| Text writing is an important part of second language learning and an important indicator of whether students have learned the target language well.Discourse cohesion is an important topic in linguistics,and the study of discourse cohesion among international students plays an important role in the study of second language acquisition.At present,research on second language acquisition mainly focuses on phonetics,vocabulary,grammar,and Chinese characters,with relatively little research on discourse cohesion.Firstly,based on the investigation of three types of Chinese comprehensive textbooks,this article classifies the discourse cohesive devices in the textbooks in combination with previous research,and briefly explains the Chinese discourse cohesive devices with specific example sentences.In addition,statistics are conducted on the use of discourse cohesive devices in the textbook texts,and it is found that the use of referential cohesive devices,omitted cohesive devices,and cohesive devices is relatively high.Secondly,in the HSK Dynamic Composition Corpus,the acquisition of these three discourse cohesive devices by Chinese learners with English backgrounds was examined.It was found that learners had the best mastery of referential cohesive devices,followed by connective cohesive devices,and the worst mastery of omitted cohesive devices.Moreover,the acquisition of discourse cohesive devices by learners was roughly positively correlated with the number of occurrences of this cohesive device in the textbook.Then the reasons for the errors are discussed and analyzed.It is found that advanced English background learners have a deeper understanding of the characteristics of Chinese parataxis,but learners will over generalize it,resulting in the misuse of zero reference cohesive devices and the omission of conjunction.On the other hand,different ways of using cohesive devices in English and Chinese texts can also lead to learners’ errors.Finally,based on error analysis,some suggestions were put forward regarding learning strategies,teaching syllabus,textbooks,and teaching.In terms of teaching,we should strengthen the analysis of discourse cohesion in intensive reading texts,attach importance to the modification of discourse cohesion in learners’ compositions,appropriately compare Chinese and English discourse cohesion,and adopt diverse teaching methods;In terms of the outline,increase the relevant knowledge of discourse cohesion in the outline;In terms of textbook writing,precise interpretation,reasonable distribution,and rich practice are required. |
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