A Study On Communication Strategies In Written Chinese Of Foreign Students At Intermediate Level

This paper makes a research on the writing communicative strategies of foreign students in the intermediate stage,investigates the psychological process and strategies used by students in written communication and on this basis, explores how to carry out targeted teaching.The thesis consists of the following parts:The first part is the introduction. First,it explains the origin of the study and introduces the present situation of the research on communication strategy at home and abroad, illustrates the research methods and research ideas. By combing the literature we found that the linguistic circles have achieved fruitful results in the research of language communicative strategies at home and abroad. However, there are few researches on the communicative strategies of written language, and it is necessary to carry out further research. This paper focuses on the following three points:(1)To investigate what kind of communication strategies are used in the written language by students in the intermediate stage.(2)To analyze the effect of the intermediate students’ written communication strategies.(3)To put forward some suggestions on the setting of communicative strategies in the international Chinese language teaching general curriculum, the compilation of the teaching material and the teaching of Chinese as a foreign language, through the description and analysis of the written communication strategy used by students in the intermediate stage.The second part is the survey design. This chapter, describes the definition and classification of the written communication strategies of questionnaire in detail, combined with the specific example to illustrate the method of data analysis. Finally, individual interviews with specific issues of task setting and interviews are introduced.The third part is the analysis of the survey results. Through the summary of the survey results, we draw the following conclusions:1.The statistical survey results show that the high frequency strategies in the communication strategy of the foreign students in writing are as follows:appeal for assistance strategy, formal reduction, circuitous strategy; intermediate frequency strategies are meaning substitution, phonetic strategies, similar alternative, topic aviodence, exemplification; low frequency strategies are message abandonment strategy, literal translation, word coinage strategy, code switching, drawing strategy.2.In the analysis of the data, we found that the students with higher language proficiency tend to use communicative strategies less. The final analysis shows that the foreign students tend to use written communication strategies based on the target language.3.Through the short passage task in individual interviews, we have a thorough understanding of the psychological process of the students’ writing, and verify the rationality of the data analysis method. The results of the individual interview examining the help seeking strategy and the mother tongue literal translation strategy show that overseas students use the help strategy most when encountering difficulties, and they still need to use their mother tongue to conceive before writing, and have not yet formed the mode of thinking in the target language.The fourth part is the related teaching reflection and suggestions. Combined with the results of the survey, this paper analyzes the advantages and disadvantages of the written language communication strategy in the international Chinese language teaching general syllabus (Revised Version), and puts forward its own opinions. And it illustrates their own point of view for the preparation of teaching materials, the teaching of teachers as well as students’ study.The fifth part is the conclusion. This chapter summarizes the main results of this paper, and points out the shortcomings of this study. Through the investigation and analysis, we find that the classification standard of written language communication strategy is still necessary to be discussed. The result of this study complements the deficiency of the research on written language communication strategy in the field of Chinese language teaching, and makes a preliminary exploration of the communicative strategies of the foreign students’ written language.