A Study On The Use Of Negative Evaluative Pragmatic Markers In Second-Person Designation Among Foreign Students

Negative evaluative pragmatic marker is a kind of discourse marker that expresses negative emotions and triggers the speaker’s evaluation.These markers share the general characteristics of other discourse markers.These markers can be divided into“negation-type”and“irony-type”on syntactic level.Besides,on the pragmatic level,these markers can be divided into“hint-type”,“explicit cause-type”and“rhetoric question-type”.In this thesis,five markers from the five kinds of negative evaluative pragmatic markers are selected to test international students,including“不是我说你”,“你倒好”,“你看你”,“你也是”and“你V什么V”.Under the guidance of second language acquisition theory,the collected linguistic data is statistically analyzed.Relevant teaching strategies are put forward on the basis of the summarized errors appears in foreign students’acquisition of negative evaluation discourse markers.The thesis consists of the following five parts:The first part is the introduction,which includes the reason of choosing the subject and significance of the research.This part mainly summarizes the research of discourse markers at home and abroad,the research of negative evaluative pragmatic markers at home as well as the research of negative evaluative pragmatic markers in teaching Chinese as a foreign language.The second part defines the concept of negative evaluative pragmatic markers on the basis of previous studies.Then,the author makes ontology analysis on the following five negative evaluative pragmatic markers-“不是我说你”,“你倒好”,“你看你”,“你也是”and“你V什么V”-from the perspectives of pragmatic structure rules,discourse function,syntactic position,pronunciation and intonation by schema method.The third part analyses the errors in the collected linguistic data.The result shows that the errors of foreign students’ acquisition of the five negative evaluative pragmatic markers are mainly manifested in the following five aspects: syntactic position,semantic features,pragmatic discourse function,pronunciation and intonation,and the defining of interpersonal relationship.The causes of errors include cognitive limitations,generalization of target language,neglect of teaching materials and cultural differences.The fourth part puts forward targeted teaching strategies based on foreign students’ acquisition errors of negative evaluative pragmatic markers.For example,on the teaching material level,the occurrence rate of discourse markers should be expanded and the context of negative evaluation should be appropriately added.At the teaching level,the original meaning should be taught first followed by the discourse makers with the focus on characters and words.Teachers should follow the method of progressive teaching and the law of acquisition.“Output-oriented method” should be conducted to put the knowledge into practice.Mind maps should be used to determine pragmatic rules.Situational factors should be considered based on interpersonal relationships.The degree of negative meaning of the five discourse markers is also discussed.The fifth part summarizes the whole thesis and discusses its shortcomings and defects.