| Discourse markers are a common linguistic phenomenon in language communication.The research on discourse markers in China started relatively late,mainly focusing on the sources of discourse markers and case studies.The use of discourse markers is related to the appropriateness of Chinese communication.There are relatively few research findings on discourse markers from the perspective of international Chinese language education.These findings mainly concern the acquisition of discourse markers by Chinese learners,but there are few studies on discourse markers in spoken language textbooks used by learners.Learners’ oral proficiency is closely related to the use of discourse markers,which play an important role in improving learners’ Chinese proficiency and should receive sufficient attention.However,discourse markers have not yet been included in the focus of attention in textbooks.This article focuses on discourse markers in the entire set of oral textbooks for Developing Chinese.Firstly,this article systematically analyzes the quantitative distribution,types,and functions of discourse markers in the textbooks.Secondly,this article focuses on the arrangement of discourse markers in the system of annotation and the system of practice.It also focuses on the connection between comprehensive textbooks and specialized skills textbooks in the annotation of discourse markers.Then,this research conducts a case study of two types of discourse markers with high recurrence rates,analyzing their distribution patterns and functions in textbooks.Thirdly,we investigated teachers’ attitudes towards discourse markers and the arrangement of discourse markers in textbooks through questionnaires and interviews.Finally,combined with the data analysis results of the previous chapters and the results of the questionnaire and interview in Chapter 6,this article finds out what can be improved when we write the section of discourse markers in oral textbooks and puts forward some suggestions with reference value. |
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