A Study On Japanese Students’ Acquisition Of Cohesive Devices In Chinese Written Language

Based on Chinese interlanguage corpus,this paper collects,describes and analyzes the correct and wrong use cases of Japanese students in the interlanguage corpus by using the methods of data statistics and comparative analysis,and makes a detailed investigation on the acquisition of cohesion means of Japanese students’ Chinese written discourse from three aspects: grammatical cohesion,lexical cohesion and logical cohesion.The main conclusions are as follows:Firstly,the frequency of Japanese students’ use of grammatical cohesive devices is unbalanced.The use of anaphora cohesion is far more than ellipsis cohesion,and personal anaphora and nominal ellipsis dominate in anaphora and ellipsis respectively.The Grammatical Cohesion Errors of Japanese students are mainly distributed in two types: demonstrative anaphora and subject ellipsis.From the perspective of the types of errors,anaphora errors are mostly the misuse of anaphora,while ellipsis errors are mostly the lack of ellipsis.Secondly,the frequency of Japanese students’ use of lexical cohesive devices is unbalanced.The use of repetition relation cohesion is far more than that of co-occurrence relation cohesion,and the repetition of original words and the co-occurrence of antonyms are obviously dominant in repetition relation and co-occurrence relation respectively.The Lexical Cohesion Errors of Japanese students are mainly concentrated in three types: original word repetition,generalization word repetition and hyponymy word repetition.From the perspective of error types,the misuse of lexical cohesion itself > pronoun anaphora or ellipsis is mistaken for lexical cohesion > lexical cohesion is mistaken for pronoun anaphora or ellipsis.Thirdly,the frequency of Japanese students’ use of logical cohesion is unbalanced.The use of generalized juxtaposition and generalized causality cohesion is significantly more than that of generalized transition cohesion.The logical cohesive words used individually are far more than those used in pairs;Although the selection of specific cohesive words in the advanced stage is richer and more diverse than that in the early and intermediate stages,its imbalance is still significant.From the primary stage to the advanced stage,the accuracy of logical cohesion has improved,but on the whole,it is still lower than grammatical cohesion and lexical cohesion.The logical Cohesion Errors of Japanese students mostly focus on three types: turning type,causal type and juxtaposition type.In terms of error types,omission > misuse > redundancy > misorder.Based on the acquisition of cohesive devices in Chinese written language by Japanese students,this paper puts forward some practical teaching suggestions for the text teaching of Chinese as a foreign language,hoping that the research content of this paper can promote the development of foreign language text teaching practice to a certain extent.