The Study On Comparison Of Discourse Markers Of "Wo(我)V." Structure And Teaching Chinese As A Foreign Language

Based on the corpus,this paper systematically analyzes the syntactic features,pragmatic functions and usage rules of discourse markers of“Wo(我)V.”.The most important syntactic feature of“Wo(我)V.”structure is decategorization.In terms of pragmatic function,“Wokan(我看)”,“Woxiang(我想)”and“Wojuede(我觉得)”are mainly used to highlight subjectivity or the perspective of speakers.While the main function of“Woshuo(我说)”is attention-drawing,but it can also be used to highlight subjectivity.In terms of usage,The words after“Wokan(我看)”have a certain factual basis,the subjective perspective marker“Woshuo(我说)”has a strong illocutionary force,and they all tend to be matched with suggestive sentence.“Woxiang(我想)”does not emphasize any factual basis,it tends to be matched with speculative sentence,While“Wojuede(我觉得)”tends to be matched with evaluative sentence.When undertaking the function of drawing attention,“Woshuo(我说)”tend to choose three kinds of words types,namely complaint sentence,persuasive sentence and interrogative sentence.Secondly,this paper investigates Chinese learners’mastery of such discourse markers through a questionnaire,and analyzes the relevant errors in the global spoken Chinese interlanguage corpus.Combined with the results of questionnaire and error analysis,this paper reaches the following conclusions.Except for“Wojuede(我觉得)”,students do not use discourse markers of“Wo(我)V.”much.Some students in the primary level substituted the syntactic features of verbs wrongly.Students in middle-to-high level understand the functions of this kind of expression,but it is easy for them to confuse the use of such discourse markers,or to match them with sentence groups that should not be combined.Finally,this paper puts forward some specific suggestions based on the above findings.The textbook should be combined with the typical context,explain “Wo(我)V.” structure from the perspective of pragmatics,summarize this kind of discourse markers systematically,and give a variety of exercises.Teachers should first pay more attention to discourse markers,then teach separately according to different levels,combine context in teaching,and finally make a systematic summary to help students use them differently.Students should accumulate and use more discourse markers after class,and also understand the cultural connotation behind discourse markers.