Investigating And Teaching Research The Use Of The Discourse Marker "Bu Shi Wo Shuo Ni" In TCFL Speaking Teaching Settings

Discourse markers have taken more prominence in recent years.More scholars are now focusing on the study of discourse markers.These markers usually appear in the latter stages of the learning curve.However,some simple discourse markers may also appear in textbooks used by foreign students in intermediate and advance Chinese classes.Unfortunately,these discourse markers tend to remain in the textbooks,and not maximize its use correctly.However,these discourse markersand recurring problems are not systematically categorized in the textbooks.Therefore,the recognition of discourse markers by foreign students is only studied in the classroom but the practical application of these discourse markers still needs to be enhanced.This article mainly from the following four aspects of oral English teaching in the “Bu Shi Wo Shuo Ni”discourse markers launched an investigation and discussion:The intro duction part summarizing the research of the discourse markers of “Bu Shi Wo Shuo Ni”,the research methods and sources of the corpus;the content and innovation of this article.The second chapter,I collected the corpus to be collated,in line with the dissertation writing requirements of 148 corpuses.The author mainly studies the corpus from two aspects.The first aspect is the syntactic distribution of the discourse markers of “Bu Shi Wo Shuo Ni”,which is mainly located at the beginning and the end of the sentence.Another aspect is: “Bu Shi Wo Shuo Ni” Pragmatic Analysis of Discourse Markers.There are six main categories:Complaint/Criticism/Blame,Persuasion/Advice/Reminder,Ridicule/Joker,Contempt,Praise and Concern,in which that Complaint/Criticism/Blame is the main function of this Discourse marker.The third chapter,the author based on the actual survey(conducted a questionnaire design)of students in Hebei Normal University.The first respondents were four international student classes,namely: Confucius Institute Scholarship Class(hereinafter referred to as Kong Award Class),Chinese International Education Master Class,Intermediate Second Language Class and Sekolah Terpadu Pahoa Undergraduate.After the first questionnaire was completed,the author analyzed and summarized the survey results.At the same time,the author conducted a longitudinal survey of the Confucius Institute Scholarship classes.There are two main feedbacks: The first is to disrupt the order of the first questionnaire for students in the second-class Second questionnaire survey,and then the survey results and the first survey results for comparative analysis.The second is to enable students in this class to use“Bu Shi Wo Shuo Ni” discourse markers for essay writing,freedom of choice,free play,andthen recovered Essay classification and analysis.The author seeks to explore effective teaching intervention,and has a certain promotion effect on the teaching of “Bu Shi Wo Shuo Ni”future practical usage.The fourth chapter,upon completion of the preceding work,the focus of this cheater will be to put forth teaching strategies for the discourse marker “Bu Shi Wo Shuo Ni”.The main teaching strategy of this thesis is to formulate a task-based pedagogy within a visual-audiovisual-functional context followed by other pedagogical strategies,which will include the setting of typical situations,staging,levels of teaching,error analysis and contrasting pedagogy.