A Study Of Logical-connector Errors In The Argumentation Of Advanced-stage International Students

In recent years,discourse analysis has played an increasingly important role in improving the level of Chinese writing for foreign students.While in terms of overall scope of the study,most of the discussions focus on the Primary Writing and Intermediate Writing,most of which are about Narrative Discourse.And Argumentative Discourse studies of Advanced-stage are still inadequate.The thesis takes the discourse errors of the Advanced Chinese Argumentative writing as the object,examines the rationality of the logical connectors from the perspective of discourse,analyzes the various causes of connector errors,and puts forward relevant teaching countermeasures.The research material includes 232 essays,50 essays from the homework of the students,and 182 essays from the HSK dynamic Composition Corpus,with more than70,000 characters in total.From the perspective of the choice of logical connectors,there are four types of errors.According to the frequency of occurrence,they are misuse,omission,overuse,and position-shift.From the mastery of logical-semantic relations,causal-relation error accounts for the highest proportion,and the others in turn are: additional relation,transitional relation,spatiotemporal relation,which is related to the frequency and complexity of the causal inference adopted in the Argumentative Writing.From the way of using the connectors,the main problems are: The use of connectors is single and the repetition rate is high;Avoiding the use of difficult connectors leads to ambiguous intentions.In addition,there are also inappropriate color meanings of connectors.The thesis supposes that the factors for the errors of the logical connectors mainly include the following points: First,limitation of the students' actual Chinese level,lack ofunderstanding of the deep meaning of connectors.As follows: Misuse connectors with similar spellings,mix up the polysemy,and ignore the color meaning of the connectors.Second,the explanation from teachers is not explicit enough,and the arrangement of knowledge points in textbooks is not appropriate.Third,learners prefer to adopt the Avoidance and Alternative strategy when writing.The thesis emphasizes that in the teaching of Advanced Chinese Argumentative Writing,both instructors and learners should raise the awareness of discourse,pay attention to the basic training of logical connector means,and put forward specific suggestions from both teaching and learning.