Examining Students’ Use of Discourse Markers to Enhance Cohesion in Writing.

Abstract

Students face multiple issues when learning how to write, but the issues that are related to the use of discourse markers could be the most important ones because discourse markers contribute directly to the text quality and coherence. Hence, this study aimed to examine the use of discourse markers among second year EFL students’ texts in the department of foreign languages at Abdelhafid Boussouf University Centre, Mila and to determine whether they demonstrate proper utilization of discourse markers and recognize their importance in creating cohesive texts. Additionally, it aimed to identify the most common types of errors made by the participants when using these cohesive devices. In order to gather the necessary data, the study relied on a questionnaire answered by 10 teachers of written expression. Two tests were also administered to second-year English students. These tests consisted of two exercises focusing on discourse markers completed by 69 students, and 69 essays written by those students. The participants were instructed to write an expository essay on two different topics. These essays were analyzed based on Halliday and Hassan's (1976) taxonomy. The study's findings revealed that despite the fact that teachers claim that students are unaware of the importance of discourse markers in creating cohesion, students' written work indicated that they are aware of their significance; but they use them in inappropriate ways. The latter resulted in the misuse, overuse, and underuse of discourse markers due to various factors such as interference from their native language, limited knowledge about discourse markers and their function, and limited exposure to the English language. Conversely, the results demonstrated that second-year students used additive DMs most frequently in their essays, followed by causal DMs, temporal DMs, and adversative DMs were rarely employed