A Study Of Discourse Cohesion Among Indonesian Intermediate And Advanced Chinese Learners

The fundamental task of international Chinese education is to cultivate students’ communicative competence in Chinese,which includes both oral and written expressions,i.e.,discourse competence.The ability of discourse is a sign of the qualitative improvement of Chinese learners’ Chinese proficiency.Therefore,at the intermediate and advanced levels,it is crucial to develop Chinese learners’ discourse competence.This paper uses systemic functional linguistics as the theoretical basis and uses descriptive analysis,statistical analysis and bias analysis to explore the cohesion problems in Indonesian intermediate and advanced Chinese learners’ discourse.By analyzing the causes of cohesion problems in Indonesian intermediate and advanced Chinese learners’ discourse,we propose corresponding teaching strategies,hoping to enrich the study of Indonesian Chinese learners’ discourse and promote Indonesian Chinese teachers’ discourse teaching ability.The study found that the cohesion problems of Indonesian intermediate and advanced Chinese learners are: referential cohesion problems,lexical cohesion problems and structural cohesion problems.The problems of referential articulation include misuse of zero-form reflexes,ambiguity in noun reflexes,and misuse of distal demonstratives and proximal demonstratives.Zero-form reflexive misuse includes zero-form reflexive misuse as pronoun reflexive and noun reflexive.The ambiguity of noun reflexion includes the ambiguity of allomorphic reflexion and the ambiguity of partial homomorphic reflexion.Misuse of distal demonstratives and proximal demonstratives includes misuse of distal demonstratives as proximal demonstratives and misuse of proximal demonstratives as distal demonstratives.There were 47 cases of referential cohesion problems among Indonesian intermediate and advanced Chinese learners,accounting for 42% of all cohesion problems.The problems of lexical cohesion were: lack of recurrence of same-referent words,lack of related words and confusion in lexical collocation.The missing cognates included missing generalized noun recurrence and missing pronoun recurrence.The lack of related words includes the lack of hypothetical related words and the lack of transitive related words.There were 31 cases of lexical cohesion problems among Indonesian intermediate and advanced Chinese learners,accounting for27.7% of all cohesion problems.The structural cohesion problems were improper omission and inconsistent syntax.Improper omission includes the omission of nouns that should be omitted and the omission of nouns that should not be omitted.The cohesion problems in which the subject is not omitted have different degrees.One is in a compound sentence,where the clauses are closely connected and the subject is not omitted,which feels very unnatural.One is a linear arrangement of single sentences in which the subject is not omitted,resulting in a loose connection between the sentences,which does not seem to be a mistake,although it reads slightly unnaturally.Sentence inconsistencies include the misuse of being-word articulation and the misuse of putting-word articulation.There were 34 cases of structural cohesion problems among Indonesian intermediate and advanced Chinese learners,accounting for 30.3% of all cohesion problems.The problems of cohesion in Indonesian intermediate and advanced Chinese learners’ discourse are mainly caused by the complexity of the cohesion means and the lack of attention to the teaching of discourse by Indonesian Chinese teachers.This paper proposes a "discourse analysis" model in writing teaching to address the cohesion problems of Indonesian intermediate and advanced Chinese learners.