Research On Cohesive Errors In Chinese Textual Made By Thai Students At Intermediate And Advanced Stages

In contacted with foreign students,The author found that the foreign students' ability to listen and speak was quite good,but the ability to write was far behind the listening and speaking ability.Although the sentences were basically grammatically feasible,they were always considered awkward from the discourse level,or do not have a preface,disorganized thoughts,inconsequential convergence.In response to the phenomenon,this topic is guided by textual cohesion theory,and deeply discusses the errors of Thailand students in intermediate and advanced stage about Chinese textual cohesion.The paper consists of three parts:The first chapter is the introduction.It mainly discusses the reasons for,the purpose and the significance of the topic,the related academic concepts,and the literature review.Among them,the literature review part includes the origin and development of discourse,Chinese discourse study,discourse teaching research of Chinese as a foreign language,and the teaching of Chinesse writing as a foreign language.The second chapter is the main part of this paper.It mainly analyzes the textual errors of Thai students in HSK corpora from the three aspects of vocabulary,grammar and connection.Among them,lexicon cohesion includes reiteration and collocation;grammatical cohesion involves referential cohesion errors and omission cohesion errors.There are two types of connection errors,including the logic connection errors,and the logic cohesion of the small sentences.First of all,we put these errors into classification,and then get their own errors small classes and analyze them through typical examples.Then,various types of errors are displayed through charts.Finally the characteristics of errors in Chinese textual cohesive devices made by Thai students in tintermediate and advanced Stages are summarized.The third chapter discusses the causes and teaching strategies.The reasons are analyzed from three aspects:language factor,teaching factor and student factor.Then we put forward some teaching strategies with writing related teaching materials,Multiple courses work together,Teachers enhance discourse awareness,Pay attention to discourse teaching,highlight the key points in the evaluation process,Establishing foreign students' writing corpora and so on.