High School Students In Chinese Texts Dominant Convergence Error Analysis

After the overseas students of higher grade have studied Chinese for two or three years, they have a good command of spoken language: each single sentence could be spoken fluently as the native speakers do. However, once they begin to write, the problems on the cohesion and coherence of the discourse have become prominent. To this phenomenon, taking the Discourse Linguistics Theory and the Second Language Teaching Theory as the guidance, the Chapter Cohesion Theory and the Interlangugae Theory as the tool, and the writing exercises of the overseas students of higher grade as the corpus, this thesis tries to analyze the error in the aspects of discourse cohesion and to explore the reasons causing the errors, aiming to provide the strategic supports to the Chinese writing teaching of the overseas students of higher grade.Such research has its positive significances: the modern discourse linguistics not only emerges in overseas and but also gets mature in overseas, taking the languages except Chinese as the main corpus. The domestic modern discourse linguistics research is mainly undertaken by the foreign language teaching workers. Many of the researches are the translations of the achievements of the foreign discourse linguistics, either completely taking English as the language materials, or taking English and Chinese as the language materials, yet, there are insufficient articles which are fully taking the Chinese discourse as the corpus. This paper utterly takes the writing exercises of the overseas students of higher grade as the language materials, which will objectively enrich the basic materials of the Chinese discourse study. The research on the discourse linguistics should have two aspects of the same importance: the production of the discourse and the understanding of the discourse. Among the current study achievements of the Chinese discourse linguistics, many of the study are carried on analysis and interpretation from the pro side; nearly none of the study is investigated from the perspective of the production of discourse and very little is carried on from the con side, which has no alternative but saying that is a disappointment. The angle of the research is on the error analysis in the process of the production of the Chinese discourse, besides that, the focus is on the producing process in the con side, which are reasonable to consider that this research is an enrichment, at the same time, a deepening on the Chinese discourse study. The Second Language Teaching Theory, especially the Interlanguage Theory is a young discipline. The error analysis which is considered as an important aspect is the recent ten to twenty years matter, the study of which is not enough, besides that the construction of the corpus has been waiting for enrichment. Taking the error of cohesion of the discourse in the producing process of Chinese discourses by the overseas students, this thesis may offer much more materials for the error analysis and supply some full and accurate examples to the Interlanguage Theory in the Chinese acquisition, in order to do more practical task to the study of SLA theory. Up to now, the study on the teaching of writing by the foreign Chinese educational world is not comprehensive and not systematic and there is no ideal teaching material so far. This paper investigates the massive Chinese writing examples of the overseas students of higher grade makes detailed description of the error situation of the discourse cohesion, inquires into the foundation stone of the universality and further explores the teaching plan of writing, which provides basis for the compilation of the teaching materials objectively.This paper makes a more comprehensive introduction to the means of the explicit cohesion of the Chinese discourse with related to the overseas students of higher grade, makes the comprehensive descriptions of the error types of explicit cohesion in the process of Chinese discourse output of the overseas students of higher grade, besides that, the paper not only makes the statistics to its distributed situation, but also makes analysis on the reasons that cause the error. Based on these descriptions and analysis, this paper puts forward some corresponding teaching proposals of writing.The inspecting results of this paper are: in the Chinese writing practices of the overseas students of higher grade, there exist more errors in explicit cohesion, which mainly embodied in the three aspects as grammar, logic and figures of speech. Especially, the errors appear in large quantities in the cohesion of the figures of speech while the errors in the cohesion of vocabulary are not seen many. The increasing of the errors in the cohesion of the figures of speech and the decreasing of the errors in the cohesion of vocabulary explains definitely that the writing ability of the overseas students of higher grade has entered a higher stage.According to the causes of the error, the paper considers that there are three roots: teaching linguistic environments, the intra negative transfer and the inter negative transfer, among which the factors in the teaching linguistic environments, that is, the teaching materials, the teachers and the teaching methods. These restrictions on the teaching linguistic environment are the fundamental reasons and are the premise which the other two factors have an effect.This paper makes suggestions that we should strengthen the teaching on the aspects of the cohesion and coherence of the discourse on the overseas students of upper class from three aspects as knowledge, consciousness and the skill. The skill training aspect takes the language section teaching as the standpoint, upward radiating the cohesions and coherence of the paragraphs and the structures' section while downward radiating the cohesions and coherences of the segments and sentences. In the operation of the skill training, the first and foremost is to strengthen the students' rhetoric consciousness and to cultivate the interests in the writing; secondly, to help the students recognize and master the organizing clues of the language section and help them sense and use freely every type of the sentences; to organize the students to carry on the imitation drills and at the same time promote the positive transfer and prevent the negative transfer.