| International students with intermediate Chinese level have the ability to express themselves in paragraphs,but sometimes their finished discourse,especially argumentative discourse,can only be called the addition of some simple sentences.This shows that argumentative discourse types are still the most difficult point for foreign students to learn Chinese.The reason is that argumentative discourse emphasizes the logic of language and the cohesion of topics,but the ability of foreign students in this respect is relatively lacking.At the same time,the teaching and research of argumentative discourse for foreign students in the field of Chinese as a foreign language is also slightly insufficient.This paper selects 300 argumentative discourses of Japanese students with intermediate Chinese level in Beijing language and culture university "HSK Dynamic Composition Corpus" as samples,and makes a comprehensive analysis of the cohesive errors in the corpus by using the methods of literature analysis,data statistics and error analysis from three types of cohesive devices: lexical cohesion,grammatical cohesion and connective cohesion.After the statistics of discourse errors,the author finds that the cohesive errors in the discourse of Japanese students in the intermediate stage mainly focus on referential cohesion and ellipsis cohesion.The causes of discourse cohesion errors mainly include interlingual transfer,intralingual generalization and learning environment.According to these errors,the author puts forward that teachers should strengthen discourse awareness and enrich discourse theory knowledge from three aspects:teachers,textbooks and learners.Pay attention to discourse teaching,strengthen cohesion training and feedback after class,and adopt various evaluation methods;Teaching suggestions such as adding textual cohesion knowledge to textbooks,practicing learners’ changing thinking mode after class,and strengthening the study of textual cohesion knowledge. |
PDF Full Text Request