Research On The Discoure Markers In Teaching Chinese As A Foreign Language

The fundamental task of teaching Chinese as a foreign language is not only to teach foreignstudents the ontology knowledge of Chinese, such as pronunciation, vocabulary, grammar, themore important is to cultivate the ability of foreign students use Chinese to communicate, tocultivate the foreign students speak an authentic Chinese, to make them easier to understandothers and more easily to be understood in the communication. We often meet such students inteaching: learning Chinese for several years, proficient in ontology knowledge, in theexamination can also get high marks, but once in the specific communication activities, problemsappeared one after another, either wrongly understand the true meaning of the speaker, or don’texpress their meaning clearly and decently, resulting in a variety of misunderstandings. A veryimportant reason for this phenomenon is ignored the Discourse Markers that seems simple, but inreality complex and important linguistic phenomenon. Discourse Markers is a very commonlinguistic phenomenon, almost exist in all languages. Discourse markers seems simple on thesurface, not much semantic concept, but they have abundant functions in discourse, they not onlyplays an important role such as the representation of prompt, pause, transition, turning in thediscourse, but also have the function of modal expression, conveying the subjective feelings ofthe speaker, to help the listener understanding the speaker’s true intentions correctly. Therefore,the important position and function of Discourse Markers in communication can’t be ignored.Although Discourse Markers’ position and function can’t be ignored, but it has neverattracted enough attention for a long time. Until after the1953Randolph Quirk put forwardclearly for the first time, people began to pay attention to this important linguistic phenomenon.Since the1970s, people has been paid more and more attention to Discourse Markers, but for along time, most of research on Discourse Markers is concentrated in English, research ofDiscourse Markers on Chinese is minimal, and even if there are research on Chinese, mostly aresingle Discourse Markers, systematic study of Chinese Discourse Markers is extremely rare,research of Discourse Markers on Chinese as a second language almost blank,which is veryunfavorable to cultivate students’ communicative competence. A various of problems in thestudents’ communication, further highlights urgency and necessity of our research on DiscourseMarkers.In this research, the study of Discourse Markers, specifically from the following aspects: the first part is a review of studies on Discourse Markers, describing the characteristics and researchstatus of Discourse Markers. The second part, detailed description of the features and functionsof the Discourse Markers, and compare it with other similar structures, make classifications onthe base of the previous studies.The third part, investigate and analyze the situation of seniorforeign students using Chinese Discourse Markers. The fourth part, through the investigationand analysis of the results, summarized the characteristics of the international students usingDiscourse Markers and the bias. The fifth part, based on the above investigation, according to thecharacteristics of Chinese Discourse Markers and the actual situation of teaching Chinese as asecond language, gives suggestions on the teaching of Discourse Markers through teachingmaterials and teaching aspects. Finally, summarizes the full text, points out the insufficiency andthe direction of further research.