An Investigation On The Situation Of Intermediate And High-level Foreign Students' Written Reporting In Chinese

The paraphrase phenomenon exists in many aspects of our daily life,and reflecting everyone's different thinking habits and language expression styles from others.In the field of Teaching Chinese as a Second Language,the research of paraphrase phenomenon also has great significance in many aspects,especially has reference value for Chinese teaching,Chinese proficiency assessment,etc.In particular,the Chinese Proficiency Test is an important method and standard for measuring the Chinese language proficiency of foreign students,the research on paraphrase is more necessary.Therefore,this article chose a new perspective,combining Teaching Chinese as a Second Language with "written paraphrase",taking the writing questions of the new HSK Level 6 Exam as an example,and discusses the Chinese written paraphrasing situation of international students in the intermediate and advanced stages.During the investigation,set up two control groups of Chinese second language learners(30)and native speakers(30),and selected three texts in the "HSK Standard Course".A total of 180 abbreviated articles(about 65,000 words in total)were collected as the effective research corpus of this article in accordance with the written form of the HSK Level 6 Exam to analyze the types and causes of various errors that are prone to occur when foreign students at intermediate and advanced levels paraphrase the article in writing,and put forward some corresponding teaching suggestions for these problems.The thesis is divided into five chapters:The first chapter is the introduction,including the significance of the topic selection,the relevant dynamics of the research,the research ideas and methods,and the research objects and corpus sources.The second chapter is a research of Chinese written paraphrasing for intermediate and advanced international students based on investigation.It carries out a detailed analysis from three aspects of Chinse written paraphrasing:the grasp of the main content of the original text,the logic and cohesion of the discourse,and the correct use of vocabulary and grammar.In addition,all errors that have occurred are annotated,modified,classified,and counted,and corresponding examples are given in the thesis.The third chapter is the understanding and evaluation of Chinese written paraphrasing for intermediate and advanced foreign students,which mainly includes three parts.The first part compares and counts the results of written paraphrasing of Chinese students with those of international students.The second part is the statistics and analysis of Chinese written paraphrasing errors of Chinese and foreign test Groups.The third part analyzes the reasons for various errors in the process of written paraphrasing of foreign students at intermediate and advanced levels.The fourth chapter is the reflections on Teaching Chinese as a Second Language by Chinese written paraphrasing studies,which mainly includes two parts.The first part puts forward some substantive suggestions in combination with the scoring standards for abbreviated questions in the HSK level 6 exam.The second part puts forward some teaching strategies for Teaching Chinese as a Second Language,and which mainly includes cultivating teachers and students'discourse awareness,increasing the emphasis on written paraphrasing,intensifying targeted training in the classroom and after class,organically unifying the key points and difficulties of examination and teaching,improving teaching methods and skills,etc.The last chapter is the conclusion,which sorts out the research ideas,writing process,achievements,and shortcomings of the thesis.At the same time,it also mentions the development prospects and meaningful new research topics in the research of Chinese written paraphrase.