| Argumentative text is one of the most important types of discourses that need foreign students to master.This type of discourse emphasizes the logicality of argumentation,the organization of expression,the conciseness of language and the coherence of theme,which requires higher discourse construction ability of students.Since the 1980s,the study of TCSL has made great achievements in phonetics,Chinese characters,vocabulary,grammar and pragmatics,these achievements have been providing some important references for solving the problems in Chinese teaching.However,the actual teaching situation shows that even if the above errors have been corrected,the integrity and acceptability of the argumentative texts written by foreign students are still insufficient.The problem mainly lies in that students cannot complete the discourse cohesion of sentence and paragraph well.This thesis takes advanced British students as the research object,investigating from the perspective of discourse cohesion,examines 65 argumentative texts(about 30,000 words in total)selected from the HSK dynamic composition corpus.The full text is divided into five parts altogether.Chapter one is the introduction.This part introduces the reason,object,signi:ficance,ideas and methods of the study,and summarizes the related research results emphatically.Basing on the researches of scholars at home and abroad,chapter two classifies and summarizes the categories of discourse cohesive devices,including reference cohesive device,structural cohesive device,logical cohesive device and lexical cohesive device,and each category can be subdivided.Based on this classification framework,this thesis further compares the interlanguage argumentative texts in HSK dynamic composition corpus written by advanced British foreign students with the standard argumentative texts in the series of textbooks of Developing Chinese written by Chinese teachers.It is found that compared with standard texts,interlanguage texts in general present the following features:the rate of discourse cohesion is lower,the usage of categories of cohesive devices is less,and the distance between cohesive items is further.These features indicate that there are still many problems in the writing of argumentative texts at the advanced stage.Chapter three examines the cohesion errors in 32 interlanguage argumentative texts.Firstly,the thesis gives a comprehensive description of the errors of omission,addition,misapplication and wrong order in the four types of cohesive devices.After the statistics,we finds that the distribution of cohesive errors in interlanguage texts are decentralized and different.The fourth chapter is the causes of errors and teaching suggestions.This thesis analyzes the causes of interlingual interference,intralingual factors,learning environment and communicative strategies,and gives specific teaching suggestions from the perspectives of textbook compilation,teachers and teaching.In the aspect of compiling textbooks,textbook editors and writers should further enhance the consciousness of the early and middle stage of discourse teaching,establish and improve the cohesion of knowledge system,actively introduce vocabulary extension mode and properly increase the process writing training.In the aspect of teachers and teaching,learning and calls on teachers to actively expand space on the basis of the textbooks,strengthen the training of the discourse cohesion and attache great importance to the feedback of discourse cohesive errors.Chapter five is the conclusion.The main idea and content of this thesis are explained again,and the innovation and deficiency of this thesis are summarized. |
