The Effect Of Explicit Teaching Of Discourse Markers On Iranian Efl Learners’ Pragmatic Fluency

Abdolreza Pazhakh, Ph.D.1, Mahin Karimi, M.A.2

 DOI : http://dx.doi.org/10.18535/ijmei/v1i6.04

1English Language Department, Islamic Azad Universality Dezful Branch, Dezful, Iran

2English Language Department, Islamic Azad University, Marvdasht Branch, Marvdasht Fars, Iran

Correspondent: Abdolreza Pazhakh, Ph.D.

 English Language Department, Islamic Azad Universality Dezful Branch, Dezful, Iran

 Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

ABSTRACT

Research into classroom interaction and the study of non-native use of language based on an analysis of the discourse can be very instructive for two main reasons: first, it may contribute to achieving a better comprehending of what takes place inside the EFL classroom and second, it provides a worthy probability to analyze and the language used by non-native teachers and learners of EFL. An essential contribution of discourse analysis to language teachers was presented by` McCarthy (1991) who determined not only a sound theoretical framework and explanation according to the study conducted by him but also practical activities which sensitized teachers towards the language used inside their own classrooms..