A COMPARATIVE ANALYSIS OF DISCOURSE MARKERS IN NON-NATIVE ENGLISH TEXT

Abstract

This study examines the use of Discourse Markers (DMs) in the writing of BS English and Mathematics undergraduate non-native learners of English. According to Fraser’s Taxonomy, discourse markers are classified into four categories: 1) contrastive, 2) elaborative, 3) inferential, and 4) temporal markers. This study aims to investigate the awareness and functions of DMs in the academic writing of undergraduate learners. For analysis, the researcher applied a mixed-method research design and purposive sampling technique. For data collection, persuasive essays were voluntarily written by learners from both departments. The total number of participants was 100. The essays were based on forty different topics. All participants completed this task as an assignment. The data were submitted within the assigned time. The reason was that the focal point was to analyze the use of DMs rather than the reliability of the text. Afterward, the frequency of DMs was examined with the help of AntConc software. The interpretation of these analyzed markers indicated the facilitation or hindrance in the writing of these learners. This comparative study provides valuable evidence not only for learners but also for language teachers regarding the awareness, accurate use, and classification of DMs in academic writing.