A Research On Discourse Markers Of Modern Chinese Based On Chinese Teaching For Minority Preparatory

In recent years, discourse markers are gradually becoming one of the hot issueswhich are researched by linguistics from at home and abroad.The study of discoursemarkers in domestic develop mainly from two aspects：the ontology research andapplied research (mainly language teaching).Ontology discuss the function ofdiscourse markers from linguistic,or inspect semantic and pragmatics function ofdiscourse maker；Or describe the grammatical proof it，which is lack of overallunderstanding and systemic research of discourse markers. Applied research developin the aspect of English teaching，mainly based on comparative research andexperimental research.In the field of teaching Chinese as second language,discoursemarkers is at starting stage. Although minority teach Chinese as second language,theyhave few researches about discourse markers.This paper researches modern Chinese discourse markers based on minorityChinese teaching,and the teaching service is ontology. On the basis of previousstudies, this paper has following results: combined with the corpus,We study thediscourse markers problems on characteristics,definition,function and classificationand come to a conclusion. Using the combination of qualitative and quantitativemethod, we investigate the discourse markers service condition and bias causes ofethnic preparatory students；Combining with the results of the investigation andteaching practice, we put forward the suggestions about textbook compilation andteaching method of minority preparatory Chinese teaching.Specifically, this article is divided into four parts, a total of11chapters, thestructure arrangement is as follows:The first part (chapter one) is introduction, which is introduced thepurpose,meaning, research object and method of this paper. According to the discourse markers’ research history and present condition from home and abroad,wepoint out the shortages of the existing research and the research direction of thefuture.The second part (second to sixth chapter) is the ontology study of modernChinese discourse markers, including:The second chapter is term discrimination. There are many same or similar termswith discourse marker, but whether foreign or domestic, more and more terms aretending to discourse markers and pragmatic markers. Through in-depth analysis, wethink that we should have a general understanding of discourse marker,do not makedistinction between them.Considering the existing academic habits, we use discoursemarkers rather than pragmatic markers.The third chapter research on the characteristic of discourse markers. Combiningthe standpoints from domestic and foreign scholars in the phonetic characteristics ofdiscourse markers, semantic features, syntactic features and pragmatic functions, wesummarize the characteristics of the discourse marker as the following: on the voice,the intonation unit of discourse markers is independent； On syntactic,discoursemarkers have independence；On distribution, it has relative flexibility mainly in thebeginning of the sentence; On the semantic, discourse markers encoding proceduralinformation does not affect the propositional content and true meaning of sentence; Inpragmatics, discourse markers have the function of discourse organization andinterpersonal interaction function, it used in spoken English.The fourth chapter is the definition and scope of research of discourse markers.To study the nature of discourse markers in the last chapter, on the basis ofdefinition on discourse markers,which are given by domestic and foreign scholars.This paper gives the definition of discourse markers: discourse tag is marked on thelevel of discourse, it has independent intonation, through coding program informationto reflect the expression of textual function and interpersonal function. At the sametime, we should clarify the relationships between discourse markers and adverbs,conjunctions, auxiliary word,interjection and parenthesis, which further defined thescope of discourse markers. The fifth chapter is the function of discourse markers. Through the conversationanalysis theory, coherence theory, relevance theory, adaptation theory andperspective of speech to inspect the function of discourse makers, combined withHalliday ’s function of language,it summarized discourse makers into two functions:the textual function and interpersonal function.Interpersonal function is also dividedinto subjective attitude and communicative functions.The sixth chapter is the classification of discourse markers. On the basis ofanalyzing the advantages and disadvantages of meaning, position, source and functionstandards. We put forward the principle of classification about mainly functionstandard while significance standard subsidiary,and combined with function andsignificance. We divided the modern Chinese discourse maker into9basic types and28categories. so as to deepen the understanding of discourse markers.The third part (chapter7to10) research on the teaching of ethnic minoritypreparatory students, including:The seventh chapter is the student situation analysis. Through the questionnaireabout400ethnic minority preparatory students’ awareness and ability to use,we cansummarize the discourse markers’usage characteristics of national preparatorystudents: use amount less,avoidance strategy； Single species, part of the discourse markers used tooconcentrated；Most of them use the essence of discourse markers and low visibility ofits meaning. On the basis of it, we analyze the national preparatory students’usageerrors and the reasons of errors.The eighth chapter is spoken language teaching material research. Through theanalysis of frequency and distribution of minority preparatory Chinese spokenlanguage teaching material, we find that it exists the following problems: the usage ofinterpersonal function class discourse tag is low；The ratio in the all classes ofdiscourse tag are unreasonable；The discourse tag type is too single, spoken color isobviously insufficient；Layout is unreasonable, the recurrence rate of discoursemarkers are insufficient,etc. According to this,we should enhance the accuracy,richness, typicality and systemic when we compile spoken language teaching material.Chapter9is writing teaching research. Selecting two ethnic pre-college parallelclass to do a writing teaching experiment for18weeks.It demonstrates this hypothesis:in the ethnic minority preparatory Chinese writing teaching, through teaching thegeneral knowledge about Chinese discourse markers,we can let students understandthe importance of discourse markers in discourse generation and understandingprocess, during the process of writing,through using the discourse maker rationally,wecan provide the clues of article understanding.This kind of writing method caneffectively improves students’impromptu writing ability and writing ability,promoting the overall Chinese written communication level of ethnic minoritypreparatory students.Chapter10is teaching strategy research. Combined ontology research withminority preparatory Chinese language teaching practice. Putting forward thesuggestions about ethnic preparatory Chinese language teaching from two dimensionswhich are compiling textbooks and teaching methods.The fourth part (chapter11) is the conclusion of the whole test, whichsummarizes the main viewpoints, analyzes the deficiency of the study and point outthe future research direction.