The Investigation And Teaching Suggestions Based On The Chinese Filling Discourse Markers Of "HELLO China"

Filling markers is a language mechanism that speakers unconsciously produced in oral expression in order to ensure discourse coherence,and it also has very important pragmatic functions.Most scholars focus their research on English filling markers and their research mainly focuses on the use of English filling markers by English learners,the exploration of Chinese filling markers is relatively scarce and needs to be further enriched.Meanwhile,we also need to pay attention to the related teaching issues of Chinese filling markers.Therefore,after understanding the current research status,this article conducts an specific research of Chinese filling markers and its teaching issues from the following aspects:First of all,this dissertation fully investigated the use of Chinese filling markers that appeared in the natural conversation of 171 Chinese learners in HELLO China.We counted the number of occurrences of the four types of Chinese filling markers "this/that","then","is",and "um/er" in HELLO China,found that the frequency of Chinese learners using the four types of Chinese filling markers is not much different,but the phenomenon of asymmetric distribution appears when "this" and "that" are used as filling markers.Meanwhile,we separately explained the criterion of whether they can be used as the Chinese filling markers.Based on the corpus,we analyzed the characteristics of using Chinese filling markers by Chinese learners.Secondly,it deeply explored the distribution and functions of Chinese filling markers in oral expression.According to the positional distribution of Chinese filling markers in the corpus,we gave examples and specifically analyzed of the four types of Chinese filling markers appearing at the beginning,the middle,and the end of sentences.Then,we conducted a deeper research on the functions of Chinese filling markers in spoken language from two aspects: interpersonal function and textual function.Thirdly,it comprehensively studied the existence of Chinese filling markers in textbooks and syllabus.We counted the occurrences of Chinese filling markers knowledge points in three types of oral Chinese textbooks for foreign learners,General Syllabus for International Chinese Teaching and Chinese Proficiency Test Syllabus,we found that these textbooks and syllabus have distinct degrees of deficiency in the compilation of Chinese filling markers.Therefore,we specifically analyzed the reasons for this phenomenon and thought that it may make teachers to ignore Chinese filling markers in oral classes.Finally,it aroused teaching thoughts and made suggestions on Chinese filling markers.Through the ontology research of Chinese filling markers and the analysis of HELLO China,textbooks and syllabus,we put forward some suggestions in terms of syllabus setting,textbook compilation and teaching methods of oral Chinese class.It is necessary to emphasize the content of Chinese filling markers when compiling the syllabus and textbooks.At the same time,teachers and learners should cooperate with each other in class and increase the importance of Chinese filling markers.The lack of teaching of Chinese filling markers is harmful to Chinese learners to cultivate the discourse organization and oral expression skills.It will make them encounter obstacles in oral communication in Chinese.Therefore,we must pay attention to the teaching of Chinese filling markers.We hope that a few of humble opinions put forward in this thesis can be helpful to the future teaching of Chinese filling markers.