A Study Of Teacher Discourse Marker In Primary School Chinese Classroom

A man of great learning becomes a teacher.Those who behave well become models.The particularity of teachers' profession determines that teachers' language has the characteristics of communication and demonstration,which has a direct impact on students' learning effect.The discourse markers used by Chinese teachers in primary schools are not only a kind of auxiliary teaching,but also a very important teaching strategy.In this paper,the common discourse markers such as "Bu Shi Wo Shuo Ni" are selected,and their pragmatic functions are analyzed,hoping to help teachers standardize the use of discourse markers,improve the quality of discourse and teaching efficiency.On this basis,in view of the confusion and problems in the use of the first-line Chinese teachers' discourse markers,this paper puts forward targeted solutions to provide guidance and help for teachers' teaching.In this study,the primary school Chinese teacher's discourse markers corpus has been established and the first hand language material has been analyzed by means of classroom recording,office teacher-student communication and so on.This paper starts from the macro perspective to explore the discourse and interpersonal functions of the common discourse markers in the classroom teaching of primary school Chinese teachers,and then selects the discourse and interpersonal functions of "Bu Shi Wo Shuo Ni" to explore the specific discourse markers of primary school Chinese teachers,such as "Bu Shi Wo Shuo Ni" for micro research.It is found that the "Bu Shi Wo Shuo Ni" used by Chinese teachers in primary schools has the function of opening,continuing and closing turn in discourse,and has the function of reminding and paying attention,evaluating attitude,enhancing language power and relieving emotion in interpersonal function.When teachers use discourse markers,such as "Bu Shi Wo Shuo Ni",they will have differences due to their own quality,teaching experience,teaching philosophy and personal style,so teachers will have certain diversity and complexity when using discourse markers.From the four aspects of cognition level,experience difference,teaching concept difference and personal teaching style,through the observation method and interview method,the influencing factors of using "Bu Shi Wo Shuo Ni" in the classroom of the three research objects are explored,and the existing questions and suggestions are put forward in order to standardize the use of teachers' discourse markers.In the first chapter,the origin and significance of the topic are introduced.In the second chapter,the domestic and foreign researches on the discourse markers and "Bu Shi Wo Shuo Ni" in the discourse markers are summarized.In the third chapter,the research and design of this paper are introduced.In the fourth chapter,from a macroperspective,the discourse and interpersonal functions of the discourse markers used by Chinese teachers in primary schools classrooms are analyzed.In the fifth chapter,the common discourse markers in teachers' discourse,such as "Bu Shi Wo Shuo Ni",are analyzed in detail to explore the problems existing in teachers' use of discourse markers and put forward suggestions for their use.