| In recent years,discourse markers have become a hot topic in the field of Chinese as a foreign language.Scholars agree that whether they can correctly understand and use discourse markers is an important criterion to judge a person’s oral level.As a kind of discourse markers with high frequency,counter-expectation discourse markers are the focus and difficulty of foreign students’ learning.However,there is no relevant research in the field of TCFL.Based on the previous research results on discourse markers,this paper defines the counter-expectation discourse markers as discourse markers indicating the counterexpectation information,and points out that the main difference between them and counter-expectation markers is that they are syntactically independent and have voice pauses in conversation and discourse.Then,this paper analyzes its pragmatic functions from two aspects of discourse organization function and interpersonal interaction function:marking the beginning of an unexpected turn,marking the reversal of a turn,marking the reverse continuation of a topic,indicating the focus of information,expressing unexpected feelings,expressing complaints or criticisms.On this basis,we choose 11 counter-expectation discourse markers as the research content,and investigates the use of counter-expectation discourse markers through the corpus statistics and questionnaires.It is found that the frequency of foreign students’use of counter-expectation discourse markers is relatively low,and the types of use are only fixed in words such as"没想到"and"不料",which are mainly written and less spoken on the whole,it tends to avoid the use of counter-expectation discourse markers,and the mastery of its conceptual information is higher than that of procedural information.The main reasons for these problems can be summarized as follows:the unreasonable arrangement of counter-expectation discourse markers in TCFL textbooks,teachers’failure to pay attention to the relevant teaching,and the avoidance communication strategies adopted by foreign students due to difficulties and habits.Therefore,in order to improve the foreign students’mastery of counter-expectation discourse markers and help them acquire authentic and natural Chinese,this paper finally puts forward some reference suggestions for the teaching of counter-expectation discourse markers based on the specific teaching practice:firstly,we should update the teaching materials of Chinese as a foreign language,increase the types and quantity of the counter-expectation discourse markers in the text,arrange them scientifically according to the order of the acquisition of conceptual information and procedural information,annotate them with context and design various exercises.Secondly,teachers should set up the teaching consciousness of counter-expectation discourse markers,gradually cultivate students’counter-expectation consciousness through communication and interaction,and try to create a real language environment to lead students to practice the counterexpectation discourse markers;Finally,Chinese learners should actively participate in the environment of the target language,increase the input and output of authentic Chinese corpus,and strengthen their ability to interpret the meaning of discourse in combination with the context. |
