A Study On The Teaching Of Discourse Markers For Thai Students

The most fundamental task of teaching Chinese as a second language is to cultivate the learners’ ability to communicate in Chinese.In order to make communication proceed smoothly,learners must not only use Chinese accurately,but also ensure the fluency and appropriateness.Discourse markers,as a common form of expression in daily communication,have rich pragmatic functions.The use of discourse markers can help speakers organize language,clarify attitudes or express evaluations,which helps to better complete the communication.Verbal discourse markers,as an important category,have a wide range of applications and a large number of them,and they have always been a major and difficult point in Chinese learning.With the deepening of the research on discourse marker,its research results have not been applied to the field of teaching Chinese as a second language in time.Most Chinese textbooks’ analysis of this type of usage still stays at the static grammatical level,such as "parenthesis" and "independent component".The research on the teaching of verbal discourse markers is relatively lagging,especially the research on nationalization.This thesis takes Udon Thani Rajabhat University as an example to examine the teaching of discourse markers for Thai students.This thesis is divided into five chapters:The first chapter mainly introduces the reasons for the topic selection and the related work of this research,summarizes the related research results of discourse markers,and clearly defines the criteria for the discourse markers involved in this research.The second chapter selects the intermediate speaking materials of "Developing Chinese",and examines the frequency and arrangement of discourse markers in the books.Among them,the arrangement situation is divided into two aspects:annotation and exercise design.Chapter 3 takes the high frequency of occurrence in books and the high frequency of use by native Chinese speakers as the criteria,and selects some verbal discourse markers as investigation items to be included in the questionnaire to conduct a detailed and multi-angle analysis of the acquisition of Thai students.In addition,the questionnaire also sets up a metacognitive survey as a supplementary channel for observing students’acquisition of discourse markers.In the fourth chapter,students’ composition materials are collected as corpus for analyzing students’ actual use,and some problems and errors in their use of verbal discourse markers are discovered,and the reasons for the problems existing in the current use are analyzed.The fifth chapter is based on the above research,combined with the actual Chinese teaching situation at Udon Thani University in Thailand,and puts forward suggestions for verbal materials,teaching and dictionary compilation.The last part of the concluding remarks summarizes the conclusions of this research,puts forward the deficiencies in the research and makes prospects for future research.