A HSK Corpus-based Study On The Application Of Discourse Markers In Chinese Writings Of Advanced Korean Students

Discourse markers are a common form of discourse,with prominent pragmatic functions,playing a key role in discourse coherence and communicative interaction.Discourse markers are an indispensable part of foreign students’ pragmatic learning.The study of the use of foreign students’ discourse markers can provide reference for teaching Chinese as a foreign language.This paper systematically investigates the use of discourse markers in the Chinese writing of Korean students with a advanced Chinese level.Comprehensively understands the characteristics and problems of the use of Chinese discourse markers in foreign students’ compositions,and analyzes the causes.And then it proposes targeted teaching suggestions.The survey results show that Korean students have certain meta-linguistic awareness of using discourse markers to help with the discourse organization and monitoring while they are writing in Chinese.Firstly,from the perspective of function,Korean students are more likely to use the coherent and expressional discourse markers in their writing,they are proficient in a small number of discourse markers,and they are prefer to use what they are proficient in.Secondly,from the perspective of stylistics,there are not only differences in the number of uses,but also differences in the use of functional types.Among them,the style of argumentative papers needs to use discourse markers to achieve the construction of discourse and the expression of viewpoints;Finally,from different levels,students with higher grades use the discourse markers more frequently,but students with different grades in the advanced stage tend to use the discourse markers of different functional types.The problems in the use of discourse markers in Korean students’ compositions mainly include "paragraph format problems" "formal structure problems" "misuses" "overuse" and " Colloquial".Judging from these problems,there are different levels of mastery of the foreign language’s discourse markers,which are not enough from the most basic sound and shape knowledge to the pragmatic rules.Therefore,in order to improve the teaching of foreign language discourse markers,this paper proposes teaching suggestions from four aspects“category teaching” “morphological analysis” “morphological contrast” and “output training”.