.Combining correct and incorrect cases to examine the acquisition difficulites of different anaphora forms and anaphora types,it is found that,in terms of anaphora types,text anaphora acquisition is the best,followed by time anaphora and place anaphora,and the acquisition of person anaphora and object anaphora are the most difficult;in terms of anaphora forms,Korean students acquire better anaphora forms such as “zheshi/nashi”,“zheli/nali” and “zheyang/nayang”,while the acquisition of “zhe/na” and “zhe/na compound” are not ideal.The second section examines the acquisition of the assertting textual cohesion category “le”.Based on quantitative analysis of Chinese native speakers' corpus,this paper discusses the freedom and tendancies of the covert or overt forms of “le1” under a number of restraints and its textual motivation,arguing that the use of covert or overt forms supports the peak marker theory,puts forward different textual cohesion functions of the covert or overt forms of “le1”,and distinguishes semantic cohesion and pragmatic cohesion.Secondly,the paper examines the use of "le 2" of native Chinese speakers in discourse cohesion and coherence from the micro and macro levels.On this basis,it investigates the acquisition of “le” by Korean students,the main conclusions are as follows:The syntax and text context of the covert or overt forms of “le1” of Korean students are very different from that of native Chinese speakers.The use of verb-object is excessive,and the use of verb-resulting/verb-tending is insufficient,which reflects that the basic semantic cohesion is main.In the pragmatic cohesion of“le1”,the acquisition of “le1” in the verb-resulting is better than that in the verb-tending,but in general,the proportion of Korean students using the covert form of “le1” is higher which reveals the differences from the native Chinese speakers.The investigation of the covert form of “le1” under different usage conditions shows that Korean students are blind to the use of “le1”,which means that Korean students lack understanding of the pragmatic cohesive function of “le1”.The investigation of the acquisition of “le2”at the micro level shows that Korean students use more cases of “le2” clause ending sentences;the acquisition of rhetorical relationship between the “le2” clause and adjacent clause by Korean students is good,however,in terms of cohesion,the use of structural cohesion is insufficient,and the cohesion of related words is excessive;and Korean students are not as good as native Chinese speakers in terms of the micro-textual context of the distribution of “le2” clauses,which shows the textual coherence is not as good as that of native Chinese speakers.The investigation of the acquisition of “le2” at the macro level shows that the proportion of Korean students using “le2” at the beginning/end of the paragraph and the beginning/end of the text is lower than native Chinese speakers.In the sentence patterns of “le 1” and “le 2”,Korean students use“le2” excessively.The above characteristics shows that the acquisition of the textual function of “le2” by Korean students is not ideal.“Zhe/na” and “le” can be divided into three groups of categories of unity of opposites in the text: “zhe” and “na”,covert and overt forms of “le1”,and “le1”and“le2”.Unity means that there is no big difference in the basic grammatical meaning of the two elements within each group of categories.Opposition means that the two elements are different in textual and pragmatic functions.On the whole,Korean students show common characteristics in the acquisition of these three categories: On the premise of correct acquisition at the syntactic and semantic level,the acquisition at the pragmatic level of the text shows greater difficulty,which is mainly reflected in the big difference between Korean students and native Chinese speakers in their tendency to use elements within each category.Such pragmatic difficulties are often difficult to overcome,and the acquisition process shows a widespread fossilization phenomenon.Regarding the acquisition of Korean students,we believe that we should attach importance to the teaching of “zhe/na” and “le” in text.At present,the syllabus and textbooks mostly arrange “zhe/na” and “le” from the perspective of vocabulary and grammatical meaning.The integration of the textual functions of “zhe/na” and “le” into the syllabus and textbooks can better promote the textual teaching of “zhe/na” and“le”.Textual teaching can combine the referential and asserting characteristics of“zhe/na” and “le”,according to the referential types of “zhe/na”(discourse,person,object,time,place)and the event types(peak event / non-peak event,specific event /frame event)of “le” to teach the internal elements of the three categories.At the same time,the key points and difficulties in teaching should be determined scientifically and reasonably by combining the anaphora form of “zhe/na” and the different syntactic environment of “le”.In addition,In view of the widespread fossilization phenomenon in text acquisition,attention should also be paid to textual teaching at the intermediate and advanced stages in order to promote the development of textual pragmatic ability of intermediate and advanced learners.