A Survey Of Korean Chinese As A Second Language Learner's Use Of Interjection-filled Discourse Markers

Based on Sperber and Wilson's Relevance Theory,Schiffrin's Coherence Theory and Levelt's Speech Production Model Theory,this paper describes and compares the Interjections as filler class discourse markers with "ah"(?)," oh"(?)," er"(?),"um"(?)as the main member in the talk of native speakers and Korean Chinese learners of different level.At last,the paper puts forward the enlightenment of Chinese teaching to South Korea learners.This study analyzes the use of Interjections as filler class discourse marker in native speakers' talk from two aspects: sentence and discourse.On the sentence level,"ah"(?)," oh"(?)," er"(?)," um"(?)has a variety of voice variants,but the frequency of these variants is different.They are combinable,often combined with fixed or semi fixed lexical chunks.On the discourse level,they are flexible,which can appear anywhere on the turn,like the initial position,the middle position or the end of the turn.But the frequency is different in different positions.Their discourse functions are various,mainly including discourse organization function,interpersonal discussion function and meta pragmatic function.On this foundation,this study investigate the use of Interjections as filler class discourse markers in Korean intermediate Chinese learners' talk,and compared with the use of native speakers."Ah"(?)," oh"(?)," er"(?),"um"(?)in intermediate learners' talk are used more frequently,their phonetic variants are more diverse,always appear in the middle of a fixed or semi fixed chunk.On the discourse level,Their position of discourse is also quite flexible,but the frequency distribution in each position is different from their in native speakers' talk.There are some main reasons for the above differences: Intermediate Learners are week on language ability,always affected by negative transfer of mother tongue in phonetics and pragmatics.They haven't formed the cognitive style of the target language yet,used to use some communicative strategies.However,in terms of the distribution of discourse function,there is little difference between learners and native speakers.In Korean senior Chinese learners' talk,the frequency,phonetic and syntactic expression of "ah"(?)," oh"(?)," er"(?)," um"(?)are all closer to that of native speakers.On the discourse level,the distribution of discourse position is also close to that of native speakers.After analysis,the main reasons for these changes are asfollows: the language ability of learners has been greatly improved.To some extent,they have got rid of the negative transfer of mother tongue,adapted to the cognitive style of the target language.However,in terms of the distribution of discourse functions,"ah"(?)," oh"(?)," er"(?)," um"(?)has no significant difference between native speakers and learners of different levels.Finally,based on the above research,this paper puts forward some suggestions:teachers should predict the key and difficult points before the class and pay attention to individual learners' teaching based on their aptitude.In class,teachers should strengthen pronunciation training and chunk training in the whole teaching process,give students some time of strategic planning before a large number of exercises.