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thedifferent of the scope and quantity of discourse markers. At the same time, the terminology"discourse markers" are often confused with "discourse particle" and "pragmatic marker".There are many different terms because of different research purposes, so many differentterms have been used to refer to these special lexical expressions (Fraser, 1999; RanYongping, 2000): conversational routines (Aijmer，1996)，cue phrases (Hovy，1994; Knottt &Dale, 1994)，discourse connectives (Blakemore, 1987, 1992)，discourse markers (Chaudront& Richards, 1986; Schiffrin，1987; Fraser, 1990)，discourse operators (Redeker, 1990，1991)，discourse particles (Schourup, 1985)，pragmatic formatives (Fraser, 1987)，pragmatic markers(Schiffrin, 1987; Fraser，1988，1997)，semantic conjuncts (Quirk，et al，1985), semanticsconnectives (Van Dijk, 1979)，sentence connectives (Halliday & Hansan, 1976)，amongwhich there are several terms used more frequently, such as discourse markers，discourseparticles, discourse connectives.
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2.2 Classifications of Discourse Markers
As the discourse markers have different terminologies and definitions，they also havemany different kinds of classification from different aspects and from different focuses. Inthis thesis，the classifications will be stated from two both at home and abroad. There arethree main classifications at home which consist of Wang Lifei & Zhu Weihua's (2005), DaiWeidong & Shu Dingfang's (1997)，Chen Xinren's (2002). Chen Xinren (2002) classified discourse markers into three types based on the relevancetheory, which are strengthening existing assumptions, contradicting existing assumptions andcontextual implications. The first one, strengthening existing assumptions, includes further(for example, moreover, furthermore、，additive (for example, besides，also，and，in addition),expository (for example, in other words, that is, I mean，namely), listing (for example,firstly，second, secondly, third，thirdly, finally), comparison (for example，in the same way^likewise, similarity). The second one, contradicting existing assumptions, contains concessive(for example, anyhow, though)，contrastive {on the contrary, by contrast, on the other hand)，alternative (for example, or, alternatively)，adversative (for example, despite，but’ however,yet，nevertheless)^ corrective (for example, rather’ in fact, as a matter of fact，actually，instead). The last one, contextual implications, consists of exemplifying (for example, forexample, for instance, for example)，inferential (for example, so，then, thus，hence’ therefore),causal (for example,/or this reason’ because of, on account of this)，purpose (for example,/orthis purpose、，result (for example, consequently，as a result, in consequence)，summative (forexample, to this end, briefly，in a word，to sum up, to conclude, in conclusion, in short，inbrief).
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Chapter three Methodology......... 19
3.1 Research design .........  19
3.2 Basic theory of this thesis......... 19
3.3 Materal  ......... 22
3.3.1 A description of Chinese students' voice data......... 22
3.3.2 A description of American National Corpus......... 22
3.4 Data collection  ......... 24
3.4.1 Instruments......... 24
3.4.2 Data preparation.........   26
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