A Survey Of The Use And Learning Of Concessional Emphasis Discourse Markers By Middle And Senior Level International Students

Chinese as a second language teaching teachers focus more on vocabulary,pronunciation,grammar teaching and other aspects,the ultimate goal of teaching is to improve foreign students’ Chinese communicative ability.Whether Chinese learners can successfully acquire discourse markers is one of the important factors that determine whether they can correctly communicate in Chinese fluently.On the basis of the ontological research results of concative discourse markers,this paper examines the acquisition of such markers by learners at intermediate and advanced Chinese levels,makes corresponding analysis and gives teaching suggestions in combination with textbook arrangement and corpus survey results.This study is expected to help foreign learners improve their Chinese expression ability and arouse teachers’ attention to discourse markers in teaching Chinese as a foreign language.Promote the standardization of teaching Chinese as a foreign language.This paper is composed of6 chapters,the first and last two chapters are the introduction and the conclusion.The main research part is as follows:.Chapter 2 discusses the functions and characteristics of concession and emphasis components.Chapter 3 is about the use of oral language,the use of written language,textbook investigation,teacher interview,questionnaire survey several aspects of research and analysis.Chapter 3 takes the use of concessional discourse markers as the starting point,and makes a survey on the learning and use of concessional discourse markers by foreign students at intermediate and advanced Chinese level,and makes corresponding analysis.According to the problems found,a questionnaire survey on the use of concessional discourse markers by foreign Chinese learners was designed.The results confirmed that Japanese and Korean students had a greater need for the use of concessional discourse markers.In addition,compared with high-level Chinese learners,elementary and intermediate learners used concessional discourse markers more frequently in writing.Chapter 4 analyzes the functional characteristics and errors of the use of such discourse markers by learners,and finds that the errors of the use of concessional discourse markers by learners in writing discourse are mainly manifested as "error addition and omission".Chapter 5,from the perspective of teaching materials and teachers,puts forward the teaching suggestions that "teaching materials should increase the input of discourse markers and teachers should pay more attention to discourse markers".