A Study of the Usage of Chinese Discourse Markers of Thai Students and Teaching Strategies Suggestion

Name: Wang Haixu

LCSH: Chinese language -- Study and teaching

Abstract: The purposes of this research were to examine the use of discourse markers by students majoring in the Chinese language at Chiang Rai Rajabhat University by analyzing and summarizing the types and uses of commonly used modern Chinese discourse markers and to make pedagogical suggestions for teaching Chinese discourse markers to Thai students. The subjects of the study were 35 Thai students majoring in Chinese at the Department of Chinese Language and Culture, Faculty of Humanities, Chiang Rai Rajabhat University, Chiang Rai, Thailand. The data collected by using corpus analysis and questionnaire survey method. The findings were as follows: the results from the analysis and summary of the types of commonly used modern Chinese discourse markers appeared that the modern Chinese discourse markers could classify into three categories, namely, "topic markers", "organizational marker " and "attitude markers". At the pragmatic level, the functions of discourse markers were divided into three major functions: discourse organization, interpersonal interaction, and contextual adaptation. The data collected through the questionnaire found that the error rates of Chinese language students at Chiang Rai Rajabhat University in the use of discourse markers were mostly found in the organizational markers, and the attitude markers. In the topic marker, the overall error rate was generally low. The subcategories of switching topic and terminating topic had higher error rates of 21.25% and 20.94%, respectively. In the organizational category, maintaining coherence had a high error rate of 38.60%, and filling in gaps also had an error rate of 34.21%. This showed that students had some challenges in constructing the coherence, detail, and completeness of the dialogue or text . The attitude marker was avoiding conflict at the highest average error rate of 49.17%. Taking the above data into account, this study proposed targeted teaching and suggested teaching Chinese discourse markers to Thai students as follows: 1.) In terms of teaching, teachers should pay attention to the pragmatic rules of discourse markers, pay more attention to discourse markers, cultivate students' awareness of active learning on discourse markers, and create a favorable atmosphere for discourse markers learning, 2.) In terms of teaching materials, the number of discourse markers, the reproduction rate of discourse markers in speaking materials, targeted exercises, and the forms of exercises should increase. 3.) The types of discourse markers with a high frequency of errors should be more focused on being explained and analyzed.

Chiang Rai Rajabhat University. Academic Resources and Information Technology Center

Address: CHIANG RAI

Email: aritc@crru.ac.th

Name: Somyos Chanboon

Role: Major Advisor

Name: Nattaya Singsutin

Role: Co-Advisor

Created: 2024

Modified: 2025-07-01

Issued: 2025-07-01

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DegreeName: Master of Arts

Level: Master's Degree

Descipline: Teaching Chinese as an International Language

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