The Cognitive-Pragmatic Analysis Of "Name" And Its Enlightment On Teaching

The word "name" is both one of the weak sides of Chinese grammar study and an important language point of Chinese learning, for which has abstract meanings and complicated usages. This thesis discusses the meaning and usage of "name" in details in pragmatic and cognitive dimensions. We argue that there are three aspects of the research on the word "name". First, we start at putting out that the word "name" is a discourse marker since it meets the requirements of the discourse marker category. Second, its five pragmatic functions are concluded and exemplified, that is, the word "name" can be a marker of hesitation, elaboration, contrast, inference and topic change. Finally, discourse marker "name" can bring about two contextual (cognitive) effects: it can either strengthen an existing assumption or combine with an existing assumption to yield a contextual implication.On the basis of study on the discourse marker "name" in modern Chinese, we set out to offer some constructive suggestions on the teaching of discourse marker "name" in Chinese aural comprehension.