A Study On The Use Of Negative Discourse Markers For Intermediate And Advanced Chinese Learners

Negative discourse marks are discourse marks that do not contain negative words but have negative functions,which belong to a category of declarative discourse marks,and their implied negative meaning is not easy for Chinese learners to grasp,so the systematic study of negative discourse marks and targeted teaching will help Chinese learners to understand the various uses and meanings of negative discourse marks more comprehensively,thoroughly and deeply,and improve the effect of teaching Chinese as a foreign language.Using the real corpus in BCC corpus and CCL corpus,this paper studies the main characteristics and functions of 14 negative discourse markers,and the results show that: first,negative discourse markers have two contextual structure characteristics;Second,the sentence patterns of negative discourse marks are mainly judgmental sentences and judgmental sentences;Third,negative discourse markers have seven semantic functions and three pragmatic functions.Guided by association theory,mediation theory and speech behavior theory,statistical methods,interview methods and questionnaire survey methods were used to study the use of negative discourse marks in advanced Chinese learners.It is found that learners have three problems: first,they cannot distinguish different pragmatic functions of the same discourse marker;Second,it is impossible to distinguish the object to which the discourse mark is directed;Third,it is easy to understand the discourse mark from the literal meaning of the discourse marker.In order to solve these problems,we carried out teaching practice among British international students,and found the bias of intermediate Chinese learners in the learning of negative discourse markers through teaching practice.For different types of biases,countermeasures to correct the teaching bias of negative discourse markers are proposed,such as teaching materials for Chinese as a foreign language can increase the frequency of such discourse marks,and learn discourse markers in combination with specific contexts to reduce the misuse of discourse marks,teachers can compare discourse markers with similar functions in the native language of Chinese learners to reduce inter-language pragmatic bias,teachers introduce the overall characteristics of dialogue discourse markers,and then introduce negative discourse marks.Give students a more balanced use of discourse markers with the same functionality,and more.