Research On Complementary Discourse Markers In Teaching Chinese As A Foreign Language

Discourse markers are an indispensable and necessary component of communication activities,and they appear frequently in communication activities.The fundamental goal of teaching Chinese as a foreign language is to cultivate learners’ Chinese communicative ability,which also requires learners to use correct and appropriate Chinese discourse markers.However,the teaching of Chinese discourse markers is still in its infancy,and foreign students often make mistakes when using discourse markers.Therefore,it is necessary for us to conduct analysis and research on discourse markers in teaching Chinese as a foreign language.This paper,based on the highly used category of Chinese discourse markers,defines the complementary discourse markers from the perspective of ontology,summarizes and analyzes the pragmatic functions of such discourse markers.On this basis,this paper collects and collates the relevant corpus of foreign learners’ use of such discourse markers,systematically analyzes the overall situation of foreign learners’ use of such discourse markers from both written and oral aspects,and compares the use of such discourse markers with that of Chinese native speakers to analyze the differences,Then it analyzes the errors of foreign learners in learning this kind of discourse markers,classifies the types of errors,analyzes the causes of errors,and at the same time,taking this kind of discourse markers as an example,puts forward some teaching suggestions for the teaching of discourse markers in TCSOL.This study finds that whether in oral or written language,foreign learners often use complementary discourse markers to assist communication,which are commonly used by foreign learners.Based on the characteristics of discourse markers,the use rate of foreign learners in oral expression is significantly higher than that in written expression,which is consistent with the use rule of Chinese native speakers.With the continuous improvement of Chinese proficiency of foreign learners,their mastery of such discourse markers will gradually approach that of Chinese native speakers until they are almost the same as that of Chinese native speakers,and the errors in use will be greatly reduced,which also shows that as long as they continue to learn,foreign learners can learn to use authentic Chinese for communication.It is also found that foreign learners often make errors when using such discourse markers.The causes of errors are mainly related to foreign learners’ learning style and mentality,as well as Chinese teachers’ teaching methods and their emphasis on discourse markers.Based on the above findings,this paper puts forward teaching suggestions from three aspects: learners,teachers’ teaching and textbook compilation:(1)from the perspective of learners,foreign learners should be encouraged to overcome the fear of difficulties,actively add relevant discourse markers in daily communication,and truly understand the functions of discourse markers through practical communication activities,It is clear that different discourse markers should be used in different situations;(2)From the perspective of teachers,Chinese teachers should pay more attention to discourse markers and separate discourse markers from words in the same form.And improve teaching methods,set up special situation in teaching,practice specific discourse markers,guide learners to summarize the role and use of discourse markers;(3)From the perspective of teaching materials,we should reasonably add knowledge points related to discourse markers,improve the recurrence rate of discourse markers in teaching materials,and add special exercises related to discourse markers to improve learners’ mastery of discourse markers.