An Investigation Of Discourse Markers In Oral Communication Of Foreign Students

This paper is a study of discourse markers(DMs)which used by the foreign students. In our daily communication, we often unknowingly use discourse markers in a huge number which have rich functions. On one hand, this kind of speech components can make the conversation more smoothly, on the other hand, the speaker’s subjective attitude and emotions, mood, can through it convey. However, because of the discourse marker with semantic and syntactic structure is loose, students have difficulties in understanding and acquisition. Therefore, based on coherence theory and relevance theory, meta cognitive theory, this paper examines the 10 phases of the<Shi Jie Da Bu Tong>program, as guests of the foreign students’ use of discourse markers.The study is conducted as the following six sections : The first chapter is a general introduction, firstly, the reason of this paper, review of discourse markers research status at home and abroad as well as the theoretical support, the last part is a description of the research method and data. The second chapter is the ontology of DMs research. First discusses the discourse marker how to form, because the definition of discourse markers have been a lot of controversy, so we only study discourse markers in the name, characteristics, classification, pragmatic functions. The third chapter is taking the <Shi Jie Da Bu Tong >talk show program as a miniature of discourse markers corpus, determine the object of investigation, investigation content, investigation and survey. Through survey results, add up of the overall situation, the use of discourse markers used in student corpus types and finally selected four typical discourse markers--“ranhou”, “nage”, “suoyi”, “jiushi”. The fourth chapter puts forward the teaching strategy. First, to increase the teaching of discourse markers, improve the reproduction rate of discourse markers. Secondly, teachers should pay more attention to the discourse marker, using a variety of teaching methods, such as task based teaching method. Finally the similarity analysis of discourse markers will help students master the discourse marker.