The Research Of Mongolian Learnar In Using Discourse Markers

DMs English name is Discourse Markers, which is defined as Discourse Connective by the scholar of Blakemorezai in 1987. In the following research, other scholars have carried out some research work from the pragmatic perspective. Discourse markers in the statement has no actual meaning, which have no meaning in the sentence no matter add or remove it, it can more easily understand each other interesting effects. The research works of DMs started later than abroad in China and the scope of the study also some limitations, especially across the field of culture, but also need to continue to improve.In this paper, the Mongolian learners were selected as the research object by the author, in order to obtain more materials by the questionnaire to assistant the sample of the Mongolian learners. Through a detailed analysis of Mongolian students for the existing problems and deviations of them in the use of discourse markers, puts forward the corresponding measures and suggestions. Hopefully, this paper can enrich the study of DMs from the perspective of inter-language, and can be of some practical value in the area of TCFL.International students in the selected from Mongolia in the process of Chinese learning problem (classroom observation) survey, daily operation, communication language and opera performance as the materials carries on the emergence of the discourse marker frequency statistics.At the same time, as the control group, the materials of the Mongolian students for the entry of "Chinese bridge" competition from 2008 to 2013 of CCTV were combined with this research for statistical comparison.Through the grooming of the Mongolian students’frequencies and errors in spoken and written language of discourse markers, analyzes such as redundancy, stack using and also misusing of markup language. By means of the comparison and reduction of the new Mongolian, explore the reason of the transfer and overgeneralization of the students in the process of Chinese study.Finally the author gives her opinions to the Mongolian students in learning, especially the discourse markers in Chinese language acquisition, which includes the usage of the discourse marker of classified teaching, the usage of the real and complete corpus, and the light of the specific conditions of the students to carry out the teaching in stages.Of course the study time is short, at the same time the quantities of the sample are all focused on the advanced learners. Because these advanced acquisition are all in the higher IQ level, the ability of learning is much higher than the average Chinese language acquisition, the final results will produce certain impact and errors. In addition to Mongolian students throughout the provinces of China, due to different dialects from all over China and language habits, their accepted language environment difference is very big, produced by the discourse marker errors will also vary.