An Analysis Of Errors And Teaching Methods Of Textual Cohesion In Chinese Writing Of Intermediate Stage Mongolian Students

As a part of Chinese learning,the Chinese writing course has become the focus and difficulty of studying in China for its comprehensiveness and complexity.The Intermediate Chinese Writing Course is a special skill course for foreign students with a certain level of Chinese language.The purpose is to improve their Chinese writing ability.The intermediate-level international students explored in this article are those who are studying the "Development of Intermediate Chinese Courses".Their Chinese vocabulary can reach 2000-2500,which basically meets the five-level outline requirements of the New Chinese Proficiency Test(hereinafter referred to as "HSK").Starting from HSK level 5,the content of the writing part for international students must not only be sentenced,but also added paragraph writing,which mainly investigates the writing of Chinese characters and the ability of Chinese writing.At present,most intermediate-level international students can write sentences that conform to grammatical norms,but in the process of grouping sentences into sections,they often appear to be jerky and ambiguous.This shows that the simple accumulation of sentences does not necessarily constitute the correct segment or discourse,and the composition of discourse has special rules.How to help second language learners improve their ability to accurately express texts is a question worthy of in-depth discussion.During my internship at Erlianhot International College,the author made a careful observation of the writing class of Mongolian intermediate international students.It also analyzes 100 essays in and out of writing for Mongolian students at the intermediate level and 45 articles for HSK level 5 test writing.It is found that Mongolian students are prone to circumvention in Chinese writing and habitually choose simple sentences for writing.To sum up,there are three main types of errors in their textual cohesion,namely: related vocabularycohesion errors,logical relationship cohesion errors and excessive cohesion.At the same time,the author also conducted surveys and interviews with teachers in the internship school,and found that in the Chinese courses of Erlianhot International College,writing courses accounted for the least proportion,and novice teachers were the majority.It can be seen from this that the Chinese teaching did not give due attention to writing.Based on the results of the survey and interviews,the author summarizes the reasons for intermediate Mongolian students ’disparity errors in Chinese writing.The main reasons are: negative transfer of mother tongue,students’ avoidance psychology in the learning process and traditional teaching methods.According to the types of errors summarized above and the reasons for the errors,the author proposes three corresponding solutions: Frist,intensive training and circular teaching,attaching importance to the training of foreign students’ Chinese text thinking to solve the phenomenon,of negative transfer of mother tongue due to the misuse of cohesive words and different cultural thinking.Second,there are various methods to consciously reduce the evasive psychology of students in learning discourse.In the process of teaching discourse knowledge,the combination of contrast,direct translation,and contextual methods is used to develop students’ writing attitudes from the class to the pen.Third,teaching according to aptitude,reverse teaching,making text the basis of writing,and overcoming the problems of traditional teaching methods and curriculum.At the same time,the corresponding teaching activities are designed under each strategy.The teaching strategy and instructional design proposed of the paper based on discourse cohesion theory are summarized and reflected after practice.The strategies proposed can effectively increase students ’interest in writing and reduce students’ circumvention.