Study on Discourse Markers Used by Teachers in Online TCSOL Classroom

Xiuhao Li

doi:doi:10.11648/j.ijecs.20220702.12

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Study on Discourse Markers Used by Teachers in Online TCSOL Classroom

Xiuhao Li

Published in International Journal of Education, Culture and Society (Volume 7, Issue 2)

Received: 18 March 2022 Accepted: Published: 23 March 2022

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Abstract

The article selects the online Chinese teachers volunteers’ comprehensive class video as the research object, through literature research, classroom observation, recording writing, corpus analysis and comparison of different teachers in class to discuss the category of class discourse markers, and found the problems when teachers use discourse markers in the online classroom, put forward the corresponding teaching advice and specification requirements. This paper takes the discourse markers of Chinese teachers in online teaching classrooms as the research object, and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom. The full text has four chapters: chapter 1 explains the reasons, research significance and literature review; chapter 2 defines and classifies the discourse markers in classroom language; chapter 3 addresses the problems of Chinese teachers in classroom discourse markers, and finally, chapter 4 summarizes the full text. The main conclusions of the whole article are: (1) the two Chinese teacher volunteers have the problems of single discourse marker style and redundant discourse marker in the use of discourse markers in the classroom. (2) Teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching, and strengthen the self-monitoring awareness of the use of discourse markers in teaching.

Published in	International Journal of Education, Culture and Society (Volume 7, Issue 2)
DOI	10.11648/j.ijecs.20220702.12
Page(s)	84-88
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Online Teaching, TCSOL, Teacher Classroom Language, Discourse Marker

References

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[2]	Dawang Huang. Review of discourse marker studies [J]. Fujian Foreign Language, 2001 (1): 5-12. DOI: 10.3969/j.issn.1672-4720.2001.01.002.
[3]	Fuxiang Wu. Current topic of Chinese Grammar Research [J]. linguistic science. 2005 (2).
[4]	Jiujiu Xu. Regarding the scope and classification of the metautterance [J]. Contemporary Linguistics, 2006 (04): 345-353 + 380.
[5]	Liyan Liu. Discourse markers in oral communication [D]. PhD dissertation. Zhejiang University, 2005.
[6]	Mei Fang. Weak discourse marking function of conjunctions in natural spoken language [J]. Chinese language, 2000 (5): 459-470, 480.
[7]	Qiuzhong Liao. Regulatory Issues in the chapter [J]. Chinese Language, 1987 (4).
[8]	Shibin Huang. The role of discourse marking in foreign Chinese classrooms [J]. Changjiang Cong Magazine, 2018 (13): 145.
[9]	Wenli He. "So" of the cognitive pragmatic analysis and its instructional implications [D]. Jinan University, 2004.
[10]	Xiao Ma. Grammatic function and translation of discourse markers [J]. Chinese translation, 2003 (05): 38-41.
[11]	Xiuming Li. Metta-discourse tagging and corpus characteristics [J]. Rhetoric Learning, 2007 (02): 20-24.
[12]	Xiuming Li. Study on Chinese Metword markers [M]. Beijing: China Social Sciences Press, 2011.
[13]	Yongzhong Li. Language marking is coherent with the discourse [J]. Foreign Language and Foreign Language Teaching, 2003 (01): 60-63.
[14]	Ziran He, Aiping Mo. Disword marker and pragmatic correspondence [J]. Journal of Guangdong University of Foreign Studies, 2002 (01): 1-6.
[15]	Zuowen Li. The indication of coherent relationships [J]. Shandong Foreign Language Teaching, 2003, (1).

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APA Style

Xiuhao Li. (2022). Study on Discourse Markers Used by Teachers in Online TCSOL Classroom. International Journal of Education, Culture and Society, 7(2), 84-88. https://doi.org/10.11648/j.ijecs.20220702.12

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ACS Style

Xiuhao Li. Study on Discourse Markers Used by Teachers in Online TCSOL Classroom. Int. J. Educ. Cult. Soc. 2022, 7(2), 84-88. doi: 10.11648/j.ijecs.20220702.12

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AMA Style

Xiuhao Li. Study on Discourse Markers Used by Teachers in Online TCSOL Classroom. Int J Educ Cult Soc. 2022;7(2):84-88. doi: 10.11648/j.ijecs.20220702.12

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@article{10.11648/j.ijecs.20220702.12,
  author = {Xiuhao Li},
  title = {Study on Discourse Markers Used by Teachers in Online TCSOL Classroom},
  journal = {International Journal of Education, Culture and Society},
  volume = {7},
  number = {2},
  pages = {84-88},
  doi = {10.11648/j.ijecs.20220702.12},
  url = {https://doi.org/10.11648/j.ijecs.20220702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20220702.12},
  abstract = {The article selects the online Chinese teachers volunteers’ comprehensive class video as the research object, through literature research, classroom observation, recording writing, corpus analysis and comparison of different teachers in class to discuss the category of class discourse markers, and found the problems when teachers use discourse markers in the online classroom, put forward the corresponding teaching advice and specification requirements. This paper takes the discourse markers of Chinese teachers in online teaching classrooms as the research object, and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom. The full text has four chapters: chapter 1 explains the reasons, research significance and literature review; chapter 2 defines and classifies the discourse markers in classroom language; chapter 3 addresses the problems of Chinese teachers in classroom discourse markers, and finally, chapter 4 summarizes the full text. The main conclusions of the whole article are: (1) the two Chinese teacher volunteers have the problems of single discourse marker style and redundant discourse marker in the use of discourse markers in the classroom. (2) Teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching, and strengthen the self-monitoring awareness of the use of discourse markers in teaching.},
 year = {2022}
}

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TY  - JOUR
T1  - Study on Discourse Markers Used by Teachers in Online TCSOL Classroom
AU  - Xiuhao Li
Y1  - 2022/03/23
PY  - 2022
N1  - https://doi.org/10.11648/j.ijecs.20220702.12
DO  - 10.11648/j.ijecs.20220702.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 84
EP  - 88
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20220702.12
AB  - The article selects the online Chinese teachers volunteers’ comprehensive class video as the research object, through literature research, classroom observation, recording writing, corpus analysis and comparison of different teachers in class to discuss the category of class discourse markers, and found the problems when teachers use discourse markers in the online classroom, put forward the corresponding teaching advice and specification requirements. This paper takes the discourse markers of Chinese teachers in online teaching classrooms as the research object, and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom. The full text has four chapters: chapter 1 explains the reasons, research significance and literature review; chapter 2 defines and classifies the discourse markers in classroom language; chapter 3 addresses the problems of Chinese teachers in classroom discourse markers, and finally, chapter 4 summarizes the full text. The main conclusions of the whole article are: (1) the two Chinese teacher volunteers have the problems of single discourse marker style and redundant discourse marker in the use of discourse markers in the classroom. (2) Teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching, and strengthen the self-monitoring awareness of the use of discourse markers in teaching.
VL  - 7
IS  - 2
ER  -

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Author Information

Xiuhao Li

Faculty of Humanities, Communication University of China, Beijing, China

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Plain Text BibTeX RIS

APA Style

Xiuhao Li. (2022). Study on Discourse Markers Used by Teachers in Online TCSOL Classroom. International Journal of Education, Culture and Society, 7(2), 84-88. https://doi.org/10.11648/j.ijecs.20220702.12

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ACS Style

Xiuhao Li. Study on Discourse Markers Used by Teachers in Online TCSOL Classroom. Int. J. Educ. Cult. Soc. 2022, 7(2), 84-88. doi: 10.11648/j.ijecs.20220702.12

Copy | Download

AMA Style

Xiuhao Li. Study on Discourse Markers Used by Teachers in Online TCSOL Classroom. Int J Educ Cult Soc. 2022;7(2):84-88. doi: 10.11648/j.ijecs.20220702.12

Copy | Download

@article{10.11648/j.ijecs.20220702.12,
  author = {Xiuhao Li},
  title = {Study on Discourse Markers Used by Teachers in Online TCSOL Classroom},
  journal = {International Journal of Education, Culture and Society},
  volume = {7},
  number = {2},
  pages = {84-88},
  doi = {10.11648/j.ijecs.20220702.12},
  url = {https://doi.org/10.11648/j.ijecs.20220702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20220702.12},
  abstract = {The article selects the online Chinese teachers volunteers’ comprehensive class video as the research object, through literature research, classroom observation, recording writing, corpus analysis and comparison of different teachers in class to discuss the category of class discourse markers, and found the problems when teachers use discourse markers in the online classroom, put forward the corresponding teaching advice and specification requirements. This paper takes the discourse markers of Chinese teachers in online teaching classrooms as the research object, and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom. The full text has four chapters: chapter 1 explains the reasons, research significance and literature review; chapter 2 defines and classifies the discourse markers in classroom language; chapter 3 addresses the problems of Chinese teachers in classroom discourse markers, and finally, chapter 4 summarizes the full text. The main conclusions of the whole article are: (1) the two Chinese teacher volunteers have the problems of single discourse marker style and redundant discourse marker in the use of discourse markers in the classroom. (2) Teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching, and strengthen the self-monitoring awareness of the use of discourse markers in teaching.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Study on Discourse Markers Used by Teachers in Online TCSOL Classroom
AU  - Xiuhao Li
Y1  - 2022/03/23
PY  - 2022
N1  - https://doi.org/10.11648/j.ijecs.20220702.12
DO  - 10.11648/j.ijecs.20220702.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 84
EP  - 88
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20220702.12
AB  - The article selects the online Chinese teachers volunteers’ comprehensive class video as the research object, through literature research, classroom observation, recording writing, corpus analysis and comparison of different teachers in class to discuss the category of class discourse markers, and found the problems when teachers use discourse markers in the online classroom, put forward the corresponding teaching advice and specification requirements. This paper takes the discourse markers of Chinese teachers in online teaching classrooms as the research object, and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom. The full text has four chapters: chapter 1 explains the reasons, research significance and literature review; chapter 2 defines and classifies the discourse markers in classroom language; chapter 3 addresses the problems of Chinese teachers in classroom discourse markers, and finally, chapter 4 summarizes the full text. The main conclusions of the whole article are: (1) the two Chinese teacher volunteers have the problems of single discourse marker style and redundant discourse marker in the use of discourse markers in the classroom. (2) Teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching, and strengthen the self-monitoring awareness of the use of discourse markers in teaching.
VL  - 7
IS  - 2
ER  -

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