|Alternative Title||Error Analysis and Teaching Strategy Research about the “Cohesion and Coherence” of Chinese Discourses by Senior Foreign Students|
|Place of Conferral||兰州|
|Keyword||语篇 衔接偏误 连贯偏误 教学改进策略|
In the teaching practice of Chinese as a foreign language, the author finds that senior overseas students have relatively good expression abilities for single sentences. In comparison, they are relatively weak in expressing paragraphs or chapters, especially having remarkable problems in discourse cohesion and coherence, which can exactly reflect the insufficient emphasis on discourse teaching in the Chinese-teaching for senior foreign students. Through reading related literature, the author also finds that domestic researches about the discourse of Chinese for foreigners are not mature, most of them just translate and introduce the results of foreign text linguistics, which corpus is just English or mixed Chinese and English. Besides, domestic error researches are mostly focused on discourse cohesion, not many combining cohesion with coherence.
Aiming at this phenomenon, the author takes the real corpus of senior foreign students in the Arts Institute of Lanzhou University as the research object and spreads this article mainly from the following three aspects. Firstly, under the guidance of discourse theories, error analysis theories and related teaching theories about Chinese for foreigners, the author references predecessors’ research results, divides explicit cohesion error in corpus into three categories, namely, grammar, vocabulary and connection, while dividing implicit coherence error into two categories, that is, context and semantics, and investigates the error conditions of overseas students’ discourses respectively. Secondly, the author describes error characteristics by the integration of texts, data and graphs, and analyzes the reasons behind the errors from four perspectives, namely, negative transfer of native language, textbook as well as test, and shortage of discourse awareness. At last, based on the above description and analysis, the author puts forward suggestions for improving discourse ability from four aspects including textbook, test, student and teacher, and mainly offers some teaching suggestions for teachers, such as, enriching their own theoretical knowledge, improving teaching approaches, enriching practicing patterns, improving patterns of homework check and correction.The positive significance of this research lies in that this article is based on true corpus and can provide more corpus for error analysis about Chinese for foreigners; the improvement suggestions put forward in the latter part can help overseas students improve their discourse cohesion and coherence abilities, meanwhile providing some ideas for future teaching practice of Chinese teachers from home and abroad.
|李育新. 高级阶段留学生汉语语篇“衔接与连贯”及教学策略研究[D]. 兰州. 兰州大学,2018.|
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