A Study On The Exercises Of Developing Chinese Advanced Writing From The Perspective Of Discourse

Since Halliday and Hassan put forward the concept of "discourse",discourse theory has received great attention in the international Chinese education field in China,and some scholars have gradually realized that many problems in foreign students’ Chinese learning can be explained from the perspective of discourse,which provides a new way of thinking for international Chinese education research.The main purpose of Chinese writing teaching is to cultivate foreign students’ written discourse expression ability,and writing textbooks,as the main content and tools of writing teaching,play an important role in the process of cultivating foreign students’ discourse ability.Exercise is one of the main parts of the textbook,which greatly affects the performance of the textbook.We believe that it is necessary to examine the exercises in Chinese writing textbooks from the perspective of discourse.In this paper,the research angle has been changed in the analysis of exercises in Chinese writing textbooks,and the "discourse perspective" of this study is reflected from three aspects: the standard of analysis,the content of support and the basic point of solution.Taking "Developing Chinese Advanced Writing" as the research object,this paper adopts the research method of combining quantitative and qualitative methods,and studies the exercise questions in this textbook from the perspectives of exercise questions and discourse knowledge in the exercise questions,so as to summarize the compilation of the exercise questions in this textbook and explore the role of the exercise questions in cultivating foreign students’ written discourse ability.In the study of exercise questions,this paper analyzes the forms and functions of 11 questions in the textbook that are beneficial to cultivating the ability of written discourse expression,and provides suggestions for Chinese teachers to guide students to answer exercise questions according to the characteristics of each question.We find that the overall distribution of questions in this textbook is reasonable;The question type has strong functionality to cultivate the ability of written discourse expression;The types of questions play the training function from the article level;However,some questions in this textbook are flawed in form.In the study of text knowledge of exercise questions,this paper takes the text content knowledge,text structure knowledge and text language knowledge contained in the exercise questions of this textbook as the object of investigation,and summarizes the training of text knowledge in the exercise questions of this textbook.The analysis of the text content knowledge of the exercise questions starts with the topic and communicative intention;The analysis of discourse structure knowledge starts with genre and event sequence;The analysis of discourse language knowledge mainly relies on cohesive devices.In addition,this study also counts the use and errors of cohesive devices in 45 foreign students’ compositions,and reflects on the training of cohesive devices in the exercise questions of this textbook.We believe that the textbook attaches importance to the practice of textual knowledge,but the distribution of textual knowledge in the exercise questions of the textbook is uneven.It is manifested in three aspects: unbalanced distribution of macro-discourse knowledge and micro-discourse knowledge,unbalanced internal distribution of macro-discourse knowledge and unbalanced internal distribution of micro-discourse knowledge.In view of the above conclusions,from the perspective of discourse,we provide two suggestions for the textbook,namely,improving the formal problems of the questions and changing the proportion of all kinds of discourse knowledge in the exercise questions,and four suggestions for teachers,namely,exploring efficient teaching methods of different questions,actively guiding learners to accumulate micro-discourse knowledge,guarding against the tendency of "over-practicing" and "under-practicing",and establishing good discourse awareness and systematically mastering the content of the text.