The Use of Discourse Markers among Form Four SLL Students in Essay Writing

Yunus, Melor Md; Haris, Siti Nor Fatimah

doi:10.5539/ies.v7n2p54

Cited by 8 publications

(16 citation statements)

References 6 publications

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“…Along the same line, Chow (2007) interprets that writing as a fundamental instrument which aids learners to understand the concepts and ideas better. However, Siniajeva (2005, in Yunus & Haris, 2014 points out that writing includes rare or unusual situation, since it is deduced from the written work.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Discourse Markers in Essays Writing in ESL Classroom

Alkhazraji¹

2019

INT J INSTRUCTION

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Discourse markers improve the quality of writing and increase the comprehension of text. This paper attempts to throw more light in measuring the students' knowledge about Discourse Markers. This paper aims to exponentiate the Discourse Markers in ESL students' essay writing. The Qualitative data was collected from intermediate students of grade 9 from a school in Dubai. Six of their essays were chosen randomly and only nine extracts were analyzed. These extracts focus on how students use Discourse markers with cohesion and coherence. The findings were categorized into three parts: Misused Discourse Markers', Overused Discourse Markers', and Advanced used Discourse Markers'. Based on the results, opportunities for further studies were underlined and recommendations were proposed.

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Section: Introductionmentioning

confidence: 99%

Analysis of Discourse Markers in Essays Writing in ESL Classroom

Alkhazraji¹

2019

INT J INSTRUCTION

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“…The use of DMs is one effective way to ensure coherence and cohesion. However, due to lack of understanding of the functions of DMs many ESL learners tend to overuse or underuse them in their writing (Yunus and Haris, 2014).…”

Section: Problem Statementmentioning

confidence: 99%

Describing the use of discourse markers by ESL learners in writing

Manan

Raslee

2017

Int. j. adv. appl. sci

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This research paper describes the use of discourse markers (henceforth DMs) in paragraph writing by English as second language (ESL) learners who were enrolled in a writing class. 25 diploma level students from Landscape Architecture programme participated in the study. The main objective of the study was to investigate the use of DMs in paragraph writing by these learners. 50 paragraphs written by the participants were scrutinized and the DMs used in each paragraph were recorded. The DMs used by the participants were classified into four categories; a) Contrastive Markers (CDMs); b) Elaborative Markers (EDMs); c) Implicative Markers (IDMs) and d) Temporal Markers (TDMs). It was found that the participants use Elaborative Markers (73%) the most followed by Temporal Markers (13%), Contrastive Markers (8%) and Implicative Markers (6%). There is a weak linear relationship (r = 0.007) between the variety of DM used and the scores awarded to the paragraphs and a weak non-linear relationship (r = -0.004) between the total number of DMs used and the scores awarded to the paragraphs. It was concluded that the students had overused the high frequency EDMs such as 'and' and 'because' and had misused some DMs in their writing. The study concluded that EFL learners tend to use more limited and redundant sets of DMs in their writing due to their low English language proficiency.

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“…As Chow (2007) said in Yunus and Haris (2014) writing is a necessary device in learning that it can help learners better in different ways such as comprehending the opinions and concepts. Actually writing is not only the process of putting words together, but the production of writing is also important.…”

Section: Introductionmentioning

confidence: 99%

Discourse Markers in Academic and Non-academic Writing of Iranian EFL Learners

Ghanbari¹,

Dehghani²,

Shamsaddini³

2016

TPLS

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Abstract-The present study investigated the type of discourse markers in academic and non-academic writing of Iranian EFL learners. It tried to find out the most frequent types and tokens of discourse markers and to determine a significant difference between discourse markers in academic and non-academic writing. The 60 participants of this study were selected from Safire Lian language institute. Thirty were chosen to write academic writing and 30 to write non-academic writing. Fraser's taxonomy was used as the main taxonomy but to fulfill the aims of the study, some other taxonomy was used such as Cowan (2008) and Schiffrine (1981). The Chi-Square statistical test was used to analyze data in order to find out the differences in the use of discourse markers between academic and non-academic writing. Different hierarchies of discourse markers were observed in the present study. Elaborative and inferential were the most frequent types in academic genre while in non-academic genre elaborative was only the most frequent type. Moreover, the quantitative analysis showed that there was a significant difference in the use of discourse markers in academic and nonacademic writing. Furthermore, as the result revealed discourse markers were required more in academic than non-academic writing.

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The Use of Discourse Markers among Form Four SLL Students in Essay Writing

Cited by 8 publications

References 6 publications

Analysis of Discourse Markers in Essays Writing in ESL Classroom

Analysis of Discourse Markers in Essays Writing in ESL Classroom

Describing the use of discourse markers by ESL learners in writing

Discourse Markers in Academic and Non-academic Writing of Iranian EFL Learners

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