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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。

course Markers Used by Junior High School English Teachers inClass.................................29

4.2 The Frequency and Distribution of Discourse Markers Used by Junior High School English Teachers in Class................32

Chapter 5 Conclusion.............................58

5.1 Major Findings of the Study.............................. 58

5.2 Pedagogical Implications........................................... 61

Chapter 4 Results and Discussion

4.1 The Discourse Markers Used by Junior High School English Teachers inClass

Firstly, the author figured out which classroom discourse markers were used bythese eight junior high school English teachers by reference to the 32 discoursemarkers listed by Brinton (1996) .

Table 4.1 Occurrences of Discourse Markers Used by Teachers

Table 4.1 provides details on the occurrences of each discourse markers used byeach teacher in the Twelfth National Junior High School English High-QualityClasses Demonstration. From the data in Table 4.1, it can be found that 20 differentdiscourse markers were used in total by eight teachers in class. They are actually,and, because, but, I think, now, ok, anyway, so, just, then, well, uh huh/mhm, oh, or,really, right/all right, yes/no, I/you know and you see. These discourse markers arecommonly used in daily oral communication. Out of the 20 discourse markers, themost frequently used discourse marker is ok, followed by so and and. Actually,anyway, then, well, or, really and you see were used less than ten times by all theeight teachers. Some discourse markers, such as well, then, you see, actually, really,anyway, have only been used by two or three teachers, and their frequency of use isextremely low.

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Chapter 5 Conclusion

5.1 Major Findings of the Study

The present paper has made an attempt to offer a corpus-based analysis ofdiscourse markers used by junior high school English teachers in the TwelfthNational Junior High School English High-Quality Classes Demonstration

First of all, the results revealed that the eight junior high school English teachersused 20 different discourse markers in class which are listed as actually, and,because, but, I think, now, ok, anyway, so, just, then, well, uh huh/mhm, oh, or, really,right/all right, yes/no, I/you know and you see. The rest 12 discourse markers inBrinton’s (1996) inventory, after all, like, say, I mean, almost, and like that, basically,therefore, mind you, moreover, sort/kind of and if, weren’t used by any teachers.

Secondly, among the 20 discourse markers used by junior high school teachers,ok is the most frequent discourse marker, followed by so and and. It is also foundthat discourse markers like after all, like and say are never used. Teachers useddiscourse markers for 1,657 times in total, corresponding to 9.1% of the totalclassroom discourse, an average of 91 discourse markers per 1,000 words. Okaccounts for 31.38% of the total discourse markers used, with 520 occurrences. So accounts for 14.24% with 236 occurrences and and accounts for 11.53% with 191occurrences. Thi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。