话语标记是近年来学界研究的热门领域，许多学者从不同角度对话语标记做出了自己的探索。由于话语标记本身的特殊性，这几年的研究一般以语用功能、历时演变和某一具体的话语标记研究为主，二语习得角度几乎还是空白。一般认为，话语标记存在于自然口语之中，是否存在书面语状态下的话语标记学界仍有争议，因此我们舍弃了传统的语料库统计研究的方法，采用了等组匹配的抽样方式，对以英语为母语的高、中、初三个水平共计45名被试展开了测验。我们对测验结果进行了如下研究：首先，我们合理地控制了无关因素，用统计学的双因素方差分析方法证明了汉语话语标记语用功能类型和汉语水平对英语母语者习得汉语有影响，且二者交互作用显著。其次，我们通过方差分析方法和正确使用相对频率法分别得出了英语母语者的汉语话语标记正确率顺序和正确使用相对频率顺序，我们认为这两个顺序是对习得顺序的反映。另外，我们分题型对被试的偏误进行了穷尽式的分析，我们认为非强制性试题的偏误表现为遗漏、错序、误加等类型，而强制性试题的偏误类型为两类话语标记混淆的误代偏误。最后，我们根据实验结果和自身教学经验，给出了“加强汉语话语标记本体研究”，“提高复现率”，“按学生水平合理编排”等教材编写建议和“辨明话语标记语用功能及相近形式”，“运用情境法教学”等教学建议。希望这篇文章进一步充实二语习得领域的相关研究，也为汉语话语标记的教学和教材编写提供具有可操作性的参考意见。

Discourse Markers is a hot field of academic research in recent years. many scholars have studied it from different perspectives .Because of it own special nature, most of the research is pragmatic funcitions,diachronic evolution and individual discourse marker.On the contrary, second language acquisition is still blank.Discourse marker is generally believed to exist in a natural spoken language.Whether exist discourse markers in written state or not is still controversial, so we abandoned the traditional methods of corpus statistics.We adoped the sampling method of group matching. Then we have a test on 45 subjects(they are English native speakers) devided into high, medium and primary three levels.On the test results, we conducted a study as follows: First, we legitimately control the unrelated factors and prove that both Chinese discourse marker function type and level of students have influence on acquisition by Two-factor analysis of variance. Secondly, we got the aquisiton order of Chinese discourse markers in English native speakers. In addition, we analyze all the errors from two kinds of questions.We consider that Non-mandatory questions have 4 kinds of error styles, such as asomission, addition, disordering and overrepresentation. On the other hand, mandatory questions just have overrepresentation. Finally, based on the experimental results and our teaching experience, we given some suggestions on the Compilation of teaching materials and teaching methods.I hope this article could further enrich second language acquisition research in the field of teaching Chinese Discourse markers and provide operability of reference views.