A Study Of The Learning And Using Three Commonly Used Cohesive Devices By Foreign Students

Intermediate and advanced students learning Chinese as the second language often encounter a problem: It is easy for them to make good single sentences, but they can not express some sentences in connection into the passage succesfully. Their expression is not logical Chinese language, but some of the simple sentences together. This limits language communication capabilities of students learning Chinese greatly.The goal of TCSL is students learning Chinese could communicate freely using Chinese. Communication including the dual master: the usage of Chinese language knowledge and language ability. Senior students have already learned certain amount of vocabulary and basically grammar; they can use simple single-sentence and complex sentence to communication. The main task for them is to express Chinese passages successfully. Therefore TCSL should focus on discourse knowledge. As the basic of discourse teaching, cohesion is most important for foreign students learning Chinese.This paper researches two aspect of language acquisition: output (textbooks that foreign students use in Chinese studying )and input (100 writing text papers of Vietnamese and Korean students) in order to investigate the situation of foreign students using reference, conjunction, ellipsis and substitution ,tries to find out law of foreign students learning three commonly used cohesive devices. And give some advice to TCSL.On the aspect ofoutput, the article divides the error types of three cohesive devices in writing papers of foreign students, statistics error frequency of each device, emphasizes influence factors of using three commonly used cohesive devices using statistical method. We find out :( 1) Intermediate and advanced students learning Chinese begins to use three cohesive devices. They use reference most and then conjunction, seldom use ellipsis and substitution. (2)Error rate of ellipsis& substitution is the highest. Error rates of reference and conjunction are similar, conjunction is a little higher than reference. (3) Native language background can't effect the using of three cohesive devices obviously. Errors made by students from two countries are the same. They always make mistake in using zero- reference correctly, conjunction words, and ellipsis when they are writing. (4) The content of article, complexity of the incident greatly affected foreign students using reference. But they can not affect using of conjunction and ellipsis& substitution.On the aspect of input, the article statistics the forms, order and frequency of three coheviced devices in textbooks. Textbooks introduce reference first, and then conjunction. Ellipsis and substitution is seldom introduced in textbooks. Generally speaking, existing teaching material is still on the basic of character, word, sentence teaching. Textbooks don't pay attention to coheviced devices.Based on the above two aspects of study, the conclusion of this paper is as follow: intermediate and advanced students learning Chinese as the second language already have consciousness of discourse. They can use common markednessive devices. But they learn these devices not only in class, from textbooks. They can learn something unconsciously and automatically. Native language background can't effect the using of three cohesive devices obviously. Errors made by students from two countries are similar. The content of article, complexity of the incident greatly affected foreign students using reference.