Study on Discourse Markers Used by Teachers in Online TCSOL Classroom

Abstract

The article selects the online Chinese teachers volunteers’ comprehensive class video as the research object, through literature research, classroom observation, recording writing, corpus analysis and comparison of different teachers in class to discuss the category of class discourse markers, and found the problems when teachers use discourse markers in the online classroom, put forward the corresponding teaching advice and specification requirements. This paper takes the discourse markers of Chinese teachers in online teaching classrooms as the research object, and comprehensively analyzes the use of Chinese and English discourse markers by teachers in the classroom. The full text has four chapters: chapter 1 explains the reasons, research significance and literature review; chapter 2 defines and classifies the discourse markers in classroom language; chapter 3 addresses the problems of Chinese teachers in classroom discourse markers, and finally, chapter 4 summarizes the full text. The main conclusions of the whole article are: (1) the two Chinese teacher volunteers have the problems of single discourse marker style and redundant discourse marker in the use of discourse markers in the classroom. (2) Teachers should give due attention to discourse markers in the preparation before class and in the process of classroom teaching, and strengthen the self-monitoring awareness of the use of discourse markers in teaching.