面向?qū)ν鉂h語寫作教學(xué)的總結(jié)類話語標(biāo)記研究.pdf

1、分類號UDCJIIIIIIIIIIIIIIIIIIIIY3432790學(xué)號密級埸H1大譬YANGZHOUUNIVERSITY碩士學(xué)位論文(全目制專業(yè)學(xué)位)MZl60052面向?qū)ν鉂h語寫作教學(xué)的總結(jié)類話語標(biāo)記研究臧文強(qiáng)指導(dǎo)教師姓名：韭堊至塾撞：揚(yáng)；!：!i盤鱟!姿蒸揚(yáng)劌z22三QQ窆一選鍪壺絲進(jìn)豎：塹劌盤堂：婆蒸塹劌：22三QQ窆申請學(xué)位級別：論文提交日期：碩2018520學(xué)位授予單位：塹劌盤芏答辯委員會主席：直塞堡塾撞論文答辯日期：學(xué)位

2、授予日期：2018年5月2018622018621Ⅱ揚(yáng)州1大學(xué)碩士學(xué)位論文AbstractFromtheperspectiveofteachingChineseasaforeignlanguage，ifforeignstudentscan’tuseallkindsofdiscoursemarkerscorrectlyitwillnotsimplyaffecttheacquisitionofauthenticspokenChinese，b

3、utalsorestrictthecohesionandcoherenceoftheirwrittenChineseHoweveralmostalltheteachingmaterialsforforeignershaven’tyetclassifiedtheknowledgeofdiscoursemarkersintoindependentteachingcontentsWorsestill，mostteachersfailtopay

4、enoughattentiontotheteachingofdiscoursemarkers，theontologyknowledgeofdiscoursemarkersisrelativelycomplex，andthemajorityofforeignstudentsthemselvesusuallyhaveadoptedaclearavoidancestrategyinChineselearningAlltheabovefacto

5、rshavehinderedthelearners’qualityofChinesewritingtoacertainextentForthisreason，weonlytakethesubcategoryofSummaryDiscourseMarkersastheobjectofstudyfocusingonitsapplicationinwritingFirstlyweanalyzethebackgroundandsignifica

6、nceofthethesistopic，andsummarizethestatusquoofoverseasstudyofdiscoursemarkersfromthreeperspectives：CoherenceTheoryRelevanceTheoryandAdaptationTheorysupportingthefunctionalresearchofdiscoursemarkersAndwehavereviewedindeta

7、ilatthreelevelsofontologicalresearchofChinesediscoursemarkers，theapplicationstudyofdiscoursemarkersinthefieldofTCFLandthestudyofSummaryDiscourseMarkersinmodemChineseWefindthatmostdomesticscholarsstillshowgreatinterestint

8、hefieldofspokenChineseasaforeignlanguage，andfewresearchesonwritingteaching，whilethestudyofSummaryDiscourseMarkersinTCFLisextremelyrareSecond，weredefinetheSummaryDiscourseMarkersas“Intheprocessofverbalorwrittencommunicati

9、on，thespeakersumsuphispreviousdiscourse，andexpressesthemainpointsinconciselanguageinhisfollowingdiscourse，SOthattherecipientisabletograspthespeaker’ScommunicativeintentionsTheselinguisticstructuralcomponentsthatlinkthepr