A Study Of "Topic-frame" Oral Passage Expression By Mongolian International Students In The Intermediate Stage

“The Passage Expression” is an important part of oral Chinese teaching for middle and senior students.Based on the discourse analysis theory and cognitive theory,this paper combines the analysis of the errors of the Mongolian students in the intermediate stage,and discusses the definition and characteristics of “The Passage Expression” ability of the foreign students,and what kind of teaching method should be adopted in oral Chinese teaching.For the oral Chinese teaching,proposes suggestions and training methods for the training of the expressive ability.Finally,through the teaching practice,the actual effect of the method is testified.The full text is divided into four chapters.The first chapter summarizes the concept of "segment" on the basis of summarizing the former theories,and combines them of "discourse analysis","cognitive context" and "cognitive reference point",proposes the three steps of the "segment expression" cognitive process: determining the expression intention and "central topic";activating the concept of auxiliary topics in the cognitive domain according to the topic;using the "central topic" as a reference point according to a certain "mental path" and "Organization segment.The second chapter analyzes the errors of Mongolian students in the intermediate stage,and obtains the six types of errors commonly encountered by Mongolian students in the intermediate stage,and analyzes its causes.It is found that the most important factor affecting the “segment expression” of international students is the degree of mastery of “cohesion” and “background coherence”.The third chapter puts forward suggestions for the teaching of “segment expression” of Mongolian students in the intermediate stage.Design a "topical frame" approach.That is,by requiring students to use the "conceptual frame" to organize the expression of the segment,the "collective knowledge"(various vocabulary cohesive means,structural cohesive means,etc.)"background knowledge"(encyclopedia knowledge,social and cultural statutes,etc.)is infiltrated into oral segment training.Establish a cognitive framework that covers the comprehensive knowledge of “topics”,“knowledge” and “segment types” with “topics” as a reference point.In the fourth chapter,as the "topic frame" training method is proposed,through the "tracking investigation",the middle-level Mongolian students are taught and observed for a long time.The first corpus is used to establish the baseline,from the second and the second.Three corpus analysis results show the development of the ability level of international students,and test the effect of the "topic frame" teaching method.The results show that during the observation period,the number of errors,the bias rate and the frequency of occurrence of the students in the test are decreasing,and the overall bias of the segment caused by the deviation between the central topic and the auxiliary topic is correspondingly reduced.This shows that the students' "expression skills" have made some progress,and the "topic framework" teaching method is effective and valuable in practice.