Ukrainian Foreign Students Discourse Cohesion Error Analysis And Teaching Countermeasures

According to Halliday(1976), "The word text is used in linguistics to refer to any passage, spoken or written, of whatever length, that does form a unified whole." He also holds the view that a successful text is not based on correct grammar of each sentence, but based on the relationship of those sentences. That is to say, a successful text should highlight the focus and coherence of the text. Therefore, a successful text is based on correct sentences and needs the appropriate cohesion of those correct sentences. Cohesion is the basis of discourse coherence, and the cohesive ability has a direct influence on discourse ability and verbal communication. Hence, discourse teaching should focus on cohesion. However, discourse teaching is often neglected in grammar teaching, which makes learners don’t have effective training of the systematic discourse structure and cohesive device.The research object of the present study is Ukrainian students in Anhui University, and the present study analyzes the cohesive devices used in their writings in terms of grammar and lexicon. First, the author makes an elaborate classification of discourse cohesive device based on the research results of some scholars who have made researches on discourse cohesion and coherence. Then, the author generalizes the features of the incorrect use of discourse cohesive devices by Ukrainian overseas students and analyzes the reasons of errors based on the data collected from the writings of Ukrainian students in Anhui University and the writings of Ukrainian overseas students in HSK Dynamic Composition Corpus of Beijing Language and Culture University. At last, the author puts forward some effective teaching strategies to improve the Chinese discourse cohesion acquisition of Ukrainian overseas students according to the features and reasons of errors.This thesis is made up of six chapters. Chapter One to Chapter Two presents introduction and literature review of the present study. Chapter Three to Chapter Five are the body part of the thesis. Chapter Six is the conclusion part of the thesis.Chapter One to Chapter Two presents introduction and textual research were reviewed. Mainly introduced the selected topic origin, research purpose and significance, research methods and the sources of corpus. Textual research review mainly includes the concept of discourse, discourse study, textual study of cohesive devices. On the basis of these studies also introduced the teaching of Chinese as a foreign language discourse cohesion, and points out the deficiency in this area.Chapter Three presents a detailed analysis of the errors of Chinese discourse cohesion by Ukrainian overseas students based on the abundant data. First, it discusses the theoretical basis of the present study and classifies discourse cohesive device into grammar cohesive device, lexicon cohesive device and connection, and then gives an elaborate analysis of the errors of using these devices by Ukrainian overseas students.Chapter Four gives a data analysis of the errors of using discourse cohesive devices and generalizes the features and reasons of errors. According to the error data, the errors of Ukrainian overseas students’using Chinese discourse cohesive devices are featured by unbalanced distribution, omitting and misusing. Besides, the reasons of errors are mainly negative transfer of mother tongue, the abundant use of voidance strategy and the influences of teaching material and teaching methods.According to the features and reasons of errors, Chapter Five puts forward some effective teaching strategies to improve the Chinese discourse cohesion acquisition of Ukrainian overseas students in terms of students, teachers, teaching material and teaching methods.Chapter Six is the conclusion part of the thesis. It summarizes the research results, limitations of the present study and provides suggestions for further studies.