| With the improvement of China international status,the "Chinese language fever" has continued to rise in countries all over the world,and the teaching of Chinese as a foreign language has also been greatly developed,but discourse teaching has been the weak point.Discourse teaching breaks through the traditional micro linguistic framework that only pays attention to sentence standard,it does not simply emphasize the analysis of specific linguistic forms,but starts from the structural form of the segments and chapters and the communicative functions and ideas they express,so that students can grasp basic linguistic phenomena such as grammar,vocabulary and sentence patterns from the perspective of application,thus strengthening their macroscopic grasp and understanding of linguistic phenomena and training.This will enhance students’ understanding of language phenomena and train them to use language phenomena for communicative purposes.Discourse cohesion is the key part of discoursing teaching,during my internship,I observed the Japanese learners’ Chinese writing in detail and found that many learners’ability to articulate is not sufficient,and in the process of Chinese expressions,they often do not match the previous words and seem to be repetitive and incoherent,which seriously hinders the improvement of their Chinese.The British linguist Halliday once suggested that "the success of a discourse lies not in the grammatical correctness of individual sentences,but in the relationship between them,i.e.,whether the focus is prominent,whether the lines are coherent,etc." In other words,the proper cohesion between individual sentences is the key to the success of the discourse.To improve communicative competence in Chinese,it is necessary to improve the cohesion of discourse.Recently,research on second language acquisition has focused on phonology,vocabulary,grammar,Chinese characters,etc.,but research on discourse,especially discourse cohesion,has started late and has yielded few results.In addition,the existing studies on the discourse cohesion for Chinese learners with specific native language backgrounds are mainly conducted in the United Kingdom,the United States,and Korea,and very few of them are conducted with Japanese learners.Meanwhile,the proportion of Japanese learners among international students coming to China to study Chinese is very high,and the number of those studying Chinese in Japan is also significant.In response to these problems,I chose to study the of Japanese learners’ Chinese writing.In order to enrich the research results on the discourse cohesion of Japanese learners’ Chinese writing,I describe in detail the errors in the discourse cohesion of intermediate and advanced Japanese learners’ Chinese writing,and analyzes in depth the characteristics of the errors and the causes of the errors.In addition,the study explores how to effectively avoid the errors in the discourse cohesion of discourse,which is an important reference for teaching Chinese as a foreign language（especially for Japanese learners）.This study takes problem identification,problem analysis,and problem solving as the main research idea,and takes Japanese learners in the 20th grade 1B XiangBan class of the School of Chinese at Beijing Foreign Studies University as the main research subjects.This study is based on the idea of problem identification,problem analysis and problem solving,and takes Japanese learners in the 20th grade 1B XiangBan class of the School of Chinese at Beijing Foreign Studies University as the main research object.The research data is an authentic corpus of over twenty-five thousand words.The three categories of grammatical articulation（personal reference,indicative reference,comparative reference,noun substitution and omission,verb substitution and omission,clause substitution and omission）,lexical articulation（original word restatement,synonym restatement,contextual word restatement,general word restatement,collocation）,and logical articulation（causal logic,transitive logic,temporal logic,additive logic）were used to quantify the use and errors of the articulation devices in Chinese writing by intermediate and advanced Japanese learners,and to qualitatively analyze the causes of the errors.By the statistics data,the following conclusions can be conclude:（1）the two articulation devices,original word repetition and personal reference,were most frequently used by intermediate and advanced Japanese learners in their Chinese writing,far exceeding other articulation devices;（2）the errors of discourse cohesion for advanced Japanese learners can be grouped into four categories,in descending order of occurrence:redundancy,absence,misuse,and misordering;（3）the errors of discourse cohesion for advanced Japanese learners are unevenly distributed,and this unevenness is not only reflected in the overall errors,but also in the specific types of errors;（4）in the Chinese texts of intermediate and advanced Japanese learners,the problem of improper logical articulation is more common,with the problem of improper articulation of additive logic and cause-effect logic being particularly prominent.;（5）in the Chinese texts of intermediate and advanced Japanese learners,redundancy is evident,mainly in the redundancy of personal reference and the redundancy of original word restatement.In addition,this study also explored the main reasons for the bias in the discourse cohesion of intermediate and advanced Japanese learners,namely,negative native language transfer,generalization of knowledge of the target language,and the influence of avoidance strategies.To address the above reasons,the author proposes corresponding strategies from both teaching and learning perspectives,i.e.,teachers should enhance their awareness of the discourse cohesion teaching,clarify the content of the discourse cohesion teaching,and improve the discourse cohesion teaching strategies.Learners should change their way of thinking and develop their sense of Chinese language;learn ontology knowledge and master Chinese rules;improve learning strategies and overcome psychological barriers.Some of the suggestions are also specified with examples. |
