Research On The Use Of Discourse Markers And Teaching Suggestions By Advanced Chinese Learners

Discourse markers are a special pragmatic mechanism in language and a unique phenomenon in oral communication.The correct use of discourse markers can make speech expression more fluent and authentic,which plays a very important role in communication.With the continuous improvement of China’s international status,more and more people are learning Chinese in the world.At the same time,many advanced Chinese learners have appeared.These advanced Chinese learners have a solid basic knowledge of Chinese and strong listening,speaking,reading and writing skills,but there are still deficiencies in the use of discourse markers.In recent years,discourse markers have gradually become a research hot spot for scholars.Especially in the past 10 years,research has gradually expanded to the field of teaching Chinese as a foreign language.There are more and more papers related to Chinese teaching,mainly focusing on the study of classroom teaching models;and the study of discourse markers in oral teaching;the study of discourse markers for learners of different levels;the study of students’ discourse markers using errors and so on.on the above research results,this article sorts out the current research status of discourse markers,defines discourse markers,and summarizes its properties from five aspects: phonetics,syntax,style,pragmatics,and semantics,and gives examples of its classification and function.This article collects the required corpus through the program “Informal Talks”.As of January 31,2020,this article uses a random sampling method to select 26 episodes of the “Informal Talks” program videos from 173 issues,and obtains a total of about 35 hours of validity dialogue,the content of about 200,000 words obtained after transcribing is used as the corpus of our research.From these corpus,we sorted out 40 discourse markers,analyzed their discourse and interpersonal functions in the program,analyzed the overall use of discourse markers by advanced Chinese learners,and analyzed the use of different types of discourse markers.The error situation was counted,and the following conclusions were drawn: sorted in descending order of frequency of discourse markers,weakly dependent discourse markers>dependent discourse markers>nondependent discourse markers;conversion markers>originating marker>end marker>calling markers.For the problems in the use of discourse markers by advanced Chinese learners,the error rate is arranged in descending order,and the rule of weakly dependent discourse markers>dependent discourse markers>non-dependent discourse markers;conversion markers>originating markers is obtained.Through analysis,we found that the main reason for these problems is that learners fail to fully understand the function of discourse markers,and are affected by the negative transfer of mother tongue and the negative transfer of target language knowledge.In response to the above-mentioned problems,this article proposes suggestions for the teaching of discourse markers for advanced Chinese learners from three aspects: outline compilation,textbook compilation and teacher teaching.