| In oral Chinese, the use frequency and position of "wo kan" and "wo shuo" these two discourse markers (DMs) are not lower than "I think","I believe" these two expressions. Due to the most DMs are independent and don’t belong to syntactic mechanism, or they just loosely attached to the other syntactic components. Therefore, in a long time, DMs had never caused the attentions of linguists and foreign language teachers. With the in-depth study of DMs at home and abroad, the pragmatic functions of DMs start to emerge gradually. As we know, the ultimate goal of teaching Chinese as a foreign language is to improve the oral communicative competence of students; learning how to use DMs will help students to get a better understanding of oral Chinese and the speaker’s attitude, which makes the communication more coherent and smooth. As you can see, the teaching of DMs should be taken seriously, and the DMs in Chinese need to be summarized and will become a part of classroom teaching. However, by analyzing available data we found that most domestic scholars mainly focus on the definition, characteristics, and the function of DMs, while the data of DMs teaching is rarely. Even there are some papers studies on the teaching of DMs, the analysis of DMs teaching is not comprehensive and just focus on the improper attitude of students, besides,the suggestions for teaching also did not put into practice, which makes the research results unwieldy.This paper takes high grade students of International College of Chinese studies of Shaanxi Normal University as the research object, through analysis the recording of student-student dialogue, teacher-student dialogue and the drama performed by the students, and combined with the results of questionnaires, and then we figure out the condition of the use of DMs of foreign students. From those materials, we summarized the unfavorable factors in the process of DMs learning, and put forward some advice on DMS teaching. This paper is divided into five chapters:the first chapter outlines the status and the trend of the research, the research status of discourse markers in domestic and abroad, as well as the theoretical basis for this study; the second chapter elaborates the function and the definition of DMs; In the third chapter, through the analysis and statistics on the BJKL and questionnaire, we found out three main problems of DMs use: the lack of discourse DMs, concentrated of DMs, replacing with mother language, and the errors of using and DMs.We try to find causes from the textbooks, teachers, students, and DMs itself; The fourth chapter puts forward some suggestions on teaching students of DMs, including textbook compiling, DMs exercises, and teaching methods; The fifth chapter summarizes the whole content and made a conclusion.The development of this article:First, we try to look for reasons from these four aspects:the learning psychology of students, shortcomings of textbooks, deficiency of teaching, and the complicity of DMs; Second, this paper combines the use frequency of DMs of the students and the data of BJKY,design some useful exercises in the text book; Meanwhile, this paper proposed to use comparison method, situational method (including video dubbing, lines fill in the blank, card tips, role playing) to improve the teaching quality of DMs. |
