Research on the use of discourse markers in college English classrooms
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i3.1864
Abstract
In the context of higher education, English, as a crucial subject, plays an immensely significant role in cultivating students' language abilities and is also pivotal in fostering the growth and development of college students. In the segments of English teaching in higher education institutions, educators should opt for appropriate teaching methods to enhance students' English expression abilities and promote a comprehensive improvement in their English proficiency, which lays the foundation for students to complete their studies and improve their overall qualities. The use of discourse markers in current English classroom teaching in higher education institutions enhances the efficiency of classroom instruction, thereby aiding in raising students' interest and proficiency in English learning.
Keywords
teacher discourse; discourse markers; discourse generation; discourse comprehension
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References
[1] Jin GH, Li YT. 2023. Analysis and countermeasures of discourse markers acquisition for Korean language learners from the perspective of interactive linguistics. Eastern Xinjiang Journal ,40(04): 111-118.
[2] Wang B. 2022. Practical research on integrating filler words and discourse markers into college English oral teaching. Overseas English, 23: 87-89
[3] Dong FY. 2022. Interlanguage pragmatics research on discourse markers: review, current situation, and prospects. Foreign Language Research, 10 (04): 38-43+104.
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[6] Pan XJ. 2021. The subjective differences and levels of discourse markers and their application in Chinese language teaching. Journal of Chinese International Education, 2: 3-24.
[7] Han YY. 2021. Research on the formation of discourse markers "Now is Good" and suggestions for teaching Chinese as a foreign language. Jilin University.
[8] Li QY. 2020. A comparative study of classroom discourse markers for Chinese and American university teachers from the perspective of relevance theory. Xi'an Foreign Studies University.
[9] Zhou XH, Wu B. 2020. Comparison of discourse markers in English speech discourse. English Square, 6: 25-26.
[10] Fang F. 2019. The application of discourse markers in college English teaching. Hubei Agricultural Mechanization, 14: 61.
[1] Jin GH, Li YT. 2023. Analysis and countermeasures of discourse markers acquisition for Korean language learners from the perspective of interactive linguistics. Eastern Xinjiang Journal ,40(04): 111-118.
[2] Wang B. 2022. Practical research on integrating filler words and discourse markers into college English oral teaching. Overseas English, 23: 87-89
[3] Dong FY. 2022. Interlanguage pragmatics research on discourse markers: review, current situation, and prospects. Foreign Language Research, 10 (04): 38-43+104.
[4] Zhang B. 2022. Research on the use of English discourse markers in teaching environments. Science and Education Guide, 14: 52-54.
[5] Fan CX. 2022. From the perspective of pragmatics, the cultivation of students' language communication abilities in "Basic English" classrooms: taking the discourse marker "well" as an example. Education and Teaching Forum, 17: 25-28.
[6] Pan XJ. 2021. The subjective differences and levels of discourse markers and their application in Chinese language teaching. Journal of Chinese International Education, 2: 3-24.
[7] Han YY. 2021. Research on the formation of discourse markers "Now is Good" and suggestions for teaching Chinese as a foreign language. Jilin University.
[8] Li QY. 2020. A comparative study of classroom discourse markers for Chinese and American university teachers from the perspective of relevance theory. Xi'an Foreign Studies University.
[9] Zhou XH, Wu B. 2020. Comparison of discourse markers in English speech discourse. English Square, 6: 25-26.
[10] Fang F. 2019. The application of discourse markers in college English teaching. Hubei Agricultural Mechanization, 14: 61.
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