An Investigation And Analysis Of The Use Of Discourse Markers By Advanced Chinese Learners

Discourse markers are connectors between various language units.They are a unique interactive function word or phrase in interpersonal communication.They do not have truth meaning,but can express the speaker’s feelings,mood and attitude.It mainly has the following four characteristics:First,the weakening of voice can be judged by the pitch or pause in the voice flow;Secondly,the weakening of semantics does not have a true value meaning and does not affect the propositional meaning of the sentence;Thirdly,in terms of pragmatic function,it can connect coherent discourse;Fourthly,the independence of syntax should not be related to the preceding or following language units.Advanced level Chinese language learners already have the ability to communicate and communicate fluently in Chinese.However,due to some subjective and objective factors,there is still a phenomenon of insufficient authentic Chinese expression,and insufficient acquisition of discourse markers is also a willingness.Therefore,in order to further improve their Chinese language proficiency,it is necessary for Chinese language learners to master discourse markers.The author collected language materials from foreign guests’ conversations in the interview program "Informal Talks",and based on a self built corpus,investigated the overall use of discourse markers by advanced Chinese language learners.It was found that the use of discourse markers by advanced Chinese language learners in the program is characterized by a single type,personal habits,and multiple overlapping phenomena,At the same time,the author found that the types of errors in the use of discourse markers by high-level Chinese learners in the program are mostly redundancy and misuse.We believe that the main reasons for these errors are the insufficient emphasis on discourse markers in the General Syllabus for International Chinese Language Teaching and the Chinese Language Level Standards for International Chinese Language Education,the insufficient emphasis on discourse markers in Chinese language textbooks,and the negative transfer of target language knowledge.In order to further investigate the use of discourse markers by advanced level Chinese learners,the author conducts a specific analysis of the three discourse markers "then","is",and "I think" that are frequently used by foreign guests in "Informal Talks".Finally,suggestions for discourse markers teaching are proposed from three aspects:the syllabus and standards,textbooks,and teaching.Firstly,the syllabus and standards should attach importance to their status,secondly,textbook writing should prioritize their section settings,and thirdly,teachers should pay attention to their classroom teaching.Through the above three suggestions,the aim is to help advanced Chinese language learners better master discourse markers and improve their oral Chinese abilities.