Comparative Study Of The Chinese And English Discourse Markers

When teaching Chinese language, we usually take the ontology of Chinese knowledge such as phonetics, vocabulary, grammar as the foundation, but it is essential to cultivate Chinese learner's communication ability. At present, scholars both home and abroad mostly focus on the study of Chinese ontology knowledge, but ignored some elements that don't express the semantic content in the process of communication. For example,Discourse Markers is often overlooked. Learning Discourse Markers and using them skillfully in daily communication is an essential communication ability for Chinese learners. Therefore, foreign language teachers and Chinese learners should give attention to Discourse Markers.Although the Discourse Markers have the effect that cannot been ignored, but they had not been given enough attention for a long time. At present, the system study about Discourse Markers is very little, the comparative study of the Chinese and English Discourse Markers is not in-depth research, this is very adverse to cultivating communicative competence for Chinese learners. So we must strengthen the discourse markers' system research.In the study,specific performance is as follows: The first part is about the study of Discourse Markers, describing the current research situation and research trend of Discourse Markers; The second part is the research overview and basic theory of Discourse Markers, to make the definition and the classifications on the Discourse Markers; The third part is the Comparative study of the Chinese and English Discourse Markers, study from the aspects of form, semantics and pragmatics, then to find out their similarities and differences respectively; The fourth part, to investigate the Discourse Markers in the oral Chinese textbook, then find out the problems about the discourse markers in the textbooks. The fifth part, to study the discourse markers about the senior Chinese as a foreign language in the spoken language teaching material, and find out the problems existing in the Discourse Markers in the textbooks; The sixth part, according to the results of the survey statistics, based on the characteristics of Chinese discourse markers and the actual teaching situation, then to give some guidance and advise about the textbook and teaching method. Epilogue part, give a summary to the full text, and summarize the shortcomings and the insufficiency, lay the foundation for the later research.