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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。

本文是一篇英语论文提纲，本研究结果还表明，一些教师滥用、未充分使用和过度使用了一些话语标记语，他们使用的一些话语标记语缺乏多样性。教师对话语标记语的误用和使用不足会使学生难以理解教师的话语，因为话语标记语可以连接教师的话语。

Chapter 1 Introduction

1.1 Research Background

English, as one of the most significant carriers of information, serves as themost important and widely used language in many fields. Learning English hasbecome a mainstream all around the world. In China, English is an indispensablecourse for students, along with Chinese and mathematics. English grades account fora large proportion in the senior high school entrance examination and the NationalCollege Entrance Examination. In addition, English is also an important course inuniversities. Some universities require students to obtain CET(College EnglishTest)-4 or CET-6 certificates before graduation. For Chinese students, learningEnglish is not only to get good grades in examinations, but also to acquire anessential skill for their future life and careers. With the increasingly toughemployment environment, obtaining an English certificate can sometimes helpapplicants enhance their competitiveness and find better jobs. Most professionalpractitioners, if they want to further their careers and improve their levels, cannotmanage it without English learning. There is no doubt that English is attached greateri mportance to and learning English well is of great significance.

Table 4.3 The Number of Words per Teacher

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1.2 Purposes of the Research

Considering the important role of teacher talk in English class, this study aimsto explore the overall features of discourse markers used by junior high schoolEnglish teachers based on a self-built corpus with the aid of the corpus analytical toolAntConc3.5.8 (2019). To be more specific, this research will probe into teachers’ useof discourse markers by studying the types of discourse markers used by junior highschool English teachers and the frequency and distribution of these discoursemarkers. Besides, the functions of the most frequently used discourse markers will beanalyzed with some examples. In addition, this study will analyze the phenomena of the misuse, underuse, overuse and lack of types of discourse markers. Last but notleast, this study also expects to provide some suggestions for junior high schoolEnglish teachers in the use of discourse markers, so as to improve the quality ofEnglish classroom teaching.

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Chapter 2 Literature Review

2.1 Definitions of Relevant Concepts

2.1.1 Teacher Talk

Teacher talk, also known as teacher language or teaching language, is animportant component of classroom teaching. Teacher talk is the language used byteachers in organizing and conducting teaching activities in the classroom (Long1983). According to Ellis (1994), teachers constantly adjust their own language inorder to promote the interaction with students in class. The adjusted language iscalled teacher talk.

In this study, teacher talk is viewed as teachers’ language to impart knowledgeand organize teaching activities. The study of teacher talk in class can help teachersenrich, regulate and adjust their lang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。