| Based on Mr.Liao Qiuzhong's classification of “discourse connectives” in modern Chinese,this paper chooses “other words discourse connectives” as the research object.This paper analyzes its Chinese characteristics,probes into the characteristics of foreign students' use of it,and further puts forward targeted suggestions for its syllabus,textbook compilation and teachers' classroom teaching.This paper is divided into five parts,the first part is the introduction.This part mainly describes the significance of this topic,the research status,research objectives,research methods,corpus sources,etc.The second part is an investigation of the use of “other words discourse connectives” by Chinese native speakers.First of all,combining with the previous studies,it is divided into two categories: “statement” and “evaluation”,and through exhaustive search and sampling analysis of the relevant corpus of “other words discourse connectives ” in “CCL corpus of Peking University”,it points out the rules of its use,which can be distributed at the beginning of sentences and paragraphs,and the semantic relationship between the preceding and the following items It can be divided into four categories: “explanation and supplement”,“equivalent in other words”,“summary and induction” and “causal inference”.Prepare for the next research.The third part is the investigation of foreign students' acquisition of “ other words discourse connectives ”.On the basis of the previous research,this part makes an exhaustive search of the relevant corpus of “other words discourse connectives” in “HSK dynamic composition corpus”,compares its usage data with that of native speakers,and draws differences and similarities.Furthermore,it further examines the correct use cases of “other words discourse connectives” of foreign students,and draws the conclusion that “jiu-shi-shuo > ye-jiu-shi-shuo > ji > ye-ke-yishuo>huan-ju-hua-shuo>A-de-shuo>zhe-jiu-shi-shuo>na-jiu-shi-shuo>na-ye-jiu-shi-shuo>huozhe-shuo>huan-yan-zhi>shuo-de-X-yi-dian>zhe-ye-jiu-shi-shuo”.These provide the basis for later research.The fourth part is the study of foreign students' errors in the use of “other words discourse connectives”.this part divides the errors in the use of “other words discourse connectives” of foreign students into eight types,namely,“semantic inequality between the preceding and the following items” or “lack of the preceding items”,“misrepresentation”,“non synonymous causation between the preceding and the following items”,“misaddition”,“hybridity”,“redundancy”,“improper pause” and “generalization”.On this basis,the reasons for the errors are analyzed in detail,so as to fully grasp the use of “other words discourse connectives” by foreign students.It provides the basis for the later research.The fifth part is the teaching suggestions of “other words discourse connectives”.On the basis of the previous research,this part makes an investigation and analysis of the arrangement of the syllabus and the teaching materials of “other words discourse connectives”,puts forward the shortcomings and solutions,and puts forward the “step by step,phased teaching according to the acquisition sequence”,“grasp the key points,first major then minor” and “use the error analysis conclusion to improve the teaching pertinence” And so on.In order to make the syllabus and teaching materials more perfect,the classroom teaching more efficient. |
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