| The basic task of teaching Chinese as a second language is not only to teach the ontology knowledge of Chinese such as phonetics,vocabulary and grammar,the most important thing is to develop the ability of learners which is to use Chinese to communicate with each other.Discourse markers are important linguistic phenomena in daily communication.Using discourse markers properly can promote the coherence and nature of expression and ensure the smooth progress of communication.However,in the real daily communication process,most Chinese learners seldom use discourse markers or often misuse them,resulting in blunter,incoherence communication and unsuccessful communicative behavior.These phenomena indicate the necessity of the second-language teaching research on Chinese discourse markers.Teaching materials,as the main teaching tools,teachers and students,as the participants in teaching activities,these three factors play an important role in teaching.This article will proceed from these three perspectives,to study discourse markers,mainly in the following three aspects:(1)This article selects the widely used oral teaching materials currently "Intermediate Spoken Chinese",to carries on the statistics and analysis of the discourse markers,explored the existing problems in the compilation of the textbooks and proposed the optimizing strategy and the method to improve the compilation,tried to optimize and improve the compilation of the discourse markers;(2)Through the research on the discourse markers learning and the using situation of foreign students,to find the problems existing during the discourse markers learning and using progress of the learners;(3)Through the interviews with teachers about Discourse Marker teaching,we can know the teaching strategies of discourse markers in teacher discourse.According to the problems found,constructive suggestions are given to the compilation of teaching materials,the teaching of teachers and the learning of student so as to help learners to understand discourse markers better and thereby improve learners' oral communicative competence.According to the problems found in the research,the author put forward the following three suggestions: In the compilation of teaching materials,the authorproposes to enrich the types of discourse markers,improve the recurrence rate of discourse markers,fully comment the function of discourse markers,and strengthen the practice of discourse markers;In the teaching of teachers,the author suggests that teachers pay more attention to the teaching of discourse markers,combined with context,pay attention to comparative analysis of similar discourse markers,guide students to summarize,stage teaching;In the learning of students,the author recommends that students should eliminate the fear and avoidance of discourse markers,understanding the role of discourse markers by observing the context,and using discourse markers to increase efficiency.It is hoped that through this study,learners will be able to grasp the discourse markers better so as to improve learners' oral communication skills. |
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