A Study On The Teaching Of Discourse Marker In "You See" For Korean Learners

Language is an indispensable tool being used in communication. And discourse markers,as one part of the constitution of sentence structure,draw forth the following utterance in structure and have the function of expressing emotion and emphasizing.Due to these particular characters,discourse markers have been the significant study aspect in linguistic field.Besides with the worldwide development of teaching Chinese as a second language and the continuous progress of foreign learners’ language proficiency, foreign Chinese language learners have an increasingly demand to promote the accuracy of their oral communication and also extremely hope to speak Chinese as native speakers.Thus,the study of discourse markers in the field of teaching Chinese as a second language gradually turns into the main study object of the Chinese class overseas.As South Korea is a close neighborhood country of China, it is also a country which has the biggest number of people who learn Chinese language.Not only the Chinese teaching and learning have developed vigorously like a raging fire but also some related studies has already been abundant and mature.Though discourse “Ni kan”seems being high frequency and easily to be acquired,the Chinese teaching class hasn’t paid close attention to it.Otherwise, some mistakes have been made when the intermediate and advanced stage learners in Korea use the discourse marker “Ni kan”. Furthermore,the author has found the existing research and study could not totally cover and effectively solve the problems of Chinese discourse marker “Ni kan” teaching and learning at the stage of intermediate and advanced.With the stochastic inspection of 100 learners respectively from three language learning institutes: Korea Chinese Language Center, Pro China Language Center and Gyeonggi-Do institute for foreign language education in Korea,the author intends to find the problems in Korean Chinese class and make efforts to explore some scientific teaching advice.This research is divided into the following five parts:In chapter one,firstly, it introduced the purpose and significance of the topic, and the overview of the thesis,scanning and summing up the present research of discourse markers, discourse marker“Ni kan” and the related study of “Ni kan”in teaching Chinese as a second language area.After literature review,the contents of this study,theories and methods and corpus sources are presented.Following the summary and inspiring of the antecedent research achievement the innovation of this study and the weak points that exist are putting forward.Chapter two is the Study of multiple angles on the discourse marker “Ni kan”.Combined with the corpus from CCL, BCC and the reasonable sentences created by the author according to the disciplines of Chinese expression, the author discusses at the definition of discourse marker “Ni kan”, points out the forming motivation of “Ni kan” and the classification of discourse marker “Ni kan”in the aspect of its cognitive associating function.In chapter three, one hundred intermediate and advanced stage learners were chosen as respondents.The author have conducted a questionnaire and made a main investigation on the learners’ acquisition situation and teaching situation of the discourse marker “Ni kan” at intermediate and advanced stage class in Korea.Through the questionnaire which aimed at investigating teachers and learners these two main perspectives we get the information and do statistics of it.In Chapter four, statistically analyzing the collected data,we concluded the existing problems of Chinese teachers and the intermediate and advanced stage Korean learners.Synthesizing the contents of chapter two and chapter three,by analyzing the results of the survey to find out the primary problems separately in teaching and learning the discourse marker“Ni kan”at intermediate and advanced stage class, the author clarifies their causes.In chapter five the appropriate teaching advice are raised specially for these discoverable problems and based on the problems and their causes in teaching and learning which were put forward in preceding contents, guided by the teaching advice, the author also designs a conductive class teaching fragment of discourse marker “Ni kan”for intermediate and advanced stage learners.With the help of this investigation and research to the teaching and learning situation of discourse marker “Ni kan” in South Korea and relevant teaching advice,the author expects that this research has realized the aim of which to propose some profound guidance to discourse marker“Ni kan” in the area of teaching Chinese as a second language.