Expression Of Senior Class Students Discourse Spoken Discussions

In the setting of foreign language curriculum, the position in the field of teaching oral class is relatively definite and unified, that’s to say, it is a curriculum to train the student’s communicative ability to use Chinese to communicate in real life. While in senior oral teaching, our main target and content of teaching is aimed to cultivate overseas students’ability to express themselves orally in paragraph, which is considered to be a combination of training through language skills and verbal communication skills, by this way we can cultivate the learners’ ability to organize the sentences into a paragraph, as well as put the paragraph together into a text, this kind of ability is beyond the language structure itself, including the communicative ability and logical thinking ability. Therefore, the ability of oral teaching in advanced stage is a comprehensive teaching.Although the field of teaching Chinese as a foreign language has been paid great attention to train students’ ability of expression by paragraph, the oral expression level of foreign student in advanced stage leaves much to be desired. There are a lot of problems existed in oral expression of foreign students, including inaccuracy in lexical selection, errors and bias in syntax, improper connection between sentences, incoherence in semantics, illogical in syntagm, from which we can clear see that oral teaching and learning in the advanced stage for overseas student really has some problems. Lack of syntagm teaching and differences in language and culture for overseas students, as well as ignorance in context knowledge are considered to be the main reasons that lead to unsmoothly in syntagm expression. Therefore, syntagm should become an important part of advanced oral teaching. Topic discussion is the best way for language teaching and training. As to improve overseas students’ oral expression in paragraph, we should embark from three aspects:the first one is topic selection, it should be fun and target-oreinted, and with appropriate difficulty; the second one is to build a good classroom interactional mode, including three segments--teachers’ contextual questions, students’ language output and teachers’ corrective feedback; the third one is to pay attention to the oral paragraph expression training. The first side is the text organization training. Teachers should teach students to speak Chinese to form framework of paragraph, followed by the paragraph cohesion and coherence training, i.e. the inter-sentential cohesion and semantic coherence training.This paper is on the study of students’ expression problems in paragraph units and proposals for teaching to solve the bottleneck problem on oral expression in paragraphs of overseas students on advanced stage, and also, to improve their ability to express in syntactic units.