Study On Discourse Markers Used By Teachers In TCSOL Classroom

This paper selects the audio and video recording of the online primary comprehensive class of two Brazilian Chinese teacher volunteers as the research object,and discusses the types,frequency of use,conditions of use,differences and causes of differences in the use of discourse markers by teachers in the classroom through literature research,classroom observation,audio transcription,corpus analysis and comparison of the use of discourse markers in the classroom,and then discovers the problems in the use of discourse markers by teachers,and puts forward corresponding teaching suggestions and normative requirements.There are six chapters in the whole text: the first chapter is an introduction to the reasons for the selection of the topic,the scope of the research,the purpose,the meaning,the method,the source of the corpus and the literature review;the second chapter defines and classifies the discourse markers in the classroom language and explains the research design content of this paper;the third chapter examines and analyzes the use of discourse markers by Chinese teachers in Brazil;the fourth chapter compares and analyzes the differences and analyzes the reasons for the differences;the fifth chapter proposes solution strategies for the problems that arise;and finally,the sixth chapter summarizes the whole text.For the first time,this paper takes the discourse markers of Chinese teachers in the online teaching class for Brazilian students as the research object,and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom.The main conclusions of the whole text are: First,there are remarkable differences in the use of discourse markers among different teachers,for example,the number of phrase-type discourse markers in Chinese teacher 1 is more than that of Chinese teachers 2,the number of small sentence discourse markers is less than that of Chinese teachers 2,and the total number of interpersonal category discourse markers used by teacher 1 is less than that of Chinese teachers2.Second,the factors that lead to the difference in the use of discourse markers in online Chinese teachers are mainly in six aspects: teachers’ educational experience,teachers’ teaching experience,teachers’ personality characteristics and teaching styles,teaching links,students’ personality characteristics and language levels,teaching equipment conditions and environmental factors.Third,two Chinese teacher volunteers have the problem of single discourse marker style and discourse marker redundancy in the use of discourse markers in the classroom.Fourth,teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching,and strengthen the selfmonitoring awareness of the use of discourse markers in teaching.