A Study On The Cohesion Of Conversational Texts By Foreign Students At The Advanced Stage

In this paper,the author investigates the use of the cohesive devices in the discourse of foreign students in the advanced stage,analyzes the types of errors and analyzes the causes,and puts forward corresponding teaching Suggestions on this basis.In this paper,the discourse cohesion is divided into lexical means,grammatical cohesive devices and logical means.Lexical means include reappearing and co-occurrence;Grammatical means include reference and omission;The logical means include generalized causal classes,generalized parallel classes,generalized transition classes and discourse markers.Through the investigation of the usage of lexical cohesion and the correct use case,it is found that:1.In the reappearance of the words,the original words are used in a dominant position.2.In general,foreign students have higher accuracy in lexical cohesion,and students are more likely to learn.Through the study of the usage of grammatical cohesive devices and the correct use cases,it is found that:l.The use of nominal ellipsis in ellipsis is dominant in ellipsis.2.Foreign students can use a variety of concrete cohesive words,but their imbalance is still very significant;At the same time,the acquired state of the attributive ellipsis is more prominent than other types.Through the study of the usage of logical cohesive devices and the correct use cases,it is found that:1.In terms of specific cohesive words or format usage,the single use is far more than in pairs;The most commonly used and least commonly used cohesive words in each type,the frequency difference is significant.2.The lowest usage rate of the foreign students' logical cohesion is the target class,which is not easy for students to acquire.At the same time,in the correct use cases of foreign students' discourse markers,the front class is far more than the latter.This shows that in general,in order to initiate a new round of topic,the speaker often adopts the response of the understatement.And when the speaker is not confident or wants to get approval from others,he often adopts the postmark.Based on the investigation to the cohesive errors in grammar and lexical cohesion,and found that:1.Through investigation,we found that the higher stage students bias type of spoken discourse cohesion means mainly focus on noun retrieval of the means of vocabulary and grammar means between the noun care in the mix,and the misuse of grammatical means to omit means.2.The misuse of personal pronouns mainly focuses on the third person pronoun,which is used as the second personal pronoun.That speakers in the process of their point of view,will be opposite to each other as a speaker,chronically or simulation about the situation,also suggests that the speaker for the third person to refer to master degree.(1)the use of the attributive ellipsis is to be used as a means of reference.Caused the bias cases by attributive omit it with care means more reasons might be:the speaker to examples illustrate,often can add a subject qualification,make the listener knows more about his speech intention,thus easy to cause attributive omitted,expression meaning long-winded.(2)it should be used as a means to omit>,but it should be omitted with the object.Caused the with reference method in the subject ellipsis bias case more reasons might be:the speaker to express center meanings,often only pay attention to the topic center word,make the listener around a center of semantic understanding words to connect,thus easy to cause the subject ellipsis is excessive.Based on the investigation to the cohesive errors in logic,found that foreign students errors rate of high and low in the order:logical cohesion missing class>redundant class>error generation>wrong sequence,this stage foreign students for complex logical cohesion word master has certain limitations.Foreign students Chinese language level is limited,if already learned advanced stage,expression is still can produce hole,when the speaker's attention to express content,easy cause improper use logical cohesion,at the same time,oral English is transient error on students is not easy to find expression in time,it is difficult to accurately session.On the basis of the above findings,the following teaching Suggestions are proposed according to the teaching stage:1.In the preparatory stage of teaching,it is necessary to increase the oral English class.2.In the course of teaching,teachers should break the difficulty and systematize the teaching.Specific training,setting up reasonable intensity of volume,avoid mechanical training mode,according to the students the cultural background difference distribution of actual classroom practice opportunities,keep the diversity of training,arouse the enthusiasm of learning;In the feedback,the teacher must put forward the effectiveness feedback and point out the errors.At the same time,the teaching point is going through the recitation.3.In addition,the "infiltration strategy" should be used to cultivate students'awareness of learning English in advance.The change of "sentence base" to "discourse standard" is realized through the reduction of the difficulty of acquisition through the"sentence group cutting strategy".