| The studies of discourse markers mainly focus on discourse transcribed from oral speeches. Many scholars who are at home and abroad have done various studies on discourse markers from different perspectives. In the past twenty years, discourse markers have become the focus of academic research, mostly from the perspective of definition and functions of discourse markers. However, few studies of DMs in NetEase Open Courses and few studies about teacher’s uses of discourse markers in NetEase Open Courses. This thesis explores the discourse markers uses in Justice from the NetEase Open Course.The study adopts the corpus-based approach, based on the Fraser’s classification of DMs. Basedon Fraser’s(1999) classification, discourse markers are divided into two classes, which are the discourse markers relating to messages and the discourse markers relating topics. The first class of discourse markers has four sub-classes, which include elaborative markers, inferential markers, the contrastive markersand temporal markers.Temporal markers are a kind of discourse marker collected from Fraser’s(1999) not certain kind of discourse marker.The corpus is conducted randomly from Harvard University’s Online Open Course Justice and then transcribed into written discourses. The corpus comprises ten lectures of Harvard University’s Justice, with the time length of the ten lectures selected accounting 550:54 minutes and the total token accounting 65,105. With the analytical software AntConc 3.2.2, this thesis aims to investigate the teacher’s uses of discourse markers in classroom and to discover the regular patterns of discourse markers used by teachers in the Online Open Course.Findings show that there are 412 occurrences of discourse markers in the corpus. Among the categories of discourse markers relating to messages, the most frequently used are the elaborative markers, well is the most common used elaborative marker. The second common used are inferential markers, the contrastive markers takes a very small part of all the discourse markers in the corpus. Discourse markers relating topics take the least part of all the discourse markers in the corpus.With the aid of these discourse markers, teachers can well organize their speeches, make their speeches clear and well interact with students. The thesis can give a guiding significance to teacher’s uses of discourse markers in classroom. The study of discourse markershopefully not only helps to broaden the scope of the studies of discourse markers, but also gives a guiding significance to the educational development of ChineseEnglish teachers. |
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