Discourse markers are independent components such as words, phrases, etc., which do not affect the true meaning of sentences and guide and restrict the understanding of both sides of communication. Learning how to use correctly can not only make sentences more coherent, but also promote the smooth development of communication and further express people’s deep feelings. With the rapid development of Chinese international education, Chinese second language learners have higher and higher requirements for Chinese learning. As one of the communicative means of discourse, discourse markers occupy a very important position in the Chinese system. However, due to some objective and subjective factors, the sentences used by these advanced Chinese learners in daily communication are still not fluent and authentic enough. Therefore, it is necessary for advanced Chinese learners to master discourse markers.This paper investigates the acquisition of discourse markers by Chinese learners in "Speaking of the World Youth". Through summary, induction and statistics, it is found that the most frequently used discourse markers are not only “is”, but also “then” and “I think”. The research on these discourse markers is mainly carried out from two perspectives, one is the function of discourse markers, the other is the analysis of errors. Taking the Chinese discourse marker “is” as an example, the reason for the over generalization is that on the one hand, it emphasizes the position at the end of the sentence, and on the other hand, it is similar to “as for” and “so”. These two points are the important reasons for errors. Similarly, under the influence of “then” “and” in English, the probability of Chinese discourse marker “then” error is greatly increased. In addition, “I feel” causes Chinese learners to transfer their mother tongue and causes the overuse of discourse marker “I feel” in conversation. It is not only due to the negative transfer of mother tongue, but also due to the over generalization of students and the influence of communication strategies. Finally, from the perspective of learners themselves, teaching materials and other factors, this paper analyzes the causes of errors, summarizes the shortcomings of foreign students in using explicit discourse markers, and puts forward some teaching strategies.
话语标记语是在话语中不影响句子所表达的意义，引导和制约交际双方理解的字、词或短语等独立成分。学会正确使用，不但可以使句子更加连贯，还可以促进交际顺利开展，进一步表达人们的深层情感。随着汉语国际教育事业的迅速发展，汉语第二语言学习者对汉语的学习要求越来越高。而话语标记语作为话语的交际手段之一，在汉语系统里面占据了十分重要的位置。然而，由于一些客观和主观因素，这些高级汉语学习者在日常交流中使用的句子仍然不够流利和真实。因此，高级汉语学习者掌握话语标记语是十分必要的。本文认真调查了《世界青年说》节目中汉语学习者话语标记语习得情况，通过总结、归纳和统计发现，话语标记语运用次数最多的除了“就是”，还有“然后”和“我觉得”，对这些话语标记的研究主要从两个角度进行，一是话语标记功能，二是偏误情况分析。以汉语话语标记“就是”为例，之所以为出现过度泛化的问题，一方面是由于句末位置的强调作用，另一方面是由于它与“as for”和“so”存在着类似之处。这两点就是造成偏误的重要原因。同样，受英语“then”和“and”的影响，造成了汉语话语标记“然后”偏误的机率也大大提升。另外，“我觉得”造成了汉语学习者出现母语迁移的现象，造成了话语标记“我觉得”在对话中的过度使用。导致偏误问题的出现不仅是由于母语负迁移，还由于学生过度泛化和交际策略的影响。最后从学习者自身、教材以及教学等因素出发分析偏误原因，总结留学生在使用明确性话语标记语方面的不足，从而提出了一些教学策略。
