Error Analysis Of Cohesive Devices In Chinese Text By Minority Students

In the last decade, the research into Chinese learning of foreign students in the field of teaching Chinese as a foreign language has already extended from the level of phonology, lexicon and grammar to the level of discourse, and people in the teaching field have paid more and more attention to the unique law of Chinese text learning of foreign students. While the study of Chinese leaning of minority nationalities is much less, not to mention Xinjiang.This thesis deals with the Chinese writing texts of Uyghur and Kazak Chinese major sophomore students from Chinese Language Department of Xinjiang Ili Normal College. Based on the theory of text linguistics, an analysis and classification of errors is conducted on the cohesive devices, namely conjunction and reference (personal reference and demonstrative) in Chinese discourse by minority students. Each type of discourse errors are shown by a diagram. Then Interlanguage theory and error analysis theory are adopted to find sources of the errors. We find that the following aspects, which give rise to these discourse errors: the negative transfer of mother tongue, the interference of the target language, lack of Chinese language sense and inadequate instruction from textbooks and language teachers. Based on the above analysis, the thesis put forward some reflections and suggestions on how to improve teaching. Firstly, we are supposed to strengthen the research of Chinese discourse theory. Secondly, we should explicit the contents of Chinese discourse teaching. Thirdly, well-drafted Chinese textbooks to suit minority students to the ground are urgently needed. Fourthly, we should pay attention to fostering the Chinese language sense of both Chinese teachers and minority students.This thesis is composed of six parts. Chapter one, preface, makes an introduction to the current situation of minority Chinese text teaching and error analysis and represents the framework of the present study. Chapter two analyzes the error types of conjunction. Chapter three analyzes the error types of reference. Chapter four discusses error sources. Chapter five puts forward some reflections and suggestions on teaching. Chapter six, conclusion, is the summary of the whole thesis.