| As a common linguistic phenomenon,discourse marks do not express the true meaning in oral communication,but have a certain procedural meaning,and have important roles such as prompting,turning,and pausing in discourse.After the weakening of conjunctions into discourse marks,they often appear in our daily communication,and have an important role that cannot be ignored in oral communication.International students with advanced Chinese proficiency often use conjunctional discourse marks Chinese the process of communication,but there are often more biases.The "Chinese Teaching Syllabus for Foreign Students in Colleges and Universities(Long-term Continuing Education)" clearly points out that international students at the higher stage should have certain discourse ability to achieve accuracy,decency and diversity of discourse.However,teaching practice and research have found that the oral communication ability of international students at advanced Chinese level is weak,which is not commensurate with their overall ability level,their discourse is low due to the lack of necessary coherence,and the ultimate goal of Chinese learners learning Chinese is to be able to use Chinese for fluent and natural communication,so cultivating international students to use conjunctional discourse marks to communicate discourse coherence is one of the goals of advanced Chinese oral classroom teaching,for international students with advanced Chinese level,It is necessary to master and correctly use conjunctional discourse marks.This paper mainly studies the use of conjunctional discourse marks in advanced Chinese level learners.Focusing on the colloquial corpus of advanced Chinese level learners in the "Informal Talks" program,five high-frequency used conjunctional discourse markers such as "then","is","but","because","so" are selected,combined with a certain context analysis of the characteristics and functions of conjunctional discourse marks,and the deflection of conjunctional discourse marks of advanced Chinese proficiency learners is analyzed through graphical statistics to analyze the "Chinese Speaking Rapid Advanced Chapter","Advanced Chinese Speaking","Development Chinese Advanced Speaking 1" and "Development Chinese Advanced Speaking 2" The application of conjunctional discourse markers in the four advanced Chinese oral textbooks is statistically classified,and the charts are formed,which explores the arrangement of conjunctional discourse marks in advanced Chinese oral teaching materials and puts forward feasible suggestions.Through the questionnaire survey method,the learning and use of conjunctional discourse marks of 50 advanced Chinese proficient learners were investigated and understood,the degree of acceptance of conjunctional discourse marks by international students with advanced Chinese proficiency was explored,This paper makes an analysis of the teachers of Chinese as a foreign language.This paper is divided into six parts:The first part is the introduction of the article,through the merger and sorting out the research status of conjunctional discourse markers at home and abroad,defining conjunctional discourse marks from the three aspects of phonetics,semantics and syntax,distinguishing conjunctions and conjunctional discourse markers from the two aspects of location and semantics,and exploring the problems existing in the previous research on conjunctional discourse marks.By introducing the research objects and research methods of this paper,the research value of conjunctional discourse markers is studied.In the second part,using the "Informal Talks" program as the research corpus,we build a colloquial corpus for advanced Chinese level Chinese learners,analyze the use of conjunctional discourse marks of advanced Chinese proficiency learners from the aspects of frequency and location,summarize the characteristics of conjunctional discourse markers,and summarize the functions of five high-frequency conjunctional discourse markers such as "then","is","but","because","so",etc.In the third part,based on the analysis of the previous data,combined with the“Informal talks” program data,the error frequency of the above-mentioned five conjunction discourse markers is analyzed,and the error situation is classified,this paper summarizes the error characteristics of discourse markers used by advanced Chinese learners,it also analyzes the subjective causes of the errors from the aspects of negative transfer of mother tongue,overgeneralization of target language,influence of communication strategies,discourse errors and avoidance strategies,the objective causes of the errors are analyzed from the aspects of the complexity of Chinese language itself,the degree of teaching attention,the degree of teaching material attention and the output of students.The fourth part,based on the error analysis above,investigates the teaching and textbook arrangement of conjunction discourse markers by means of questionnaire and statistical analysis,to explore the use of conjunctive discourse markers by advanced Chinese learners,and to understand the characteristics of the arrangement of conjunctive discourse markers in advanced spoken Chinese textbooks,to provide data support and theoretical support for the following teaching suggestions of conjunction discourse markers in International Chinese Classroom.The fifth part,based on the above research and analysis,puts forward several suggestions for the teaching of conjunctional discourse markers from the perspectives of teaching and textbooks and students.The sixth part,summarizes the full text,points out the deficiency of this article and aims to make a slight effort to mark the conjunctive discourse. |
PDF Full Text Request