Research On The Cultivation Of The Oral Discourse Ability Of Elementary Chinese Learners

In recent years,the study of discourse in the field of TCFL is in full swing,including the reinterpretation of discourse ontology in combination with specific teaching practice,the induction and summary of discourse errors in combination with corpus,etc.,especially for middle and senior Chinese learners.In contrast,there are few researches on the cultivation of Chinese learners' discourse competence in the primary stage.Based on these findings,by taking the primary Chinese learners on the Tangjin campus of Korea's Sehan University as the research object,under the guidance of the language view of “language is discourse” and according to Mr.Guo-Wen Huang's definition of “discourse” and the theory of “discourse cohesion”,this paper carries out an experimental teaching study on the cultivation of primary Chinese learners' oral discourse ability.Firstly,this paper summarizes the current research situation of discourse and related theories,and explains the primary Chinese learners' spoken discourse ability discussed in this paper.Secondly,a questionnaire is used to investigate,and SPSS22 is used to systematically analyze the factors that affect the discourse ability of primary Chinese learners.Then,based on the influencing factors,the paper discusses the ways to cultivate the spoken discourse ability of primary Chinese learners.Finally,through the implementation of the one-semester teaching experiment and the analysis of the language material by the students on the final topic,it is concluded that the oral discourse ability of the students in the experimental class has been significantly improved.This paper holds that the factors that affect the oral discourse ability of primary Chinese learners include textbook,lecture notes and learners' factors.The survey shows that textbook is the most influential of the three factors.In line with the principle of cultivating learners' oral discourse ability,we should change the practice method and increase the practice content on the basis of the original practice in the textbook.When teachers have established their discourse awareness,they can really guide students to apply what they have learned in class to their life situations.The results of our teaching experiments show that the above teaching design has achieved remarkable results and the students' oral discourse ability has been improved.