Investigation And Analysis On The Discourse Markers Based On Teaching Oral Chinese Textbooks

As a common linguistic phenomenon, the discourse marker has been widely concerned by scholars at home and abroad. Many foreign scholars have conducted relevant researches on discourse marker with a large number of published thesis and works, while the domestic researches mainly focus on Chinese and English with little achievements in the field of the teaching of Chinese as a foreign language. As a kind of important function word in the daily oral communication, the discourse marker plays a crucial role in the communication process. For Chinese learners, the discourse marker is an indispensable knowledge point to be a good Chinese speaker. Therefore, the construction and application of discourse marker shall be reflected in textbooks for teaching Chinese as a second language, especially the textbooks for spoken language. However, the Chinese learners rarely use those discourse markers consciously or even ignore this linguistic phenomenon in the spoken Chinese in the real life or in the class of teaching Chinese as a foreign language. Sometimes, the discourse markers may be misunderstood due to insufficient knowledge, which may affect the normal oral communication.The fundamental task of the teaching of Chinese as a foreign language is to cultivate foreign Chinese learners’language competence as well as the ability of using Chinese for communication. The effective communication of foreign Chinese learners lies in accurate understanding on Chinese meanings. In the practical oral Chinese teaching for foreigners, the TCSL teachers focus more on the grammar and difficult words but ignore the conjunction words such as "you see", "Oh, yeah" and "As you know" etc, because the textbook for teaching Chinese as a second language does not take the discourse marker as the teaching contents. Meanwhile, the TCSL teachers also do not pay attention to this teaching content. Hence, the application of those expression forms is totally ignored in the oral teaching process.In order to study the missing discourse marker in the teaching of Chinese as a foreign language, this paper will make further discussion from the following aspects: introduce the current research status of discourse markers at home and abroad; define the discourse markers in the oral Chinese teaching for foreigners and then classify the discourse markers in the teaching of Chinese as a foreign language according to the definition in this paper; conduct statistics on discourse markers in two textbooks for spoken Chinese according to the classification in this paper; compare the specific demonstration situation of discourse markers in two teaching materials; design the questionnaire to investigate the discourse marker acquisition condition of foreign students in two oral teaching materials and obtain the practical teaching situation and effect of discourse markers according to the analysis on survey data; finally, put forward the relevant improved suggestions on the discourse marker teaching in the teaching of Chinese as a foreign language according to findings.