A Pragmatic Study Of Teachers’ Discourse Markers In TCFL Classroom

The improvement of China’s international status has also led to the development of China.The majority of Chinese international education have a direct and close relationship with the promotion of Chinese.However,there are still many problems in its construction,especially in Teachers discourse.Discourse markers are one of the topics that need to be studied.This paper mainly studies the use of teachers’ discourse markers in TCFL classroom,aiming to explore their influence on Chinese classroom teaching through the use and function of these teachers’ discourse markers.Starting from the teacher talk in TCFL classroom,this paper takes the real teaching video cases of Confucius Institute on the Internet at the register blueprint,and collects nearly 60000 words of teacher talks in the classroom for statistical analysis.In this paper,qualitative and quantitative analysis is used to analyze the discourse markers of TCFL teachers.This paper mainly discusses the following research questions: 1.What discourse markers do teachers use in TCFL classroom? 2.What are the pragmatic functions of these discourse markers used by TCFL teachers? 3.How does the use of discourse markers affect the effect of TCFL?The findings are as following: 1.Corpus of TCFL teachers’ discourse markers can be roughly divided into two categories: discourse function and interpersonal function,and each category can be divided into four typical sub categories.The typical subcategories of discourse function are discourse markers of opening topic,discourse markers of continuing topic,discourse markers of changing topic and discourse markers of ending topic;the typical subcategories of interpersonal function are discourse markers of attitude expression,discourse markers of common knowledge,discourse markers of responding dialogue and discourse markers of thinking and filling words.The number of interpersonal function is slightly more than a discourse function.2.In the functional category of discourse,the most frequently used discourse markers are those of continuation topic,those of change topic,and those of opening topic and closing topic.3.Among the sub-categories of interpersonal function,the number of discourse markers in response dialogue is the largest,far more than that of common knowledge and thinking.This is not only related to the cohesion of classroom teaching,but also affected by teachers’ own speech habits.According to the classification,different discourse markers in the same context can also have their own unique functions,and the same discourse marker in different contexts may also have different functions.The first chapter is the introduction,including the significance of the research,the source of the corpus and the research methods.The second chapter introduces the evolution of the name of discourse markers,the types of discourse markers and the research status of TCFL teachers’ discourse markers.The third chapter is the theoretical framework of the article,the understanding of cohesion and coherence theory and goal principle,and how these theories make discourse markers has an impact on classroom teaching.The fourth chapter is the statistics and functions of teachers’ discourse markers and the analysis of typical discourse markers.In the fifth chapter,according to the enlightenment of teachers’ discourse markers for Teaching Chinese as a foreign language,some suggestions on how to learn and apply discourse markers are put forward.