An Analysis Of The Use Of "But" By Chinese Learners Based On The Language Materials Of "Informal Talks"

“But” can be used as a adversative conjunction and a discourse marker in oral communication.Based on the previous studies,it is found that there are few oral studies on non-native Chinese speakers and native Chinese speakers in the same program.Thus established the research foundation of this article.This article builds a corpus based on the spoken language of non native Chinese speakers and native Chinese speakers in the variety show "Informal Talks",and analyzes the usage of "but".It is found that :Both non Chinese and Chinese native speakers tend to use "but" as a discourse marker in oral communication,but non Chinese native speakers use“but” as a conjunction function of "but" more frequently than Chinese native speakers,and the analysis may be related to their acquisition process.After analyzing the specific corpus of "but" in Informal Talks,it is found that it has the functions of "indicating semantic opposition before and after","indicating restriction and supplement to the previous text","indicating contrast of discourse information before and after","eliciting unexpected responses","continuing turns","topic recovery","topic switching" and "indicating the speaker’s attitude and position".When exploring the usage and functional tendencies of non native Chinese speakers in verbal communication,it is found that they have a high level of mastery of the word "but".When using its connecting function,they are often used to "indicate a restriction or supplement to the preceding text",while when using its marking function,they are more likely to use the discourse functions of "indicating the speaker’s attitude and position" and "topic switching".Comparing the data of Chinese native speakers,we find that non Chinese native speakers have a smaller frequency difference in using the "but" linking function and marking function.Based on the site environment,analyzing these may have a significant relationship with the program process and content.Based on the collation and analysis of error corpus,errors are classified into four types:addition error,redundancy error,miss generation error,and improper collocation error.Among them,addition errors account for a large proportion.The analysis of the causes of errors is diverse and discussed from multiple perspectives,including mother tongue,target language,learning and communication strategies,etc.Finally,based on the above analysis,combined with classroom teaching and practical application,targeted suggestions are given from the perspective of teaching materials,including displaying the various functions of "but" in various aspects,strengthening collocation awareness and comparative exercises,and strengthening the input of Chinese pragmatic knowledge,etc.With a view to providing beneficial attempts and assistance for activities related to "but" in teaching Chinese as a foreign language,and achieving better teaching objectives and effects.