scholarly journals Discourse Markers in Argumentative and Expository Writing of Iranian EFL Learners

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Mohammad Rahimi
Keyword(s):  
Discourse Markers ◽  
Expository Writing ◽  
Efl Learners

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

scholarly journals Arab Learners of English and the Use of Discourse Markers in Writing

2017 ◽  
Vol 8 (4) ◽  
pp. 715
Author(s):  
Farah Mohammad Al Mughrabi
Keyword(s):  
Discourse Markers ◽  
Efl Learners ◽  
Academic Level ◽  
Development Level ◽  
English Major ◽  
Hashemite University ◽  
Academic Year

This study aims at investigating the development level of Arab EFL learners in the use of discourse markers (DMs) in writing through the analysis of their errors. For this purpose, two types of questions regarding the use of DMs (additive, causative, adversative, and temporal) were distributed to 40 undergraduates (20 males & 20 females), first, second, third, and fourth year English-major, in the academic year 2015, at the Hashemite University in Jordan. The study concludes that students' level in using DMs becoming better and better as their academic level evolves.

scholarly journals A Study of Writing Proficiency in the Use of Discourse Markers in Iranian EFL Learners' Writing

2014 ◽  
Vol 2 (2) ◽  
pp. 106-113
Author(s):  
Ozra Kookhaei ◽  
Majid Amerian
Keyword(s):  
English Language ◽  
Discourse Markers ◽  
Writing Proficiency ◽  
Efl Learners ◽  
Intact Group ◽  
Language Pedagogy ◽  
Significant Difference ◽  
Language And Literature

The aim of this study was to investigate the use of discourse markers by Iranian EFL learners based on their writing proficiency. The study was conducted at Department of English Language and Literature in university of Arak. 29 participants, 6 males and 23 females, as an intact group, were required to write an essay on an argumentative topic without limit of words and without any instruction. Their writings were analyzed quantitatively using Fraser's (2004) taxonomy of Discourse Markers. The results showed that there is no statistically significant difference between the use of discourse markers and writing proficiency. It was also founded that participants employed a variety of discourse markers with some types used more frequently than others. Coordinate conjunction were the most frequently used, followed by elaborative markers and contrastive markers. Possible implications of the study for language pedagogy have been also discussed.

scholarly journals The Effect of Discourse Markers Instruction on EFL Learners’ Writing

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Nader Assadi Aidinlou ◽  
Hakimeh Shahrokhi mehr
Keyword(s):  
Discourse Markers ◽  
Efl Learners

scholarly journals The Impact of Discourse Marker Instruction on Fluency, Accuracy, and Complexity Improvement of Iranian Intermediate EFL Learners

2017 ◽  
Vol 7 (5) ◽  
pp. 152
Author(s):  
Ghader Asadzadian ◽  
Rashid Saad ◽  
Fereshteh Asadzadian
Keyword(s):  
Explicit Instruction ◽  
Corrective Feedback ◽  
Discourse Markers ◽  
Discourse Marker ◽  
Efl Learners ◽  
Writing Courses ◽  
English Major ◽  
The University ◽  
The Impact

The purpose of the study was to investigate the impact of discourse marker (DM) instruction on fluency, accuracy, and complexity improvement of Iranian intermediate EFL learner’s writing. To this aim, among the two hundred forth year English major learners in Dezful university, Iran, fifty of them who were in the intermediate level, based on the scoring system of the university, were recruited. They were given a topic to write before intervention. Then, the fifty participants passed through twenty-hour instruction on micro and macro DMs, based on Belles-Furtuno’s (2004) classification of discourse markers. The mentioned classification included both sentential and supra sentential markers. In the process of explicit instruction (EI) of DMs, they were given various exercises and activities to apply DMs and learn the function and usage of these units and input flood (IF) was performed along with corrective feedback (CF) with the help of the teacher with their mistakes and misunderstandings of DMs. After intervention, they were given another topic to write to examine if EI+IF of DMs could help them improve fluency, accuracy, and complexity of their writing. To quantify the results the Wolfe-Quintero (1998) method was used and it was unveiled that all the three components of writing improved after intervention, which practically means instruction of DMs could enhance learner’s writing in the three aspects. The findings can be used by teachers and syllabus designers to consider DMs as one of the most crucial components in writing courses.

scholarly journals EFL LEARNERS’ ABILITY IN USING DISCOURSE MARKERS TO BUILD COHERENCE IN THE WRITING

2019 ◽  
Vol 2 (1) ◽  
pp. 48
Author(s):  
Ulin Ni'mah
Keyword(s):  
Discourse Markers ◽  
Descriptive Study ◽  
Efl Learners ◽  
Biology Students ◽  
Learning English

The study aims to investigate how EFL learners apply Discourse Markers (DMs) to make their writing coherent. This is a descriptive study conducted at UIN Maulana Malik Ibrahim Malang by observing essays written by Biology students learning English in semester IV. The researcher analyzed 52 DMs and how the students apply them in 28 essays. The findings of the study show that the participants use 21 different DMs in 148 occurrences, and use several DMs inappropriately in 68 occurrences. There are some problems found in the use of DMs such as mistranslation, overuse, surface logic, misinterpretation, and misplace. The conclusion of the study reveals that learners have already applied DMs in their texts to build coherence but some are used inappropriately. Therefore, the researcher suggests that materials about what types of DMs and how to apply DMs should be given in the classroom

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