Study On Narrative Discourse Cohesive Device Acquisition And Teaching Strategy Of Indonesian Basic Chinese Learners

A narrative Chinese corpus about20,000words from84compositions written by local Indonesians learning Chinese as beginners is analyzed in terms of discourse cohesive devices to find out the acquisition situation of grammatical device, connection device and lexical device. The total amount of usage, accuracy, the rate of accuracy, the amount and rate of error is calculated. It is found that the acquisition of the cohesive devices is not balanced. Among the devices, the error of ellipsis and the accuracy of time rank the top. The rate of error of grammatical device is obviously higher than that of lexical and connection devices and the error of connection device is the lowest. The highest frequency of usage appears in grammatical device, and relatively low in connection device.The reasons for such errors can be summarized to be of four:negative transfer of mother tongue, effects of the arrangement of syllabus, effects of the arrangement of textbooks and the effects of classroom teaching. Negative transfer of mother tongue comes from the effects of language, culture, way of thinking, and way of text organization of Indonesian people. The effects of the arrangement of syllabus come from such fact that present syllabus is weak in discourse consciousness, and seldom concerned with discourse cohesive device, or not complete even if concerned. As for effects of the arrangement of textbooks, present textbooks lack systematic discourse knowledge and exercise. The effects of classroom teaching come from two aspects. Regarding teachers, they lack professional quality, and don’t attach importance to discourse in classroom explanation, exercise design and homework grading, which may result in errors. As for students, errors may come from the fact that they improperly borrow rules from the target language.Related proposals are put forward. As for the arrangement of syllabus, improvements are suggested in terms of overall design, sense ordering, and design of example and so on. Considering the arrangement of textbooks, improvements can be made from theory, contents, note, example, exercise, etc.. Improvements in classroom teaching can be made from teachers’quality, classroom explanation, exercise design, homework grading, and students’ learning strategy and so on.