| Discourse markers are a language mechanism that plays a regulatory role in interactive oral communication.Its semantics are relatively vague,with procedural meaning,and do not express conceptual meaning.At the same time,it has a discourse function,which plays the role of discourse organization and coherence of discourse.Starting from the discourse function,it also exerts the function of interpersonal interaction.The speaker can choose different discourse markers to participate in the discourse interaction,attracting the listener’s attention,To a certain extent,it reflects the metapragmatic awareness of the speaker.Chinese native speakers can easily use discourse markers,while Chinese as a second language learners are a little blunt in the use of discourse markers.If learners of Chinese as a second language can master discourse markers well,it will help them express ideas accurately and understand each other’s semantics,and it will also help students integrate into Chinese communities.There are a large number of distinctive discourse markers in Chinese,and candid discourse markers are one of the categories of discourse markers that convey candid emotions and express true discourse content.Domestic research on candid discourse markers mostly focuses on the nature,evolution,and function of the marker itself,while research on the teaching of discourse markers in the international Chinese teaching field rarely involves candid discourse markers,or is included in a larger category.Mark category research.Therefore,on the basis of clarifying the basic features of candid discourse markers,this paper focuses on the use of Chinese candid discourse markers by learners.The full text is divided into four parts: The first part is the introduction,which clarifies the importance of the study of discourse markers in improving learners’ oral expression ability,and at the same time puts forward the necessity of candid discourse markers and its research.At the same time,this article sorts out the basic features of discourse markers themselves in this chapter.Discourse markers are said in various ways and have cross-relationships with other parts of speech.The pragmatic functions mainly include discourse organization and interpersonal interaction.At the same time,it has various classification methods and perspectives,leading to the study of candid discourse markers in this paper.The second part,about the candid discourse markers,the article identified "tell the truth","speak the truth","speak the truth","speak the truth","speak the truth","speak the truth","speak the truth","speak the truth"" To tell you the truth” and “to tell the truth” are the research scope of this paper.At the same time,the CCL corpus,the HSK dynamic composition corpus,and the global Chinese interlanguage corpus are determined as the corpus sources of this paper,and the subjectivization and grammaticalization of discourse markers are sorted.It explains the two aspects of expressing subjective cognition and attitude and mitigating the degree of threat to face in its interpersonal interaction function,and finally examines the candid discourse markers and their functions in English.The third part is the main part of this paper,which examines the use of candid discourse markers by Chinese native speakers and non-native speakers based on three corpora.The survey results show that native speakers and non-native speakers have similarities in usage tendency,but differ in positional distribution and pragmatic function.The functions also tend to be more singular.The fourth part,starting from the perspective of teachers and teaching materials,inspects the number of discourse markers and arrangement settings of the two textbooks "New Practical Chinese Reader" and "Developing Chinese·Advanced Spoken Chinese".From the inspection of teachers,we found that teachers did not pay much attention to discourse markers,and their teaching methods were relatively single,and their initiative was not strong.At the same time,students’ use of discourse markers did not receive effective attention.Finally,the article puts forward thoughts and suggestions on the problems existing in the arrangement of teaching materials and teachers’ teaching.In the arrangement of teaching materials,it is necessary to reasonably increase the number of discourse markers,increase the recurrence rate of discourse markers,and choose discourse markers that are more real and close to the reality of life.,increase and optimize the practice settings of discourse markers;in the teaching of teachers,teachers should appropriately increase the emphasis on discourse markers and teaching ability,pay attention to the listening and speaking teaching of discourse markers,and appropriately intervene in the multiangle comparison of discourse markers.This paper makes some expansions on the basis of previous studies.Firstly,it explores and attempts the teaching application of frank discourse markers in the field of international Chinese teaching based on the ontology research.Secondly,based on corpus statistics,it describes the frank discourse markers.The use of sexual discourse markers,summarizing the characteristics of learners’ use of markers,and further understanding of the teaching use of frank discourse markers based on teachers and textbooks. |
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