Abstract

Discourse markers, which are series of words, phrases or expressions, are able to state clearly the structure of discourse, to give the hearer a cue for the context, and to express clearly the concrete speech acts. Listening instruction that is based on the theory of discourse markers can significantly enhance college students’ listening proficiency; therefore, it is significant and necessary to study the relationship between explicit and implicit instruction in discourse markers and listening proficiency in English as Foreign Language environment. Based on the elaborate experimental design and accurate statistical analysis, the conclusion can be drawn that in the short run, explicit instruction in discourse markers can improve listening proficiency immediately in contrast with the effect of implicit instruction that is not significant, but in the long term, however, the differences between the explicit and the implicit disappear and the implicit can improve listening proficiency as well as teaching performance apparently.

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