Thai Students Chinese Narrative Textual Coherence Error Analysis

In the process of teaching Chinese for Thai students, We found many studentshave a very low level of coherence in their essays, textual coherence error is a veryprominent issue in students’ essays. Our study based on linguistic theories of text,by way of analyzing the effective corpus, Thai students’ textual will be groupedinto three major types: marks coherence error, sentence level’s coherence error,semantic coherence error. Among them, the sentence level’s errors are the mostprominent, accounting for67.49%,semantic coherence errors and mark coherenceerrors accounted for25.83%and6.68%.Thai students coherence error producedby a variety of factors, including linguistic factors, teaching factors and students’factors. For the three types of continuity errors and the reasons for errors arising.we proposed solutions from writing teaching materials and teachers’ teaching.The study is divided into four parts:The first part is an introduction, main content topic reasons, procedures andpurpose, sources corpus, methods and steps,de-fining the relevant term, summaryof the study. Summary of the study start from domestic and foreign research on thetheory of textual coherence and research on the theory of teaching Chinese as aforeign language textual coherence two aspect.The second part is error analysis, mainly analyze the markers error, sentencesequencing error, sentence level error and sentence semantics error that affect thetextual coherence degree of Thai students’ narrative text. In this part, we firstgeneralize and sort out the various types of errors, and explain these errorsentences, then count data of error, at last directly response analysis results bytables and graphs, summarize the feature of Thai students’ narrative textualcoherence error.The third part is the reasons analysis, we explore why Thai students texts produce coherence error from language, teaching materials, teachers and students.For example, Thai students’ negative transfer, the complexity of discoursecoherence, text materials "text view" is not obvious, teachers and students’ textawareness weak, Students’psychological cognitive differences and so on.The forth part is according to reasons of errors product propose somecountermeasure from teaching material and teachers, expect that it will have effectto reduce Thai students’ narrative textual coherence error and improve Thaistudents’written expression levels.