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Chapter One Introduction

1.1 Research Background
The research on DMs has been conducted for many years till now. In 1953 it wasRandolph Quirk who first touched upon some words like “you see，you know" in hisspeech，which are considered as adjuncts by him. Actually, this is the rudiment of theresearch for DMs. The research on DMs has developed rapidly since the 1970s. Andlots of scholars have done deep research on it. Representatives are Schiffrin，Fraser,Blakemore, Hansen, and Jucker. Schiffrin first proposes the term “discourse markers，，which refers to independent language component for marking the relationshipbetween discourse unit sequences and she writes a book called Discourse MarkersHolker(1991) proposed limitation to the definition further, which includes followingfeatures: (l).it doesn't affect true value condition of discourse. (2). It doesn't add anyprepositional content to discourse. (3). It is relevant to current circumstance. (4). Ithas a certain emotional or expressive function (Jucker&Ziv 1998). Afterwards,Fraser defines DMs as "the words or phrases which mark sequential relationship ofcurrent discourse and previous discourse，which exclude commentary discourse,interjection，etc.
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1.2 Objectives and Significance of This Study
Generally speaking, teachers play a leading role in the teaching-and-leamingactivity. Teacher talk is a most important method for implementing teaching. Nunan(1991) believes that the importance of teacher talk is not only in class organization butalso is in the process of students' language learning. [20] It is important to classorganization that's because teacher talk, to a large extend, affects the success andfailure of teacher's teaching plan. It is important to the process of students' languagelearning is because teacher talk is the main language input for students. According theresearch of Wong-Fillmore (1985) on non-English immigrants who enter Americanprimary school, it found out school, especially class，is the main place where thestudents can contact English. For EFL students, class is nearly sole resource forforeign language learning, because they hardly use language in their family and sociallife. Class is the most optimal site for the students' language learning. [30]So theresearch on teacher talk is very important.
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Chapter Two Literature Review

2.1 Review of DMs
Chapter Two manages to handle DMs and teacher talk clearly-the definitions，classifications and previous studies of DMs and the features of teacher talk. A great many scholars have done the researches on DMs，and their definitions ofDMs vary greatly. Several representative definitions will be given as follows:The most famous scholar, Schiffrin, has made lots of study on DMs in English.She (1987) gives the definition of DMs "sequentially dependent elements whichbracket units of talk，，，later she defines them “members of a functional class of verbaland nonverbal devices which provide contextual coordinates for ongoing talk" whichare at a more theoretical level (1987). Based on the researches by Schiffrin, Redeker's definition of DMs is "a generalclass of discourse operators as linguistic signals of textual-coherence link" (Redeker,1991). [21]Jucker & Sara (1998) believes DMs don't affect true value meaning of thediscourse, only for expressing speaker's attitude本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。