A Study On The Use Of Teachers' Discourse Markers In Elementary Chinese Comprehensive Courses

In the TCSL(Teaching Chinese as a Second Language)class,in order to make sentence more coherent,teachers often adopt some words or phrases like"okay,well"that do not convey any meanings.This kind of words or phrases can be called discourse markers.Since the 70s of last century,discourse markers have gradually emerged.In recent years,some scholars have studied discourse markers from the perspective of the TCSL.However,the current research focuses on the classification of the use of Chinese teachers' discourse markers,not the trend of the use of teachers' discourse markers and how to use discourse markers in Chinese classroom.Some studies only focus on the advantages of Chinese teachers' discourse markers,and do not discuss the problems caused by the use of discourse markers.It can be seen that the research on discourse markers of Chinese classroom teachers is not enough,which deserves our further study.In this paper,six Chinese teachers with different experience values are selected as the research object.The discourse markers of six teachers are studied through literature review,classroom observation,classroom recording,phonological transcription and other methods to analyze the different conditions of the use of the novice and expert teachers' discourse markers and the reasons for the difference.Whether the type of discourse markers will affect the classroom interaction of Chinese teachers with different experience values in order to make reasonable suggestions for the use of Chinese teachers' discourse markers.Through the analysis of the transcript,the author divides the discourse markers into three categories from the formal and functional perspectives:grammatical discourse markers,discourse markers,and interpersonal discourse markers.In terms of the use of discourse markers in these three categories,there are certain differences between novice teachers,senior novice teachers and expert teachers,for example,in the use of grammatical discourse markers,words,adjectives,and demonstrative pronouns are less influenced by teachers' individual differences and teachers' experience values,with different experience values.Teachers account for a large proportion of the use of discourse markers in word classes,and the proportion of discourse markers in phrases and clauses is not large.In the interpersonal category,teachers with different experience values have a higher frequency of use of two types of discourse markers,less markers of common knowledge and lack of a certain degree of discourse markers.From the overall data,six teachers remind people,respond,mark the common knowledge,and use three kinds of discourse markers.Finally,according to the conclusion of the study,we put forward some suggestions on the use of Chinese classroom teachers' discourse markers:First,teachers should prepare lessons fully before teaching,especially the novice teachers should take into account the various possibilities in the classroom.Otherwise,there will be a lot of students in the class when questions are not answered.There will be more discourse markers to remember the interruptions of the topic.Secondly,teachers of TCFL should pay more attention to discourse markers,improve the standardization of classroom language,and make classroom explanations more fluent and more natural.Finally,there are certain individual differences in the use of discourse markers,but marked response and reminding the recipient two types of discourse markers have a good effect on promoting the output of students' classroom discourse,and teachers should pay more attention to the TCSL class.