Japanese Students Of Elementary Chinese Narrative Body Discourse Convergence Means

Focusing on the Japanese students whose Chinese is at primary level, the present thesis made a quantitative observation and analysis on their cohesion devices of narrative Chinese text on the following three aspects: reference, logic connection, and theme-rheme chain. First of all, we analyzed 10 Chinese texts made by native Chinese in order to form a normal model. Then, we selected 10 samples randomly from 76 inter-language texts, which are the Chinese compositions written by Japanese students. After analysis, we compared the two groups of data to figure out the general characters and common problems in the cohesion devices using of the inter-language. Finally, we examined all the 76 inter-language texts to verify the correctness of the data which came form the 10 selected samples.On the contrast with Chinese texts, which are made by native Chinese, we figured out the problems and difficulties they have on the three aspects "mentioned above.Firstly, the total amount of cohesion devices (ties) in the inter-language text is much less than those in Chinese text. Secondly, on the aspect of the distribution at different structure levels, contrary to Chinese text, the inter-language text used much more cohesion devices between topic chains than between clauses. Thirdly, as for certain devices, the inter-language text over-used some connective words and expressions, such as nominal reference words and pronoun reference words. Finally, due to the limited vocabulary, the cohesion expressions, particularly the logicconnection expressions the inter-language used are too simplistic.Most of the Japanese students are able to read Chinese, so, at the primary stage, enhancing the input of (Chinese) text is a feasible way to improve the students' sense of text (cohesion). Thus they will have a solid base when they are required to make a coherent paragraph or a composition in their intermediate or high level. In other words, textual training should not be put off to the intermediate or high level, but should be started from primary stage.The inter-language material the present thesis used are all the homework of Japanese students. This kind of material can reflect the students' Chinese using level more actually than the material from the questionnaire, such as putting the sentences in correct order or filling in the necessary conjunctions to make a paragraph coherent. The Chinese material we selected are compositions written by Chinese pupils. Compared with the masterpieces of famous writers, the material we use can avoid the influence of dialects or personal styles. Furthermore, pupils' compositions have more comparability with the inter-language materials.We hope to provided a quantitative basis for the Chinese textual training to Japanese students.