A Study On The Errors Of Chinese Discourse Cohesion Of Middle Level Mongolian Students

Under the guidance of discourse cohesion theory,error analysis theory and contrastive linguistics theory,combined with the collected composition corpus of the intermediate Mongolian students,this paper uses error analysis and statistical analysis methods to analyze the error of discourse cohesion of the intermediate Mongolian students,summarizes the reasons for the error,and puts forward teaching suggestions for the error.The paper consists of six chapters.The first chapter is the introduction,which introduces the origin and significance of the research,the summary,the research methods and the sources of the corpus.The second chapter mainly discusses the theoretical basis and the classification of cohesive devices.First,the definition of text is discussed.Secondly,it explains the related theories in detail,which lays the theoretical foundation of the whole paper.Finally,the classification of cohesive devices is introduced in detail.The third chapter analyzes the compositions of students in three schools in Mongolia from three kinds of cohesive devices:grammatical cohesion,lexical cohesion and logical connectives,and finds out the errors of textual cohesion in the corpus.In the fourth chapter,based on the statistical analysis,we summarize the types of errors and discuss the causes of errors.The fifth chapter gives some teaching suggestions.The sixth chapter is the conclusion part,which summarizes the viewpoints of the paper and points out the shortcomings.According to the statistics of the errors in the corpus,we can draw the follow conclusions: whether Mongolian students are middle or senior,when they use discourse cohesion,the errors of logical connection,ellipsis and reference are themost.For the intermediate Mongolian students,there may be more errors in ellipsis and logical connectors.The causes of errors are mainly the interference of interlingual and intralingual transfer,teachers’ teaching materials,learners’ own factors and language environment factors.In view of these errors,the author puts forward targeted teaching suggestions from three angles of teachers,students and teaching materials.