This study is intended to highlight the importance of discourse marker (DM) instruction for second language (L2) conversation classes from the perspective of discourse analysis, based on the assumption that adults’ conversations are more interaction-based and L2 learners might be pragmatically fossilized if their DM use competence is not appropriately equipped. The researcher reviews related representative literature to support the assumption and to delimit certain fundamental speech functions of well, you know and I mean to meet the pedagogical need. In addition, potential teaching activity designs are provided to demonstrate the feasibility of teaching DMs in L2 language classrooms.