A Study On The Intermediate Chinese Writing Teaching For International Students In Central Asia From The Perspective Of Text Genre

Writing is the focus of international Chinese education,and the intermediate Chinese writing course is the key course to improve students’ writing ability.International students in Central Asia are an important group of students studying in China.However,due to the differences of different countries,in the process of learning intermediate Chinese writing,Central Asian students have encountered common problems in their Chinese writing.Because of the unique writing characteristics of Chinese and the Chinese way of thinking,it is difficult to write.such as colloquial expression,incoherent sentence meaning cohesion,and nonstandard text format.At the same time,it also shows the unique learning difficulties of Central Asian students.It is mainly due to the writing interference caused by the ontological language characteristics and cultural background of Central Asian students’ mother tongue,for example,influenced by inflectional language,students are not used to using time words to reflect tense changes.In addition,according to different writing styles,the writing errors are also different.Therefore,this paper takes the teaching of intermediate Chinese writing for Central Asian students as the research object,from the perspective of discourse genre,based on corpus analysis,classroom observation and interviews,explores the difficulties and errors in intermediate Chinese writing for Central Asian students,and tries to put forward targeted teaching strategies and teaching mode optimization suggestions,so as to improve the teaching effect of intermediate Chinese writing for international students in Central Asia.This paper is divided into six parts.It analyzes the teaching of intermediate Chinese writing from four aspects: narrative,practical,expository and punctuation.The first part discusses the background and significance of the topic,combs the current situation of writing teaching research,and discusses the importance of studying intermediate Chinese writing teaching for Central Asian students.At the same time,it also introduces the research methods,research ideas and Chinese learning characteristics of Central Asian students.The second part focuses on the situation of intermediate Chinese narrative writing of Central Asian students,and summarizes the macro structure and cohesive devices errors in narrative writing of Central Asian students,and analyzes the causes of errors.Based on this,this paper puts forward the feasibility of Applying Schema Theory to narrative writing teaching,and gives some suggestions from three aspects: structure schema,skill schema and content schema.And based on the theory of discourse analysis,three macro organization models of narrative are summarized.The third part focuses on the teaching of intermediate Chinese practical writing for international students in Central Asia.Firstly,it analyzes the genre characteristics and teaching training objectives of practical writing.Secondly,it points out the problems in genre format,teaching materials,teachers’ and students’ writing expression.Finally,based on this,this paper proposes to construct a teaching mode of practical writing with communicative tasks as the core,and discusses the elements and teaching process of this mode from four aspects: teaching objectives,teaching contents,training mode and teaching examples.The fourth part analyzes the problems existing in the intermediate Chinese expository writing of Central Asian students.Based on the corpus analysis,it points out that there are five aspects of errors,such as incomplete components,inaccurate words,sentence meaning expression,text structure and colloquial expression.It gives corresponding teaching suggestions from four aspects: Model Teaching,paragraph teaching,vocabulary application and stimulating learning interest.The fifth part discusses the importance of punctuation in Chinese writing,puts forward the problems of lack,mixed use and single use of punctuation in intermediate Chinese writing of Central Asian students,illustrates the influence of Russian punctuation habits on the use of Chinese punctuation of Central Asian students,and puts forward some suggestions for the improvement of punctuation teaching.The conclusion summarizes the main conclusions of this paper and reflects on the shortcomings of the research.Through the analysis,this paper discusses the deficiencies and problems in the teaching of intermediate Chinese narrative writing,practical writing,expository writing and punctuation writing for Central Asian students,and puts forward corresponding solutions based on the characteristics of discourse genre,so as to provide reference for the development of intermediate Chinese writing teaching for international students in Central Asia.