Research On The Use And Errors Of Cohesive Devices In The Oral Discourse Of Intermediate And Advanced Indonesian Learners Of Chinese

In practical language teaching,even advanced Chinese learners who have acquired knowledge of phonetics,vocabulary,and sentence structures,as well as understanding the rules of combining different levels of Chinese language,may still encounter the phenomenon of "incoherent discourse".The use of cohesive devices is one of the key reasons for such occurrences.This study focuses on the oral discourse of intermediate and advanced Indonesian learners of Chinese.It horizontally analyzes the distribution and characteristics of the use of cohesive devices by Indonesian learners compared to native Chinese speakers.It also vertically examines the distribution and characteristics of the use of cohesive devices among learners at different proficiency levels.Additionally,the study statistically analyzes the occurrence of errors and their underlying causes,and finally,provides targeted teaching suggestions.The research findings show that the frequency of use of different types of cohesive devices by Indonesian learners,from high to low,are temporalspatial,causal,adversative,and additive.This demonstrates an uneven frequency distribution and significant differences between learners and native speakers in the usage of some cohesive devices.In terms of errors,there is a higher occurrence of misuse errors compared to errors of addition,omission,and misordering.Among the types of cohesive devices,errors in the additive category are more prevalent than those in the causal,adversative,and temporal-spatial categories.These errors can be attributed to language transfer,learner-related factors,and teaching resources.Therefore,in the teaching and learning process of oral discourse cohesive devices,attention should be paid to the impact of language transfer,individual learner factors,and classroom teaching resources on language learning.Regarding the language itself,the differences between the native language and the target language,as well as the differences within the target language,should be emphasized in Chinese learning.For individual learners,metacognitive functions should be fully utilized to cultivate discourse awareness during language skill training.For teachers,optimizing teaching strategies and methods is essential.Lastly,optimizing oral teaching materials in terms of cohesive device arrangement and exercise settings is also crucial.Overall,this study sheds light on the use of cohesive devices in the oral discourse of Indonesian learners of Chinese.It provides insights into the errors that occur and suggests practical implications for teaching and learning in this specific area.