A Study Of Teacher's Discourse Markers In Cambodian Chinese Class

In classroom teaching,teachers often use some discourse markers to organize teaching discourse,so as to convey teaching content clearly and carry out teaching interaction effectively.Although these discourse markers do not participate in propositional expression,they can reflect teachers' certain emotions and attitudes,and play a cohesive and coherent role in the front and back sentences.The study of teacher's discourse markers can help us to further understand the function of discourse markers and their role in the teaching process.In recent years,the domestic academic circles pay more attention to English teacher's discourse markers and less attention to Chinese teacher's discourse markers.Therefore,it is necessary to study Chinese teacher's discourse markers.In this paper,four Chinese teachers in Phnom Penh Liqun school,Cambodia,are selected as the research objects.By means of classroom observation,corpus analysis and other research methods,the pragmatic functions of discourse markers used by Cambodian Chinese teachers in the classroom are investigated,the similarities and differences of Chinese teachers' use of discourse markers are analyzed,and the reasons for the differences are summarized The current problems and relevant suggestions are put forward.By analyzing the corpus,this paper divides the discourse markers of Cambodian Chinese teachers into three categories: grammatical category discourse markers,discourse category discourse markers and interpersonal category discourse markers.The findings are as follows:(1)In terms of grammar category,both local teachers and volunteer teachers tend to use part of speech markers;in terms of discourse category,volunteer teachers use more topic continuation markers than local teachers;in terms of interpersonal category,local teachers prefer to use common knowledge markers and emotional attitude markers,while volunteer teachers use more hesitation and thinking discourse markers and continue to clarify discourse markers.(2)The differences in discourse markers are mainly due to different teaching experiences,teaching ideas and teaching styles of Chinese teachers.(3)When Cambodian Chinese teachers use discourse markers in class,there are some problems: redundancy of discourse markers,lack of change of discourse markers.Therefore,this paper puts forward some suggestions for improvement: Chinese teachers should deepen the rational understanding of discourse markers;Chinese teachers should strengthen the self-monitoring awareness of the use of discourse markers;Chinese teachers should get the relevant training of discourse markers.