The Teaching Strategies Of Discourage Markers In Oral Chinese Teaching

Discourse markers are common in daily oral communication.It is a mark on the discourse level.The study of discourse markers in foreign countries started earlier,and the research results are rich,mostly in the field of english.However,the study of discourse markers is relatively late in China,and there are few papers on the relationship between discourse markers and teaching Chinese as a foreign language.We believe that discourse markers contribute to the organization of discourse and discourse comprehension,and also play an important role in the teaching of spoken Chinese as a foreign languageThis paper in the domestic and foreign scholars on the basis of the researches on discourse markers,from the perspective of teaching Chinese as a foreign language based on the original research,the definition and classification of normative discourse markers,the author investigates the typical use of discourse markers in spoken Chinese teaching in the classroom,they include the use of teachers' discourse markers and the students' use of discourse markers,and on the basis of the internal components of the discourse markers are classified,respectively: discourse marker,discourse marker phrase and discourse markers clause.By comparing the commonly used discourse markers between teachers and students,it is revealed that the acquisition of students' discourse markers mainly comes from the imitation of teachers,which reflects the importance of the use of discourse markers in the teaching of oral Chinese as a second language.Finally,the author puts forward the teaching strategies of discourse markers in oral Chinese classroom.Specifically,this paper is divided into five chapters,as follows:The first chapter points out the background and significance,summarizes the domestic and foreign research on discourse markers on the current situation,pointed out the insufficiency of the research and the directions for future research.At the same time,this paper introduces the research methods and corpus sources.The second chapter explores the standard definition of discourse markers,this chapter first introduces the theoretical background of this paper,then on the basis of existing research on discourse markers have been redefined,the discourse markers in position,characteristics of the semantic and pragmatic and discourse markers and other independent words to distinguish.According to the actual situation,the discourse markers are re classified.The third chapter of Chinese native speakers and non-native speakers in the classroom discourse markers constitute the third chapter as the core of the thesis,the author through the transfer of four representative Chinese native speakers and non-native spoken Chinese micro teaching,get a lot of data,discourse markers appear in the classroom are carefully analyzed.Carefully investigated the use of teachers and students in the oral English classroom discourse markers of discourse markers,the relationship between teachers so that the discourse markers and the use of students' acquisition of discourse markers.The fourth chapter is the use of discourse markers in oral Chinese classroomThis chapter analyzes the characteristics of students' use of discourse markers,and the factors that influence teachers' use of discourse markers and the problems in the use of discourse markers.The fifth chapter is about the teaching strategies of discourse markers in the teaching of Chinese as a foreign language.It is suggested that the teaching of oral Chinese as a foreign language should be divided into different stages.In the beginning,middle and high school level,the students' learning situation is different.This paper puts forward some suggestions and Thoughts on the Chinese oral English teachers,and puts forward the innovation of teaching methods.