Spoken Discourse Cohesion Errors Of African Learners Of Elementary Chinese And Teaching Strategies

This thesis takes elementary Chinese Students of Confucius Institute in Nnamudi Azikiwe University in Nigeria as the research object. According to Mr Huang guowen’s " Textual cohesion" theory, the thesis analyzes textual cohesion errors of real spoken discourse corpora from African students and then found characteristics and causes of those errors. Finally, based on causes of those errors,the thesis put forward some teaching strategies of spoken discourse about African learners of elementary Chinese.This thesis argues that spoken discourse cohesive errors made by African learners of elementary Chinese are mainly concentrated in the grammatical cohesive devices errors and logical connector. And reference errors is the most obvious in grammatical cohesive devices errors. The causes of these errors are from African students、Chinese teachers in Africa and Chinese text books used in Africa. For example, the interference of African students ’native language and the second language and students’ learning motivation、the shortage of Chinese teachers in Africa and insufficient teaching experience which leads to ignore the discourse teaching lag of traditional Chinese teaching material design in Africa.To effectively avoid these errors and implement spoken discourse teaching successfully, we must make correct teaching strategies based on students、teachers、 teaching materials. Firstly, African students should learn more about Chinese culture and understand China’s integrative thinking and parataxis-prominence in Chinese. Secondly, we also need to speed up the localization of Chinese teaching faculty construction in Africa. Chinese teachers should have the consciousness of discourse teaching in the primary stage, such as hearing、speaking and stating, scene training, etc. Finally, we need to promote localization of Chinese language textbooks in Africa. Teaching materials and exercises design can change the colloquial speech into spoken discourse instead of just from words to the word, from word to sentence.