Error Analysis And Teaching Suggestions On International Students’ Colloquial Discourse Production Based On Corpus

Error analysis is a common theory used in the study of teaching Chinese as a second language. Many scholars at home and abroad have done research about the errors in international students’discourse. However, from the current existing research results in the academic community, compared with written discourse, the research on error analysis in international students’spoken discourse is not sufficient. In addition, the current discourse studies mostly focus on the errors in discourse of intermediate and advanced students, rarely on the primary students. This paper collects the recording of speaking test from students of primary, intermediate and advanced level in Institute of International Education of Anhui University. Based on the corpus, this paper is going to investigate the errors of students’ spoken discourse production comprehensively.On the basis of the spoken Chinese corpus, selected spoken discourse as the research object, this paper is going to find out the errors in students’discourse production, also to describe and analyze these errors. These errors can be divided into five categories:referential errors, conjunctive errors in compound sentences, time conjunction errors, text entirety & sentences errors and words-pragmatic errors.Furthermore, this paper does statistics work about students’ spoken discourse which has been divided into primary, intermediate and advanced level. In order to investigate the relations between language level and discourse production, using the data we have got, this paper is going to make the comparison by statistical software for significant differences. Finally, this paper introduces the conclusion that except words-pragmatic errors, language level has a great effect on the discourse production of reference, conjunctive words in compound sentences, time conjunction, text entirety & sentences.Based on the above research conclusion, this paper finally puts forward some suggestions about teaching materials and teaching Chinese as a second language. We suggest that the textbook can make some special marks on the important cohesion devices in Chinese discourse, and introduce the use of cohesion devices definitely. Besides, it’s necessary to embody the overall coherence in practice designing. As for teaching, this paper recommends that oral expression can combine with the teaching of Chinese discourse content. In addition, Chinese teachers can make full use of teaching materials, and it’s available to choose some topics and create some contexts as expression training methods to improve the production of international students’ Chinese oral discourse.