A Study On Inferential Discourse Markers Of "Kan" For Teaching Chinese As A Foreign Language

Inferential discourse markers are commonly used in daily communication,such as triggering topics,changing topics,and attaching implicit meanings and emotions.Inferential discourse markers are independent in sentences,and have flexible positions in sentences.They are outside the syntactic structure.Semantically,it does not affect the propositional content and truth conditions of the sentence.There are many types of Inferential discourse markers,among which the discourse markers of "Kan" is the one with a higher frequency of use.In addition,according to the Outline of the Graded Vocabulary for HSK,"Kan" belongs to the A-level vocabulary,which has multiple meanings and complex usage.It is a vocabulary that Chinese learners must master in the initial stage and is prone to errors.This article takes "我看" "p+我看(来)""看来""看起来""看上去"as the research object,and organizing "Kan" to infer the meaning and usage of Inferential discourse markers.At the same time,it studies the learning situation and errors of foreign students about inferential discourse markers of "Kan",discusses various relevant influencing factors,and puts forward suggestions for Chinese as a foreign language based on the arrangement of the discourse markers in the syllabus and textbooks.The full text is divided into six parts.The first part is the introduction section,which mainly elaborates on the research purpose and significance,introduces the theoretical achievements of previous studies,and explains the theoretical methods and corpus sources of this study.The second part is the first chapter,which defines "speculation" and describes the semantic features of "speculation" as[+premise],[+imagination],[+subjectivity],[-certainty],and[±true conclusion].Summarize the ways in which verbs,adverbs,and Inferential discourse markers can be used to expressing inferred meanings.Introduce the Inferential Discourse Markers of "Kan",and sort out the difference between two discourse marker of "Kan"which expresses inferred meaning or expresses other cognitive meaning discourse markers.The difference is that the inferential discourse markers of "Kan" must have prerequisite background information,and the speaker or author is uncertain about the inferred content and its correctness needs to be tested.The third part is Chapter 2.By organizing the BCC corpus and CCL corpus,this chapter summarizes the structure and usage of inferential discourse markers of "Kan".From three perspectives,it summarizes 14 different contexts,as well as the functions of the beginning,continuation,cohesion,and occupying turns.The fourth part is the third chapter.Through sorting out the HSK dynamic composition corpus and the global interlanguage corpus,this chapter examines examined the usage of"Kan" by Chinese learners.It is found that international students prefer to use the "看来"structure to indicate inferred meanings and the inferential discourse markers of "Kan" is the most commonly used for infer people’s personality,temperament,behavior,psychology and other aspects,and they prefer to use it at the beginning of sentences.We have discovered that there are two common errors among international students in using the inferential discourse markers of "Kan":word errors and syntactic errors.Word errors include mixing,omission,and abuse of various structures,sentence errors include:lack of pauses or pause errors,and mistakenly using "Kan" as a verb,resulting in a lack of predicate in sentences.Afterwards,the causes of errors were analyzed from both subj ective and objective perspectives.The fifth part is the fourth chapter.This chapter investigates the distribution of inferential discourse markers of "Kan" from the Chinese as a foreign language syllabus and textbooks,and finds that there are some problems in their arrangement:the explanation of language points is not detailed,there is no semantic classification of "Kan",there is no separate explanation of the use of inferential discourse markers of "Kan",and there are few exercises,and there is lack of explanation of "p+我看(来)".Based on the error analysis,this paper puts forward some suggestions on teaching Chinese as a foreign language.The final part is the conclusion,summarizing the conclusion of this article and pointing out the issues that need to be further explored in this article.In summary,this article mainly studies the learning situation and errors of foreign students about inferential discourse markers of "Kan",and explores various influencing factors of correlation.It provides suggestions for the teaching ofinferential discourse markers of "Kan" in Chinese as a foreign language,which has certain practical significance.