A Study On Discourse Cohesion Errors In Chinese Writing Of Central Asian Students

In the teaching of writing,cohesion and coherence of discourse is a noteworthy aspect.Foreign students often ignore cohesion between sentences in writing,resulting in the lack of semantic connection between sentences or repetitive and wordy articles.Studying errors in foreign students' compositions at the level of discourse can help solve these problems.Under the guidance of discourse cohesion theory,this paper analyzes the corpus of Central Asian students in the inter-language corpus of Central China Normal University and the works of Central Asian students collected in teaching,finds out the errors in cohesion,summarizes and classifies them,and tries to make contributions to reducing the errors in discourse cohesion of Central Asian students and improving their writing ability.This paper is divided into five parts:The introduction part introduces the purpose and significance of the research and summarizes the current situation of foreign language cohesion theory in China.The first chapter defines relevant terms,sorts out and describes the types of textual cohesive devices,divides cohesive devices into four parts:referential cohesion,structural cohesion,logical cohesion and lexical cohesion,and constructs the theoretical framework.The second chapter describes and classifies the cohesion errors in the essays of foreign students from Central Asia in detail,divides each kind of cohesion errors into different categories,and gives corresponding examples.Each kind of cohesive error can be divided into different categories,among which the cohesive error refers to personal reference,demonstrative reference and comparative reference,which can be divided into the mis-generation between pronoun,noun and zero form and the improper reference.Structural cohesion errors include omission errors and substitution errors.Omission errors include omission errors and omission errors.Lexical cohesion errors include co-occurrence errors and repetition errors,including chain co-occurrence errors,antonymous co-occurrence errors and improper word selection.Logical cohesion includes redundant connection,missing connection and misuse of connection.In each category,the logical relation is subdivided into different subclasses.The third chapter draws a conclusion based on the statistical results that among all kinds of cohesive devices,the error of reference cohesion is the largest.The number of errors in narrative composition is more than that in argumentative composition.In narrative compositions,there are more errors in referential cohesion and structural cohesion,while in argumentative compositions,there are more errors in logical cohesion and lexical cohesion.The fourth chapter discusses the causes of cohesion error among Central Asian students through questionnaires,interviews and specific investigations,then gives corresponding Suggestions.It is believed that the cohesion error of central Asian students is caused by internal reasons and external reasons.Internal reason is refers to the emotional attitude of students,the influence of the level of language;External reason is the lack of discourse knowledge in the curriculum and materials,teaching process,teachers teaching method and the composition of a process of inappropriate.It is suggested that teachers adopt graded teaching to help students overcome the fear of difficulties and pay attention to the cultivation of good writing habits.Textbook writers should improve the arrangement of cohesion knowledge in syllabus and textbook so as to make it distributed systematically and evenly.Teachers should reasonably use teaching materials and teaching methods in teaching,diversify the forms of exercises,adopt different methods for different cohesive devices,and combine the characteristics of genres.The conclusion summarizes the whole thesis and points out the shortcomings in the research.