The Study Of The Teaching Of Speaking Discourse Markers For The High Level Overseas Student

This paper chooses speaking discourse markers as the research object,conducts exploratory research on the field of teaching Chinese as a foreign language that has not been involved or studied in the past,and elaborates the discourse organization function and interpersonal interaction function expressed by the speaking discourse markers.With the analysis,and through questionnaires,interviewing students,classroom recordings,etc.,to accomplish the classroom teaching research of Chinese speaking discourse markers.This article is divided into five chapters:The first chapter: the introduction part,outlines the reasons for the selection of the topic,the research significance,the theoretical basis,and the status of research at home and abroad;Chapter 2: Overview of the definition and formal categories of speaking discourse markers,including definitions,defining standards,structural methods,and functionsThe third chapter: select the teaching material "Advanced Chinese Speaking" 1,2 to inspect the speaking discourse markers appearing in the advanced Chinese oral textbooks,count the number of occurrences and classify them.The fourth chapter: the investigation of the study of the discourse markers in the advanced stage of the international students.The survey content is divided into two parts.The first part is in the form of questionnaires,and the second part is in the advanced Chinese oral class at NYU Shanghai.10 hours of classroom recording,to understand the extent to which the advanced stage students learn the speaking discourse markers,the degree of mastery of the two types of speaking discourse markers,and whether the self-recognition and actual knowledge of the foreign students' familiarity with the speaking discourse markers,and summed up the characteristics of the use of speech-based discourse markers by international students;The fifth chapter: According to the actual situation of the students' speaking discourse markers,suggestions for advanced stage oral teaching from the two aspects of textbook writing and classroom teaching.