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当前,我国中学英语教师在实际课堂中使用话语标记语的情况较为常见。但是某些时候,在话语标记语使用过程中出现一些问题,如使用频次较低和使用过度等,这些都会影响到教学效果。如何能够让中学生更好的学习话语标记语是一个亟待解决的问题。要更好的提升学生的综合素质,教师就应该学会运用恰当的方式和方法来进行教学,为培养学生的多元化发展奠定坚实的基础。本文基于语料库的中学英语教师课堂话语标记语进行研究,旨在为相关研究提供理论参考,为提高中学英语课堂教学效果提供借鉴。
At present, it is more common for secondary school English teachers in our country to use discourse markers in the actual classroom. However, some problems occur during the use of discourse markers, such as low frequency of use and overuse, which will affect the teaching effect. How to make middle school students learn discourse markers better is an urgent problem to be solved. To better improve the overall quality of students, teachers should learn to use the appropriate ways and means to carry out teaching, to cultivate students to lay a solid foundation for the diversified development. This study is based on corpus-based secondary school English teachers’ classroom discourse markers, aiming to provide theoretical references for related research and provide references for improving secondary school English classroom teaching.