The impact of discourse markers instruction on improving writing of intermediate EFL learners

Abstract Writing is one of the four skills in language learning and it should be paid more attention. Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse’s cohesion and coherence. In this regard, creating contexts which is value coherence in pragmatic level, and cohesion in semantic level is important. Knowledge about the discourse Markers (DMs), amongst other things, be used to improve writing skill. DMs are expression such as “now, well, so, which signal a sequential relationship between the current basic message and previous discourse. The present paper focuses on the instruction of the DMs and its effect on learners ‘ writing ability. To do this, two groups as control and experimental were chosen from two classes of Pezhvak English Language institute in Bojnourd, Iran. Both groups were asked to write an article about one topic. Then treatment sessions were conducted for experimental group while during that period, control group held back to receive such a treatment. Analyzing the misuse and inappropriateness of DMs occurring to their writing, pre-test, and investigating the relevant and suitable application of DMs appearing in their writing, post-test, and concludes with the suggestion that teaching text markers to learners should be paid more attention. And also the result reveals the effectiveness of teaching text markers to students in enhancing their awareness and sensitivity of discourse and consequently raising their writing levels.

Keywords:

Discourse markers, Cohesion Coherence, writing,

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Table Means and Standard Deviation of Pre-test Groups N Mean Std. Deviation Experimental 30 15.38 1.73047 Control 30 15.30 1.61138
Table Means and Standard Deviation of Post-test Groups N Mean Std. Deviation Experimental 30 17.06 1.19434 Control 30 15.90 1.26899