| As an important way to cite previous research and findings,the reporting markers(RMs)are one of the important indicators to measure the level of Chinese academic paper writing.There are a lot of researches on English RMs in China,but few scholars have analyzed Chinese RMs,especially those who specialize in the use of RMs by Chinese second language learners.Therefore,this paper attempts to find out the characteristics of the use of the Chinese RMs for international students’ academic discourse and put forward relevant teaching and learning suggestions through a comparative analysis of the Chinese RMsin the dissertations of master’s degree students majoring in teaching Chinese to speakers of other languages and in the papers of Chinese academic journals.In this study,a combination of quantitative and qualitative research methods is adopted,and 50 master’s theses with about 1.55 million words and 200 academic journal articles with about 1.8 million words are collected to build two comparable corpora,interlanguage corpus and expert corpus.Through labeling,statistics and analysis of the RMs,the differences and similarities between them are compared from the use frequency,structural form and functional type of the RMs,and the errors of the RMs produced by overseas students are statistically analyzed,so as to find out the deficiencies of overseas students’ writing,and gain an in-depth understanding of the problems encountered by Chinese learners in academic Chinese writing.Through comparison,it is found that the usage characteristics of overseas students’ RMs are uneven distribution of structural form and functional type.In terms of structure,verb form is used most frequently,frame structure is followed,and phrase structure is used least.In terms of functional type,the frequency of its use is in the order of research markers > discourse markers > cognitive markers from most to least,showing strong usage characteristics in professional field,which are consistent with the usage characteristics of expert RMs At the same time,it is also found that foreign students have their own characteristics and problems need to be paid attention to.The total number and types of RMs used by foreign students were lower than those used by expert authors,and the RMs used by experts were more diverse than those used by foreign students.In order to further explore the use of RMs by foreign students,this study also conducted a statistical analysis of the classification of mother tongue and the statistical analysis of errors in the corpus of foreign students.The results show that the frequency and the number of class characters of RMs differ greatly in different native language backgrounds and the high frequency RMs have some commonalities.The number of bias errors in RMs is small,and the bias is mainly from frame structure and research markers.The research shows that although the graduate students in China have received advanced academic education and training,they still need to be improved in the number and richness of the use of RMs.This paper makes statistics on the Chinese RMs of overseas students and experts,and develops The Table of International Chinese Pedagogy Terms’ Reporting Markers,which provides concrete examples and research materials for the study of Chinese RMs,and also provides some references for the teaching of Chinese academic papers and the compilation of textbooks and dictionaries. |
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