| Speaking discourse markers have rich pragmatic functions.Advanced Chinese learners often use them in their daily life and learning,but there are still some problems in their use,which affect the fluency,accuracy and appropriateness of language expression,and sometimes even affect their communicative activities.Therefore,it is of great significance for advanced level Chinese learners to fully grasp and correctly use discourse markers,which is conducive to improving their Chinese expression and communicative competence.Therefore,it is of great significance for advanced level Chinese learners to fully grasp and correctly use discourse markers,which is conducive to improving their Chinese expression and communicative competence.In view of this,it is very necessary to fully understand the use of discourse markers by advanced level Chinese learners.This paper makes an investigation from the two aspects of written language and natural spoken language,to understand the characteristics and problems of advanced level Chinese learners’ use of verbal discourse markers,and to make a specific analysis of the causes of the use of the problems.Finally,it puts forward suggestions for teaching Chinese as a foreign language from three aspects: textbook compilation,teacher teaching and learner learning.This thesis is divided into six chapters.The first chapter is the introduction.Starting from the purpose and significance of the research,the research status is reviewed and sorted out,the research object and corpus source of this paper are delineated,and the appropriate research theory and research method are determined.Chapter two investigates the use of verbal discourse markers by advanced Chinese learners in written language.In this paper,the HSK dynamic composition corpus is used to search for 39 discourse markers frequently appearing in the advanced spoken Chinese textbook "Rapid Learning of Spoken Chinese(Third Edition)",and the overall usage and errors of advanced level Chinese learners are analyzed statistically.The author found that in terms of use,they tend to use discourse markers with annotation function,topic function and attitude evaluation function,such as "for example","in a word" and "that is to say".In terms of errors,there are a large number of errors in the speech type of discourse marks such as "respeaking","hearing","can be said","tell the truth",etc.The types of errors are missubstitution,form error and misaddition.The author found that in terms of use,they tend to use discourse markers with annotation function,topic function and attitude evaluation function.In terms of errors,the speech discourse marks with a large number of errors and the number of errors include "respeaking" "hearing" "can be said" "to tell the truth",etc.The types that produce more errors are missubstitution,form error and misaddition.Chapter three investigates the use of verbal discourse markers by advanced Chinese learners in natural oral English.This paper randomly selected the 12 th cultural interview program Informal Talks and transcribed the talk content after observing the video to form a small self-built corpus.It is found that they mostly use annotation function,attitude evaluation,topic function of speech discourse markers to organize and promote the topic,change the conversation round,express subjective attitude,etc.The overall use has the characteristics of great difference in the frequency of use,more combined use and individual centralization.Online or offline recording methods,topics and contexts,personal usage habits and the use of Chinese native speakers will all affect their use of speech discourse objects.In terms of usage questions,the focus is on "for example" "therefore" "can say" "or".The types of errors include misaddition,missubstitution,blending and misordering.In Chapter four,based on the previous investigation,the author analyzes the causes of the use of discourse markers among advanced Chinese learners.This paper mainly analyzes the ontology features of discourse markers,textbook compilation,teacher explanation and learners themselves.Based on the teaching of Chinese as a foreign language,the fifth chapter puts forward targeted and feasible suggestions from the three aspects of textbook compilation,teacher explanation and learners themselves in combination with the specific situation of investigation,hoping to help the compilation of advanced spoken Chinese textbooks as a foreign language be more reasonable,the teaching of teachers as a foreign language be more effective,and the advanced level Chinese learners have a more comprehensive grasp and correct use of discourse markers.The sixth chapter combs and summarizes the main content and conclusion of this paper,points out the areas that need to be improved,and looks forward to future research on discourse markers. |
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