| With the vigorous development of Teaching Chinese as a ForeignLanguage (TCFL), no matter the theoretical achievements of thediscipline, the breadth of research areas, or the degree of refinement ofthe research has reached a new level. The tentacles of subject explorationhave extend from the traditional teaching of phonetics, lexicology,grammar to the layer of discourse. However, through access to the largenumber of documents and combined with my own teaching experience, Ideeply feel that the discourse of teaching and writing teaching really isthe weak link in Teaching Chinese as a Foreign Language. As for themain reasons of that, the first one is the achievements of theoreticalstudies are not rich enough; secondly, in the practice of teaching, manyteachers did not realize the importance of discourse teaching, therefore,which lead them to the lack of theoretical reserves and skill accumulation;so they have many problems to deal with the appearance of students’errors. The same problem has reflected in teaching of writing as well.Large number of errors remind us that, the problems on teaching ofdiscourse and writing have become prominent. we should pay moreattention to it.To this phenomenon, what is present here is a study of discourseerrors analysis (EA) which has been concerned by Chinese as the Second language acquisition (SLA), it takes cohesion and coherence of discoursetheory, interlanguage theory and the principles of error analysis as theguidance, based on rich corpus, this thesis makes a comprehensive anddetailed description on discourse cohesion and coherence errors ofstudents of English-speaking countries, explores the causes of errors,refines the classification of these causes, and uses the form of charts tomake a statistical analysis on the distribution of errors, in order to seekthe effective ways of discourse and writing teaching, improve teachingefficiency, and it is hoped that this thesis can supply theoretical andempirical basis for the discourse and writing teaching activities of TCFL.This dissertation is mainly can be divided into four chaptersincluding the introduction and conclusion.The first chapter is introduction, this chapter illustrates the topicreason, the definition and study of discourse, the development andresearch status of cohesion and coherence theory, interlanguage theoryand the principles of error analysis. Based on these theoretical things, thestatus of research and application of these theories in TCFL is followed,then for there are still many problems in this research area, the lastsection desserts the main contents, the significance, and the researchmethods of this study.In second chapter, after defining the source of the corpus and relatedconcepts in this study, what is disserted is detailed classification and analysis on discourse cohesion errors made by students inEnglish-speaking countries based on the collected corpus. Finally lastsection made a statistical analysis of the distribution of these errors, andsummarize the status of discourse cohesion acquisition of students.In Chapter Three, common features and causes of these cohesionerrors are analyzed. As for the causes, this dissertation mainly fromprospective of process of SLA, teaching minds and methods to analyze,meanwhile, the knowledge of cognitive psychology which is not studiedsufficiently today and factor of influence of local dialect are takeninto consideration.The main contents of Chapter Four is guidance and revelations onwriting teaching from discourse cohesion error analysis. Based onsummary of status of current TCFL writing teaching, this section targetedputs forward some suggestions about teaching minds and methods.Last part of this thesis is conclusion, it summarizes the main contentof this study and some still existed problems which caused by limitationof author’s academic level. |
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