Discourse Marker "not" Research

With the sustainable research of modern Chinese, discourse markers have been valued by the scholars and have lost their original literal meanings. Besides, they have different roles in different contexts. This paper mainly discusses the characteristics of the discourse marker "not", usage patterns, the sentence pattern and its grammatical usage. Finally, the dissertation will explain the discourse marker "not" in the foreign language teaching, by researching the teaching methodology and students’ learning strategy so as to accelerate classroom teaching and assist students learning of discourse marker.First, it is vital to know the definition, usage and characteristics of discourse marker "not". This paper doubts the views from Yin Shulin (2011) whether the discourse marker "not" can be repeated. Secondly, it is necessary to do a detailed analysis on the usage of discourse marker "not" and formulize the discourse marker. This dissertation summarizes the eight kinds of usage mode of discourse marker "not" and each appears in different percent. These eight kinds of usage mode not only cover the results of previous studies, also base on my collecting data from foreign students. Thirdly, researching on follow-up sentences of the discourse marker "not" is also the important content, helping us to understand the language environment of discourse markers. This paper researches that follow-up sentence often appears in the form of question, mostly the questions or interrogative sentences. Fourthly, it is still a question for us to research the grammatical questions of discourse markers and its functional usage. Most discourse markers did not identify the grammatical nature, but we can be enlightened by contrasting the discourse marker "not" and adverb "not". I also summarize that discourse marker "not" is the further grammatical results of the adverb "not". Finally, although Chinese teaching is developing fast, the teaching problems have been frequently occurred because of the Chinese teaching starting relatively late. Besides, many issues still need to be solved because of the flexibility and consistency requirements of oral Chinese. Therefore, it is greatly important for us to focus on the teaching of discourse markers and applies the correct teaching methodology. This paper mainly select the discourse marker "not" as the representative to explore the use of discourse markers in teaching Chinese as a foreign language.