A Survey Of The Use And Learning Of Explicit Discourse Markers By Middle And Senior Level International Students

In recent years,with the deepening of the study of discourse markers,the acquisition and application of discourse markers in TCFL has been paid more and more attention.In teaching Chinese as a foreign language,in addition to strengthening the students' knowledge base of Chinese ontology,the cultivation of students' pragmatic awareness and language cognitive ability is also an indispensable aspect.One of the expressions of pragmatic awareness and language cognitive ability is the use of discourse markers.Therefore,language markers should be particularly important in teaching Chinese as a foreign language,especially in the middle and advanced stages of Chinese teaching.Due to the complexity of discourse markers in Chinese ontology and the complexity of their pragmatic functions,it is difficult to make an in-depth analysis of the "unified" research.Therefore,this paper selects explicit discourse markers as the starting point to investigate and analyze the learning and use of such markers for foreign students,which can be divided into the following parts: the first part introduces the research on the topic selection of the thesis At the same time,this paper reviews the current situation of discourse marker ontology research and related research in the field of TCFL,and expounds the theoretical basis of the research,mainly including relevance theory,cooperation principle,speech act theory and interlanguage theory.The second part discusses the characteristics of the ontological use of explicit discourse markers,including their structural features,semantic background and pragmatic functions.In the third part,the data collected are analyzed and analyzed.In the fourth part,according to the statistical results of the previous chapter,the author uses the interlanguage theory to analyze the errors of foreign students,and makes a classification and summary.In addition to the low overall utilization rate and uneven use,the types of errors mainly include the use of Chinese characters,the improper collocation of clear topics and clear content,and the misuse of markers.Finally,from the reasons of learners themselves,teaching materials and teaching,etc The causes of the errors were analyzed.The fifth part summarizes the shortcomings of using explicit discourse markers and puts forward some teaching suggestions.