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摘要：本文是一篇英语论文提纲，本文试图对第二十届全国初中英语高质量课堂示范活动中初中英语教师使用的话语标记语进行基于语料库的分析，结果显示，八名初中英语教师在课堂上使用了20种不同的话语标记语，这些标记语被列为“事实上”，并且，因为，但是，我认为，现在，好吧，无论如何，所以，只是，然后，嗯，嗯，哦，或者，真的，对/好，是/否，我/你知道，你看到了。剩余的12个话语标记语在Printon（1996）的清单中，毕竟，比如说，我的意思是，几乎，基本上，因此，请注意，此外，排序/排序，如果，没有被任何老师使用。

uage so as to achieve teaching objectives andaccomplish teaching tasks smoothly.

2.1.2 Discourse Markers

Despite a substantial body of research has been devoted to the study of thegroup of expressions commonly referred to as discourse markers, there has been noconsensus on their classification, functions and even terminology until now. Due to different research purposes, these lexical expressions have been referred to aspragmatic markers (Fraser 1990), discourse operators (Redeker 1991), discourseparticles (Schurup 1985), etc. The term “discourse markers” is adopted in this study,which is the most popular one employed by many researchers who work on Englishdiscourse analysis.

A widely accepted definition of discourse markers was introduced by Schiffrin(1987) based on the theory of discourse coherence. She defined discourse markers as“sequentially dependent elements which bracket units of talk” (Schiffrin 1987: 31).She maintains that discourse markers serve as contextual coordinates for discourseby locating them one or more planes of talk, namely, exchange structure, ideationalstructure, action structure, participation framework and state information (Schiffrin1987: 35-40). In her research, she focuses on eleven types of discourse markers,including oh, well, and, but, or, so, because, now, then, you know and I mean.

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2.2 Theoretical Basis

2.2.1 Input Hypothesis

The most influential input hypothesis was proposed by Stephen Krashen, whichis the core content of his five second language acquisition theories. According toKrashen’s Input Hypothesis (1982), language learners’ learning should follow theprinciple of “i+1”. Here “i” means learners’ current language level, and “1” refers tothe gap between the current level and the level that a little beyond where they arenow. If the input is below learners’ current level, the language input can be seen as “i+0”. If the input is too difficult for learners to understand, the language input canbe called “i+2”. In addition, language can only be acquired when the learners fullyunderstand the meaning of the language.

Krashen (1982: 21-22) provided more information to explain the InputHypothesis: (1) “the Input Hypothesis relates to the acquisition, not learning”; (2)“we acquire by understanding language that contains structure a bit beyond ourcurrent level of competence (i+1). This is done with the help of context or extra-linguistic information”; (3) “ when communication is successful, when the input isunderstood and there is enough of it, i+1 will be provided automatically”; (4)“ production ability emerges. It is not taught directly”.

Therefore, the input learners exposed to should have a certain degree ofdifficulties as well as be comprehensible. Teachers’ use of discourse markers canmake the classroom input comprehensible for learners.

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Chapter 3 Research Methodology.............................. 22

3.1 Research Questions............................ 22

3.2 Research Participants................................... 22

3.3 Research Method and Instrument...................................24

Chapter 4 Results and Discussion................................29

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