Study On The Acquisition Of Moderating Speech Markers For Middle And Advanced Chinese Students

Moderating discourse markers are an important part of modern Chinese discourse markers system,which are frequently used in daily communication.The learning of such discourse markers plays an important role in improving the fluency of oral expression of foreigners.The main work and achievements of this paper are as follows:1.Based on the analysis of real corpora and the speech act theory,this paper summarizes the context pattern,register distribution,semantic function,interpersonal function and affective attitude function of moderating discourse markers.Its context pattern can be summarized as:[speech topic/object ++ moderating discourse marker ++ moderating content].Its register distribution is mainly spoken language.Its semantic functions mainly fall into 13 categories,such as explanation,factorial and summary.Its interpersonal function mainly includes 10 categories,such as comment,explanation and explanation.Its emotional and attitude functions include expressing helplessness,teasing,temptation,etc.2.Based on the ease of the body itself study of discourse markers,adopt the method of questionnaire investigation and senior Chinese students use this kind of discourse markers,found that respondents may not accurately distinguish the similar kind of discourse markers,the highest degree in the functional grasp of this kind of discourse markers,vocal function minimum master degree.3.Based on the theory of second language acquisition and combined with the results of the questionnaire survey,this paper uses the methods of teacher interview and student interview to classify and attribute the errors of foreign students in using moderating discourse markers.The main types of bias are: the misuse of moderating discourse markers,redundancy and misadding modifiers.The main reasons for the bias are:International students do not fully grasp the interpersonal function of moderating discourse markers,they generalize the function of similar discourse markers in their mother tongue,and they generalize the use rules in the target language.4.In view of the errors of international students,combined with the Chinese Language Level Syllabus of International Chinese Education,the teaching status in teacher interviews and the needs of students in student interviews,this paper puts forward feasible suggestions from the aspects of "teaching" and "learning".For example,a more reasonable teaching sequence of moderating discourse markers,practice methods,and interest classes based on the needs of students,etc.