A Corpus-Based Study Of Teachers’ Use Of Discourse Markers In High-Quality English Classes Of Senior High School

Discourse markers are an important part of teacher talk,which not only affect teachers’ teaching quality,but also affects students’ understanding of teacher talk.This study is based on a self-built corpus to explore teachers’ use of discourse markers in high-quality English classes of senior high school.In this study,ten lessons of teachers who won the first prize in the 15th National Basic Teaching Skills Competition for High School English Teachers held in December 2021 were selected,and the teacher talk was transcribed into ten text files.The transcribed texts of teacher talk constitute the corpus data,which will be further analyzed with the help of the corpus software Antconc3.4.1.This study tries to answer the following three questions: Firstly,what’s the general situation of the use of discourse markers in high-quality English classes of senior high school? Secondly,what are the functions of discourse markers used by teachers in high-quality English classes of senior high school? Thirdly,what are the main types of the usage errors of discourse markers in high-quality English classes of senior high school?The research results show that: Firstly,there are 21 types of discourse markers used by teachers.The frequency of each discourse marker is different,and the most frequently used discourse markers are and,ok and so.Teachers prefer to use simple discourse markers.Secondly,teachers are good at using the function of discourse markers to organize teaching content and help students understand.These functions include textual function,interpersonal function and contextual adaptation function.Thirdly,there are a few cases of unreasonable use of discourse markers in high-quality English classes of senior high school,such as overuse,underuse and misuse.In view of the above findings,the author finally put forward some suggestions for teachers and students.The author provides suggestions for teachers:1.Teachers should master sufficient knowledge of discourse markers,especially pragmatic functions.2.Teachers should understand how native speakers use discourse markers and learn from them.3.Teachers should consciously make a comparative study of English and Chinese discourse markers to find out their similarities and differences.4.Teachers should pay attention to the use of discourse markers,try to improve the accuracy of the use of discourse markers,and avoid the overuse,underuse and misuse of discourse markers.