Research on teaching the use of pragmatic markers to L2 learners is a relatively new area and many aspects are still not addressed. It was assumed that negative pragmatic transfer, the limited linguistic input in the course-books that EFL learners are exposed to, and the negative influence of formal instruction were possible driving factors that might cause Chinese EFL learners' problems in using pragmatic markers. Based on the previous research findings, three aspects that might facilitate Chinese EFL learners' acquisition of pragmatic markers were discussed, i.e. noticing of pragmatic markers, instruction on pragmatic markers, and processing of pragmatic markers. Furthermore, teaching practices are also proposed to help teachers teach more effectively the use of pragmatic markers in real conversation.