| Cohesion is an important means to make up a text. The theory of cohesion dates from the 1960s, afterwards, the cohesion theory has been developed more broadly and deeply. Foreign studies on the theory of lexical cohesion are mainly by Halliday, Hasan, Winter, Hoey, etc.. And the domestic studies are taken from two perspectives: one is the studies based on the data of Chinese and English, the other is the studies in the field of teaching Chinese as a foreign language, all of which are the theoretical basis of the present study. The data come from two parts: one is from the compositions of advanced students in Vietnamese database in Chinese Department of Guangxi Normal University; the other is from the compositions obtained through the investigation of the phenomenon of reiteration of middle-leveled and high-leveled Vietnamese students and Chinese students compositions. Based on theses data and the previous studies this research is to take analyses into reiteration through contrastive analysis, statistical analysis of lexical frequency, matrix analysis of reiteration and visiting talk. Through the three perspectives of statistic description, statistical analysis and matrix analysis of reiteration, we conclude the characteristics of reiteration in the middle-leveled and high-leveled Vietnamese students'compositions. The first two perspectives can testify each other, and the third one is employed to illustrate the characteristics of reiteration from the angle of the whole text. The reiteration in Vietnamese students can be classified into four types: the repetition, the reiteration of synonym or near synonym, the reiteration of hyponymy, and the reiteration of general words. We think that oversea students seldom use abbreviated repetition but use abbreviation to replace the previous abbreviation. They often repeat a certain word instead of zero form, especially the omission of the subjects, which results in the high frequency of repetition with the original word. Near-synonyms chosen by oversea students are fewer than those used by Chinese students. For example, the repetition by the words with close or different part of speech are seldom used by oversea students and oversea students are not well versed in flexibly using different forms of the same word to repeat the previous word. Some oversea students neglect the stylistic difference of repeated word. As a matter of fact, some Chinese students use synonym or near-synonym to repeat the previous word while oversea students are prone to employ the same word to replace the previous word which contribute to the frequent repetition of the same word but low frequency of synonyms or near-synonyms. Contrasting with Chinese students, oversea students tend to use superordinate to repeat the previous word which is in accordance with the linguistic cognitive rules and results in the low frequency of superordinate and subordinate. Viewing from the whole discourse, the amount of repetition is not greater than that of Chinese students and the density of repetition in the discourse is not even. At the same time, the repetition chain has the feature of oneness. We hold that there are three reasons contributing to the characteristics of the usage by the Vietnamese students. The first reason is that it is difficult for the students to learn repetition of Chinese vocabulary in text, for the repetition is relatively flexible. Secondly, the oversea students own only small vocabulary and lack comprehensive knowledge and the consciousness to realize cohesion by means of repetition. Third, few textbook and teachers are concerned with text cohesion. Besides, we analyze the errors made by oversea students in the use of repetition. In analysis, how the errors affect the cohesion of discourse is further demonstrated. We uphold oversea students'errors fall on the three types: omission, redundancy and misuse At last, we study repetition briefly the characteristics of repetition and its implication in teaching. |
