An Investigation On Text Coherency Of Mid-Higher Level Vietnamese Oversea Students Through Reference Type

The target of Teaching Chinese as a Foreign Language is to cultivate Chinese learners with the intercouring ability in Chinese. But during the course of teaching, the author found that after the Vietnam oversea students who'll study the mid level textbooks had learnt the basic grammar and about 2000 words, they could not write the coherent compositions despite there're no grammatical errors in their texts. If the real reasons which affect the learners' text coherency can be found, the right teaching methods can be made. In this paper, the author's going to investigate their text coherency by studying the reference types in their texts with four chapters.Chapter 1:Introduction. Firstly, It gives the definition of text and mid-higher level speed in this paper. Secondly, it carries on synthesis and description on the advanced achievements in the fields of text and errors of Chinese learners. Thirdly, it introduces the studying range ,the studying methods & the structure of this paper, and the data fountain as well. Finally, it concludes the value of this paper.Chapter 2:The Analysis on Reference Types Using in Vietnam Students' Texts. In this part, it uses data statistical method and look back method to investigate the time reference, site reference, person&thing reference, text reference and personal reference. Then it compares the results with Chinese so as to get a trend used by Chinese learners.Chapter 3:The Analysis on Errors in Vietnam Students' Texts. In this part, it investigates the errors of reference types in Vietnam students' texts depending on interlanguage theory, text theory and cognitive theory, and summarizes five kinds of errors.Chapter 4:Summarization. In general, the reference types have been simplified by Chinese learners; In details, the coherency in higher level speed learners' texts is better than that in mid level speed learners' texts. And there're some errors in both two level learners' texts. What's more, it gives the conclusion that Chinese learners gain the knowledge of reference mainly by imitation. At the end of this part, it puts forward the question that need to be going on studying in the future.