The Integrating Of Structure, Function And Culture From A Contrastive Study Of Chinese And English Discourses

From the perspective of current situation of discourse teaching in teaching Chinese as a foreign language and guiding by discourse analysis,contrastive linguistics theories and functional linguistics,this paper compares the differences of cohesion and coherence in Chinese and English.We explore the reasons for the differences from the aspects such as different ways of thinking, philosophy and culture.Then on this basis ,we hope that we can use our study to give the integrating of structure, function and culture some useful inspirations.The main body of this paper consists of six sections: the purpose of the first section is to provide a background briefing to the research, which refers to the rational of this research. Then the author reviews theoretical issues of relevance to existing research.The second section concerns the history review of the related theories and the recent study of discourse analysis,contrastive linguistics theories and functional linguistics.The third part compares the differences of reference, substitution , ellipsis and coherence in Chinese and English. The fourth part,in comparison, we explore the reasons for the differences from macro aspects such as different ways of thinking, the ways of cognizance ,philosophy and culture.The fifth part, on the basis of the similarities, differences and the root causes of reference, substitution ,ellipsis and coherence, we put forward proposals for the current problems in discourse teaching.And we think that the further development of discourse teaching will influence the perspectives of structure, function and culture. The last part gives a conlusion of this paper.We strive to give a full description of the similarities, differences of the three cohesive devices and coherence and a thorough analysis of root causes, putting forward the corresponding teaching strategies. To a certain extent,this enriches the study of the comparisons of discourses and gives some new ideas to teaching Chinese as a foreign language. But it is necessary to point out that they are just proposals, their implemencations need to be constantly fulfiled and improved and their effectiveness needs to be constantly tested in teaching practice.