A Study On Discourse Errors Of Intermediate And Advanced Chinese Learners From The Perspective Of Theme-Rheme Theory

With the inclusion of Chinese in the Romanian national education system,the number of Romanian learners of Chinese continues to rise,and Chinese teaching is developing rapidly in Romania.The article found that Romanian intermediate and advanced Chinese learners who have mastered a large number of vocabulary and sentence structure,yet the output of text often has problems such as poor logic and coherence,and low communication efficiency.In response to this phenomenon,this paper takes the Theme-Rheme theory as the theoretical basis,and takes the written language corpus of Romanian intermediate and advanced Chinese learners as the survey object.Using comparative analysis and error analysis methods to systematically classify the theme and rheme which appear in the corpus and summarize related errors.Based on the standard Chinese discourse,this article introduces the Theme-Rheme theory,summarizes the functional types,composition types and advancing modes of Chinese themes.Meanwhile,it summarizes the thematic choice in the interlanguage discourse for intermediate and advanced Chinese learners in Romania and the types of errors in the thematic progression model and analyzes the reasons for the errors in the interlanguage discourse of the learners in detail and the teaching suggestions and strategies are put forward accordingly.The study found that among the discourse errors of Romanian intermediate and advanced Chinese learners,the frequency of thematic errors was much higher than that of rheme errors.At the same time,the thematic errors accounted for the largest proportion of thematic errors,followed by conceptual thematic errors,interpersonal theme errors and multiple theme errors.In the meantime,Romanian intermediate and advanced Chinese learners tend to use the parallel thematic advancement model in the discourse advancement process,followed by the continuation advancement model and the derivative advancement model,while the other advancement models are used far more less.In the Chinese standard discourse,the continuous advancing mode is used most frequently.Based on the above errors and the reasons why they happen,this article designs relevant teaching activities from the pertinence of teaching content and the diversity of teaching methods,hoping to apply the Theme-Rheme theory in teaching Chinese as a foreign language and enrich methods of Chinese discourse teaching.