Error Analysis About Chinese Discourse Cohesion Of Foreign Students Of Central Asia

In recent years researches about error analysis of foreign students discourse cohesion have made much progress, but researches about students from English speaking countries are rich while researches about students from Central Asia are few. Based on reality researches and using error analysis method、literature analysis method、data statistics method and antitheses method, this article studied cohesion errors in 336 discourse of foreign students in Central Asia who were middle and high level and summarized error characteristics of r eference、omission、 substitution、lexical cohesion and connecting. This study can enrich theoretical studies of the discourse cohesion of the Central Asian students, and can help to improve the ability of the students’ discourse expression.By statistical analysis, 336 middle and high level Chinese students in the middle of Central Asian students’ composition text, reference、omission、substitution、lexical cohesion、connection between these five types of cohesive devices are characterized as follows :1)It is relatively easy to make errors of cohesion for the students in the advanced stage of Central Asia. Error rate is slightly higher than the middle stage of Central Asian students studying abroad.2)Advanced stage Central Asia in the advanced stage of Central Asian students discourse errors is very uneven, and there is the phenomenon of "fossilization".3)For senior students, personal reference errors and the indication of the reference error is the reference error in type. The type of reference errors by omission and error generation. In addition, for reference, students take evasive strategies.4) In advanced stage of ellipsis error to nominal ellipsis errors, especially attributive ellipsis error, and the errors of omission by omission and error. In addition, the senior stage, verb ellipsis error、object ellipsis error reduce. 5) In middle and senior level students, the clause substitution bias is the substitution bias in the type. In addition, in more easily, and turning to gradually reduce the bias error antonyms partial repetition are in the advanced stage, small sentences instead of partial error in addition error. To the advanced stage, alternative bias showed a decreasing trend. 6)The advanced stage of the co-occurrence of error more than offset error. The co-occurrence of error to bias and parallel semantic word errors. Repetition of errors above under the meaning of a word, on the meaning of a word on the error generation. In senior stage, these types of errors reduce.7) Parallel and senior stage connection errors of high incidence of type omission is the type of connection errors of high incidence of type. In addition, the advanced stage in the connection between the bias error.And then senior central Asian students Chinese discourse cohesion error causes the development of the learners’ learning strategy properly, negative transfer of mother tongue, the characteristics of Chinese language itself is, lack of discourse teaching content outline, teaching materials lack of discourse teaching content.Finally it puts forward suggestions of improving central Asian students discourse ability : learners improve learning strategy, improve the outline, improve textbook compiling.