Discourse markers in academic writing

Palabras clave: discourse markers, Academic Writing, students’ linguistic competence, typology of exercises


The complex process of writing academic documents has presented serious challenges to students of the English Language Major. The analysis of subjects like Academic Writing revealed this problematic situation finds its root in the insufficient treatment of discourse connectors in the syllabus implemented in the English Language Major. This information serves to the purpose of designing a proposal of a typology of exercises that supports the teaching-learning process of discourse connectors and enhances the students’ competence while using them in Academic Writing. To accomplish the mentioned tasks, several scientific methods are used, such as Analysis-Synthesis, Historical-Logical and Hermeneutic. Furthermore, the statistical technique serves to a qualitative and quantitative assessment of the results of the application and relevance of this contribution.


1. Alami, M. (2015). Pragmatic functions of discourse markers: a review of related literature. Int. J. Stud. Engl. Lang. Lit. 3(3), 1–10.
2. Antich, R. (1988). Metodología de la Enseñanza de Lenguas Extranjeras. La Habana: Pueblo y Educación.
3. Das, D. & Taboada, M. (2018). Signalling of coherence relations in discourse, beyond discourse markers. Research Gate. Discourse Processes 55(8), 743-770.
4. Eslami, Z. & Eslami-Rasekh, A. (2007). The use of discourse markers in three academic lectures. Asian EFL Journal, 9(1), 22-38.
5. Fraser, B. (1990). An approach to discourse markers. Journal of Pragmatics, (14), 383-395.
6. Ghanbari, N., Dehghani, T. & Reza, M. (2016). Discourse Markers in Academic and Non-academic Writing of Iranian EFL Learners. Theory and Practice in Language Studies, 6(7), 1451-1459.
7. Guo, F. (2015). A Review of Discourse Markers from the Functional Perspective. Journal of Arts and Humanities 04(04), 69-75.
8. Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
9. Jonz, J. (1987). Textual cohesion and second language comprehension. Language Learning, 37(3), 409-431.
10. Kapranov, O. (2020). The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English. Prague Journal of English Studies 9(1).
11. Muhyidin, A. (2020). Does the writing exposition text ability correlate to reading habit and discourse markers mastery? Journal for the Education of Gifted Young Scientists, 8(2), 885-895.
12. Redeker, G. (1990). Ideational and pragmatic markers of discourse structure. Journal of Pragmatics (14), 367-381.
13. Tadayyon, M. & Vasheghani, M. (2017). Exploring Discourse Markers Used in Academic Papers: A Comparative Corpus-based Inquiry of Iranian and English Native Writers. Iranian EFL Journal 13(2), 130-150.
14. Zhang, M. (2016). A multidimensional analysis of metadiscourse markers across written registers. Discourse Studies, 18(2), 204-222.
Cómo citar
Martínez-Sánchez, A., Escalona-Falcón, C., & Quiala-Taquechel, A. (2021). Discourse markers in academic writing. Maestro Y Sociedad, 18(1), 1-14. Recuperado a partir de https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/5310