Analysis Of Cohesion Errors In Writing Of Foreign Postgraduate Students In Yunnan University

In recent years,the number of highly-educated Chinese students in Yunnan University has continuously increased.While studying professional courses,these international students also need to participate in public Chinese lessons to learn Chinese in order to assist them in their studies in China.In this regard,it is particularly important to improve their Chinese proficiency.However,for international students who have reached Chinese proficiency above intermediate level,the main problem for them to learn Chinese is not a grammatical error but a discourse-level problem.The article has a decisive position.Therefore,an in-depth and meticulous study was conducted on the compositional errors in the writing of public Chinese language classes for Chinese students studying abroad to find out the main reasons for their textual convergence errors and to help foreign students in China improve their Chinese proficiency and written expression so that they can better Learn professional courses.This paper uses statistical analysis method and statistical method to analyze statistical analysis of 85 intermediate postgraduates’ writing papers in the public Chinese language curriculum.During the process of statistical analysis,the dissertation finds that: First,the emergence of public Chinese students in the writing of textual cohesion Means of bias appear to be imbalanced.Among the errors in the discourse cohesion of foreign students,the number of lexical cohesion errors is the largest,and the proportion is the largest.There are 126 cases in total,of which,collocation bias is the largest among all discourse couplings;followed by other link component biases.48cases;the omitted bias was the least,only 9 cases.Second,in the foreign student’s composition,some words are not just a kind of cohesive device falsification,but are mingled with many kinds,affecting the coherence and logic of the discourse.The causes of errors are many,and the student’s own factors.In response to this finding,the paper proposes several targeted recommendations:First,through the combination of reading and writing,the Chinese language thinking of foreign students can be cultivated to reduce the influence of negative transfer of mother tongue.Second,to help foreign students master and consolidate the knowledge and rules of the target language as soon as possible by strengthening the training of textual cohesion,for example,for students to imitate writing,and to set up practice questions concerning textual cohesion.Third,to give play to the leading role of teachers,to increase the analysis and explanation of discourse in the classroom,and to cultivate theforeign students’ awareness of textual cohesion,and to teach students in accordance with their aptitude in the differences between classes 1 and 2.