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教师话语对于课堂教学研究具有重要意义,话语标记作为教师课堂话语的重要组成部分,其课堂意义尚未受到足够重视。本文立足于建立对外汉语教师课堂话语标记语料库,在此基础上观察和分析教师话语标记的语用意义、交际功能和使用规律,具有一定的理论和实践意义:填补对外汉语教师课堂话语标记研究领域的空白之处;外语教学中的教师语言包括课堂用语、师生交流用语、反馈语等,每个环节的具体步骤有起始、信息确认、回应、评论、重复等,话语标记是贯穿全程的不可或缺的部件,时课堂话语标记的研究有助于更好地理解对外汉语教师课堂话语,有助于时外汉语教学更有效地输入,对对外汉语教学理论和实践都是十分有益的。
Teacher discourse is of great significance to classroom teaching and research. Discourse markers, as an important part of teacher’s classroom discourse, have not given enough attention to the classroom meaning. This essay is based on the establishment of classroom discourse marker corpus for teachers of Chinese as a foreign language. On the basis of this, it is of theoretical and practical significance to observe and analyze the pragmatic, communicative functions and usage patterns of teacher discourse markers. The teacher’s language in foreign language teaching includes classroom language, teacher-student communication language, feedback language, etc. Each step of the concrete steps includes starting, confirming information, responding, commenting, repeating, etc., An indispensable component of the study of classroom discourse markers helps to better understand the classroom discourse of teachers of Chinese as a foreign language and contributes more effectively to the teaching of Chinese as a foreign language. It is of great benefit to the theory and practice of teaching Chinese as a second language.