Acquision Of Narrative Texts Cohesion And Teaching Strategy Of Dungan Intermediate Chinese Learners

In the new context the language output is a process that re selection and combination of accumulated vocabulary and grammatical knowledge,which requires learners not only have the ability of words into sentences and sentences into a paragraph,but also have strong logical thinking to make layout design reasonably.Therefore,in the process of training foreign students' language communication,we develop the output ability of simple sentences,as well as cultivate discourse cohesion ability,so that each sentence can be connected reasonably,logically and semantically.This paper selects 150 passages about forty thousand words of narrative composition as research material from school class of 2015 Dungan students.According to the Huang Guowen(1987)classification of textual cohesion,the paper analyzes the discourse of Dungan intermediate Chinese learners acquisition of the connection from grammatical devices,lexical devices and connecting means,and statistics the correct amount,quantity,accuracy,error,error rate and the number of specific types of errors.Through the analysis of the data shows that there is an imbalance between the acquision of narrative textual cohesion of Dungan intermediate Chinese learners and various types of errors distribution.The analysis of the date show that the error distribution of various cohesive devices and the types of inferior errors of each cohesive device in Dungan intermediate Chinese learners are unbalanced.The reason of cohesion errors of Dungan intermediate Chinese learners can be analyzed from textbook? learners and educators three aspects.The negative transfer of mother tongue is that learners do not have a good summary of the similarities and differences between native language and target language,and learners output the target language with thinking way of mother tongue;negative transfer of target language is that learners do not effectively grasp the target language's rule but use limited knowledge to analogize the new knowledge to output language;in order to avoid mistakes,students adopts inappropriate learning strategy that is an avoidance strategy,which is not conducive to foreign students improve their text output level.From the view of the educators,the compilation of teaching materials and the teaching methods of teachers will affect the learners� acquisition of cohesive devices.In view of the above reasons,this paper puts forward the corresponding teaching suggestions from three aspects: textbook compilation,student learning and teacherteaching.The content of text teaching should be increased in teaching materials.According to the level of learners,different texts of different genres should be selected systematically in texts.The annotation and example sentences of text cohesion should also be improved and matched with exercises matching with texts.Students should overcome psychological barriers,and sum up the similarities between two language,and transform their way of thinking,grasp the Chinese rules and cultivate Chinese sense of language by using mother tongue's positive transfer and correct learning strategies.Teachers should strengthen the awareness of text teaching,improve teaching methods,enhance knowledge of training discourse,and cooperate with other teachers to help students grasp text output skills.