Investigation And Research On The Discoures Markers Based On Teaching Chinese As A Second Language

The fundamental task of teaching Chinese as a second language is to cultivate the ability to communicate effectively, of which correct comprehension and proper expression is the precondition. Discourse markers are mainly the markers in oral discourses, a research area in discourse linguistics. DMs have various functions:they function as pauses and transitions, contribute to the coherence and connectivity, and function as indications and prompts; DMs have the modal expression function which shows the emotions of the speakers so that the listeners could understand the true meaning of the utterances. For a long time, traditional grammar research and Chinese teaching haven't attached importance to the DMs research and the Chinese DMs acquisition research is not satisfying. The research abroad is mainly about the language of English and the research subjects are mainly native English speakers or the Chinese learners of English as a second language. However, the research which take the learners of different nationalities at middle and senior stages as research objects, make a systematic category of the Chinese DMs and make qualitative and quantitative analyses on the acquisition and met cognition of international students in China with the spoken language corpora is almost blank, which highlights the importance of this kind of research.This research consists of the following parts:the first part reviews the characteristics and the current research; the second part compare the difference between DMs and other words by describing the characteristics and functions, make classifications on the base of the precedent research and the spoken language corpora, research on the examples of the five high-frequency DMs according to the using frequency The third part focus on the using of DMs, the objective acquisition order characteristics and the met cognition of DMs acquisition by questionnaires and one month's oral class recording, and analysis will be made on relevant elements as well. The fourth part gives suggestions on the teaching of DMs through two aspects:the edition of teaching materials and class teaching. The last part is the summary, which points out the insufficiency and the direction of further research.This research has following improvements based on the precedent achievements related:first, make specific classification and delimitation of the DMs. Second, make research on the acquisition of DMs, the objective acquisition order, the usage characteristics in oral communication and met cognition of DMs acquisition of advanced learners with the employment of qualitative and quantitative analyses as well as the statistics. Third, analyze the deep reasons of acquisition, discuss the strategies of teaching materials edition and class teaching and make suggestions of level-to-level teaching.This research believes that Chinese DMs has its own characteristics and the acquisition of DMs at advance stage is not satisfying. As a result, teaching material edition and teaching should pay attention to this unique language phenomenon. First, the teaching materials should be improved, the content should be more scientific and the exercises should be designed to highlight the oral language features of the oral Chinese teaching materials. Second, the teaching of DMs should employ level-to-level model with emphasis, pay attention to the comprehensive input with meaning as its guidance, the illustrations of expression functions and pragmatic conditions and the comparison of different forms, and cultivate the sensibility to make a correct communication structure, which not only plays an important role in the learning of DMs but also improves vigorously the efficiency and level of Chinese teaching.