A Cognitive-Behavioral Analysis Of Volunteer Chinese Teachers’ Discourse Markers

Chinese classroom discourse markers are an important part of the classroom discourse of TCSL teachers.The author studies the overall cognitive and behavioral level of the volunteers in Thailand on the use of classroom discourse markers and the use of common markers by volunteers in CIP.Study used the literature research,questionnaire investigation,case analysis,classroom observation and interview method.Firstly,the author analyzes and defines the definition,classification,function and location of Chinese discourse markers and TCSL teachers’ classroom discourse markers,Then,SPSS22.0 was used to analyze the questionnaire survey results of 110 volunteers in Thailand to obtain the overall cognitive behavior results.Then,questionnaire survey,classroom observation and interview were conducted on the volunteers in CIP to analyze their cognition and use of discourse markers.Research findings:(1)influencing factors include: age,educational background,professional background,teaching experience,etc.(2)most of the cognitive and behavioral status of Chinese volunteers in Thailand on classroom discourse markers are still at the medium level,and there is great room for improvement.(3)The cognition and behavior of the volunteers in all aspects of classroom markers show different degrees of correlation.There are significant differences between the cognition and behavior of the volunteers in the context of classroom discourse markers for classroom adaptation and interpersonal interaction.(4)Volunteer teachers of CIP use interpersonal functional markers frequently.Teaching experience is directly proportional to the types of the markers used by volunteers,and inversely proportional to the frequency of use.(5)some volunteers teachers of CIP relied on the use of English discourse markers in the Chinese class,and paid little attention to the use of Chinese discourse markers,resulting in problems of misuse.The research suggests that volunteers should first improve their attention and monitoring ability to classroom discourse markers,and they can improve their rational understanding and cognitive level of classroom discourse markers by focusing on the research results,and then cultivate the ability to properly use classroom discourse markers on the basis of theoretical research and exploration combined with teaching practice.The purpose of this study is to enrich the theoretical research on volunteer teachers’ classroom discourse markers,and to supplement the gap of the academic research on Chinese teachers’ classroom discourse markers.In addition,this study provides a direct use example for volunteers,which can help volunteers consciously strengthen the monitoring and adjustment of teachers’ discourse during teaching,effectively output Chinese discourse markers,which is conducive to the construction and optimization of Chinese classroom.