A Survey And Analysis Of Errors In Written Pragmatic Markers Of Chinese Learners In Thailand

Pragmatic markers are a language phenomenon that cannot be ignored.They carry the speaker’s position,attitude,emotion and subjective judgment,and play the role of coherent discourse,linking texts,and expressing emotions.In the field of teaching Chinese as a foreign language,pragmatic markers are unavoidable content for learners.It can not only test students’ acquisition of Chinese,but also improve students’ Chinese proficiency.This paper uses the compositions of Thai Chinese learners in the HSK dynamic composition corpus as research materials to study the pragmatic markers used by Thai Chinese learners,comprehensively sort out the types of pragmatic markers used by Thai Chinese learners,list the errors,and analyze The reasons for the deviation and make corresponding suggestions.Through the analysis of all the corpus,we know that the pragmatic markers used by Thai Chinese learners in their compositions have the following characteristics:First,there are many types of pragmatic markers.This paper divides the collected corpus into two categories: Inter-sentence relational pragmatic markers include thirteen sub-categories,and modal class contains two sub-categories;Second,the overall usage of inter-sentence-related pragmatic markers is higher than that of modal-type pragmatic markers.According to the number of usage,the inter-sentence-related pragmatic markers can be arranged in the following order,that is,topic> Example category>summary category>addition category>evidence source category>sequence category=time category>consequence category>interpretation category>inference category>clarification category>in other words category>comparison category;thirdly,there are great differences in the number of various pragmatic markers used.The number of assertive markers is the highest,with116 items,78 items of topical pragmatic markers,and 60 items of example-based pragmatic markers.The usage of class pragmatic markers is the lowest,with 6 items respectively;Fourth,each class of pragmatic markers has many members,and learners prefer to use individual pragmatic markers.Besides,learners seldom use variant forms of pragmatic markers.By analyzing the error corpus,this paper classifies all the error corpus into the following five categories according to the reasons for the errors,namely,structural form errors,hybrid errors,misuse errors,generalization errors,Punctuation mark errors,among which the structural form error rate is the highest.These errors of learners are mainly affected by three factors: Chinese itself,teachers and students.Therefore,in order for learners to better grasp and use pragmatic markers correctly,this paper starts from two aspects of teachers and students,and proposes "teacher Categorize teaching and guide students to summarize","Create a context,strengthen form comparison and meaning discrimination","Appropriate input,strengthen output","Reduce fear of difficulties,strengthen learning awareness","Establish cross-cultural awareness,integrate into the target language environment " Five suggestions.