话语标记对话语组织和表达连贯有重要意义，汉语学习者在交际中会不同程度地使用话语标记。引证类话语标记这类语言形式常用来表示信息来源，从而使话语内容有据可依，具有客观性，提高可信度。不论是口语表达还是书面写作，表达观点、看法都需要借助他方信息来佐证，提高话语的客观性和可信度。因此，引证类话语标记对汉语学习者具有一定的使用价值。引证类话语标记虽在语义、功能等方面具有相似性，但其语体正式度具有差异性，可广泛用于新闻、访谈、日常交流、写作等中。文章将对引证类话语标记的正式度展开研究，全文内容共分为六章，各章节内容相互关联。

第一章作为绪论，阐述了本研究的选题背景及其意义，随后对目前的研究现状进行了梳理，明确了相关概念的界定，为后续研究奠定理论基础。同时，本章还详细介绍了研究过程中所采用的语料来源，并阐述了整体研究思路及所采用的研究方法。

第二章首先从语料库中提取出13个典型的引证类话语标记作为研究材料，如“据”“据说”“众所周知”“听说”等等。接着分别是从引证类话语标记的语义、语法、语用、功能和语言形式等方面对它们的特征展开论述。

第三章对引证类话语标记进行正式度测量、分析与描写，并利用公式计算各话语标记的语体度，描写各话语标记的正式程度，探讨影响其语体正式度的因素。

第四章基于前文的描写结果，考察国际中文报刊教材《新编读报纸，学中文》和口语教材《汉语·纵横 会话课本》中引证类话语标记的使用情况。将语料库的语体度计算结果与教材的语体度计算结果相比较，分析可能导致差异出现的原因。同时，关注教材编写中的语体意识，如注解、生词表中有关引证类话语标记正式度知识的标注形式、内容及数量。

第五章基于对教材的分析结果，给教学实践、教材编写等提出建议，综合前面的研究，最终落实到国际中文教育中。

第六章对全文进行总结，论述不足之处并做出展望。

Discourse markers are of great significance for discourse organization and coherence of expression, and Chinese learners will use them to varying degrees in communication. Citation based discourse markers are commonly used as language forms to indicate the source of information, thereby making the discourse content evidence-based, objective, and improving credibility. Whether it is spoken or written, expressing opinions and opinions requires the use of information from others to support and improve the objectivity and credibility of discourse. Therefore, citation  discourse markers have certain practical value for Chinese language learners. Although citation based discourse markers have similarities in semantics, functions, and other aspects, their stylistic formality differs and can be widely used in news, interviews, daily communication, writing, and other fields. The article will conduct a study on the formality of citation based discourse markers, and the entire content is divided into six chapters, each of which is interrelated.

The first chapter serves as an introduction, outlining the background and significance of the topic selected for this study. It also reviews the current research status and clarifies the definition of related concepts, laying a theoretical foundation for subsequent research. Simultaneously, this chapter provides a detailed introduction to the source of the corpus used in the research process and expounds on the overall research idea and methodology adopted.

The second chapter 2 begins by extracting 13 typical quotation discourse markers from the corpus as research materials, such as “according to”, “reportedly”, “well known”, “heard” and so on. It then discusses the characteristics of the discourse markers in terms of their semantics, grammar, pragmatics, functions and linguistic forms.

The third chapter measures, analyzes and describes the formal degree of discourse markers. It uses a formula to calculate the stylistic degree of each discourse marker, describes the formal degree of each discourse marker, and discusses the factors that affect the formal degree of discourse markers.

The fourth chapter based on the description of the above results, an investigation is conducted into the use of quotation discourse markers in two textbooks: “New Reading Newspaper, Learning Chinese” (an international Chinese newspaper textbook) and “Chinese · Vertical and Horizontal Conversation” (an oral language textbook). The stylistic calculation results of these textbooks are compared with those from the corpus analysis. Possible reasons for any differences are analyzed while paying attention to stylistic consciousness in textbook compilation - such as annotation form, content and quantity related to formal knowledge about quotation discourse marks in new word lists.

Based on this analysis of textbooks' usage patterns regarding quotation discourse markers, Chapter five presents suggestions for teaching practice and textbook compilation. These suggestions synthesize previous studies before finally implementing them into international Chinese education.

Chapter six summarizes this study's findings while discussing its shortcomings and making a prospect for future research.