Dissertation
Dissertation > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language

In the advanced stage of Korean students' discourse cohesion study

Author YinWeiZhen
Tutor XiaoZuoQiang
School Nanjing Normal University
Course Teaching Chinese as a Foreign Language
Keywords korea students discourse grammatical cohesion lexical cohesion logicalcohesion acquisition
CLC H195
Type Master's thesis
Year 2012
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On the basis of other scholars’research,we describe and analyze some korea students’ Chinese discourses in detail by using the means of statistical analysis, error analysis and contrastive analysis, getting the following conclusions:In terms of grammatical cohesion, the usage of ellipsis is obviously more than the usage of reference whether in intermediate stage or advanced stage.Moreover, the personal reference and the subject ellipsis respectively dominate in ellipsis and reference. Besides, the imbalance of the usage among the grammatical cohesion words is still notable even though the richness of the grammatical cohesion words is heightening from intermediate stage to advanced stage. On the other hand, the error examples converge on the personal reference and subject ellipsis both in intermediate stage and advanced stage. Judging from the type of errors, the omission of reference is the widespreadest in the error examples of reference. And the redundancy of ellipsis is the widespreadest in the error examples of ellipsis.In addition of that,the errors about the attribute ellipsis show a state of fossilization,with its correct rate is relatively lower than others.In terms of lexical cohesion, the usage of vocabulary repetition is obviously more than the usage of vocabulary co-occurrence. Meanwhile the words’ reappearance and the antonym’s co-occurrence respectively dominate in vocabulary repetition and vocabulary co-occurrence.The learning difficulty of lexical cohesion is relatively lower than other cohesion means for the Korean students,with its error rate is lowest.And the error examples converge on the words’reappearance, the synonym’s reappearance and the antonym’s co-occurrence.Besides that, judging from the type of errors, the misuse of lexical cohesion is more than the redundancy of lexical cohesion.In terms of logical cohesion, the usage of parallel cohesion, cause-effect cohesion and transition cohesion is significantly more than other logical cohesion no matter in intermediate stage or advanced stage. And the usage of a single logical word is far more than the usage of logical words used in pairs.Besides, the gap of the usage frequency between commonly used logical words and rarely used logical words is huge.And although the error rate of logical cohesion is declining from intermediate stage to advanced stage, its error rate is also higher than other cohesion means in general.And the error examples converge on the usage of cause-effect words and parallel relationship words. Judging from the type of errors, the omission of logical cohesion is far more than the redundancy of logical cohesion.In addition of that, the correct rate of progressive relation words is relatively low both in intermediate stage and advanced stage.Its learning difficulty is relatively higher.Finally we analyze the causes of these phenomena and propose some teaching suggestions from three aspects which includes the sense of teaching, the process of teaching and the strategies of teaching.

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