Discourse Research And Instructional Design Based On Developing Chinese·Elementry Comprehensive Course Ⅰ

With the rapid development of China’s economy,the number of Chinese learners is increasing day by day,and the cause of teaching Chinese as a foreign language is also developing vigorously.Many fields have achieved fruitful results.However,in the actual teaching,we find that many Chinese learners output Chinese sentences without vocabulary and grammar mistakes when looking at them alone,but all the sentences combined together are not natural enough and lack of coherence.The primary stage is an important stage for the formation of students’ language thinking.Effective teaching of text rules in this stage can help students to form Chinese text consciousness and construct Chinese text framework,thus affecting students’ discourse expression ability in the middle and advanced stages.Therefore,it is necessary to carry out discourse teaching in the primary stage of Chinese learning.The first chapter of this paper firstly introduces the background of the topic selection,retrospects the historical development process of discourse research,and reviews the present situation of discourse teaching in TCSL.Then the necessity and feasibility of introducing discourse teaching in the primary stage are illustrated by the teaching practice of predecessors,the learning needs of learners,the rules of second language acquisition and the discourse phenomenon contained in Chinese textbooks.Finally,the research content and methods of this paper are introduced.In Chapter Two,by referring to professional works on Chinese discourse research at home and abroad and combining with the characteristics of primary Chinese learning,the specific content of cohesive devices in primary Chinese discourse is determined,namely zero reference,reference,substitution,quasi reference and logical connection.The third chapter sorts out and classifies the cohesive devices contained in the textbook "Developing Chinese · Primary Comprehensive I",and investigates the number and order of zero-form reference,reference,quasi-reference and logical connection,and analyzes their distribution rules.The fourth chapter,according to the statistical results above,determines the teaching focus of cohesive means in discourse teaching and carries out teaching design.