Study On The Discourse Markers Of "X-Shuo" For Teaching Chinese As A Foreign Language

Discourse markers are an important part of TCFL that should not be ignored.This paper takes the discourse markers of "X-Shuo" as the research object,and from the viewpoint of the synchronic,elaborates its internal members and classification of members.The four typical members of "I say","that is to say","so to speak" and "what’s more" are selected to analyze and compare their characteristics in nature,location,form,context and function.At the same time,the types of errors of Chinese learners are described,and the causes of errors are analyzed.Accordingly,the teaching suggestions are put forward.This paper is divided into five parts.The first chapter is the introduction,which mainly explains the significance of the topic and the general situation of the relevant research.It also explains the aspects to be broken through in the research on discourse markers of "X-Shuo" for teaching Chinese as a foreign language,as well as the research methods and corpus sources of this paper.The second chapter is the ontology research of discourse markers of "X-Shuo".This paper lists the inner members of discourse markers ending with "Shuo" in detail and classifies them from multiple perspectives.In addition,four typical members of "I say","that is to say","so to speak" and "what’s more" are selected to analyze and compare the characteristics of the four in terms of nature,location,form,context and function.The four are in common,but still retain their core distinguishing functions.The third chapter is a contrastive study of English and Chinese discourse markers.By comparing the features of the position,form and function of the discourse markers of "X-Shuo" in Chinese and English,it is found that such discourse markers have similarities and differences in form,function,subjectivity and mode of thinking.The fourth chapter is the bias analysis of discourse markers of "X-Shuo ".This paper focuses on the use bias of "X-Shuo" discourse markers in HSK dynamic composition corpus.The author classifies the above errors into 16 subcategories at three levels,and finds that the most prominent problems at discourse marker level,sentence level and discourse level are abuse,omission of sentence components and context inconsistency.Through strengthening learners’ awareness of structure,hierarchical teaching,language contrast teaching,functional teaching and other methods,it is helpful to avoid the above errors.At last,the conclusion summarizes the viewpoints of each chapter,summarizes the core content of the whole paper,and defines the direction of improvement.