A Study On The Textbook Of Intermediate Writing Of Chinese As A Foreign Language From The Perspective Of Discourse

The training emphasis of each stage of teaching Chinese as a foreign language writing is different.For intermediate stage students,after the training of primary writing,they already have a certain foundation of stylistic writing.At this stage,we need to further enrich students’ writing of various discourse types,so as to lay a foundation for the next stage of writing.In view of the problems of logic confusion,unclear expression and frequent language errors in the discourse writing of intermediate level students in the actual teaching,the author thinks that the implementation of discourse awareness should be advocated in the actual teaching.This paper studies the two intermediate writing textbooks from the perspective of discourse.The paper focuses on the model text and practice part of the textbook.Firstly,it defines the types of discourse cohesive devices in combination with the model text,and makes statistics on the distribution of discourse cohesive devices in the textbook.It is found that the distribution of discourse knowledge in the textbook is implicit and unbalanced.Secondly,it makes statistics on the practice part of the textbook,and makes statistical analysis According to a certain classification standard,this paper classifies the types of the textbook and the cohesive devices of the investigation,summarizes the functions of different exercise types,and finally,combined with the previous research,puts forward corresponding suggestions on the arrangement of the text knowledge and practice of the textbook,and puts forward corresponding teaching suggestions on the teaching of intermediate Chinese writing combined with the teaching content of intermediate Chinese writing as a foreign language.This paper consists of five parts:introduction,introduction of text knowledge,research on text practice,suggestions and teaching strategies for the compilation of intermediate writing textbooks for teaching Chinese as a foreign language,and conclusion.The introduction mainly introduces the importance of text awareness and teaching materials in writing class,describes the research status of text ontology,teaching Chinese as a foreign language and writing teaching materials,and puts forward the research contents and methods of this paper.The second part expounds the types of discourse cohesion from four aspects:grammatical cohesion,lexical cohesion,sentence cohesion and rhetorical cohesion,and makes statistics on the discourse cohesion devices in the teaching materials,so as to obtain the distribution characteristics of the text knowledge in the teaching materials.Combined with the relevant content of the text knowledge in the syllabus,put forward corresponding thinking.In the third part,the author studies the exercises in the textbooks,counts the total amount of exercises in the two textbooks and the average number of questions in each class hour,and then divides the exercises into vocabulary exercises,sentence exercises and discourse exercises according to the different focus of the investigation,and discusses the functions of different types of exercises,and obtains the characteristics of the compilation of the exercises in the two textbooks.The fourth part,according to the previous research content,puts forward the corresponding suggestions on the text knowledge and practice setting of the textbook,combined with the previous research and outline requirements,makes clear the content of intermediate writing teaching of teaching Chinese as a foreign language,and puts forward some suggestions on the text writing teaching.The conclusion part summarizes the conclusions and suggestions of the statistical research,and reflects on the shortcomings.