Effects of Discourse Markers on EFL Reading: A Case Study

DOI

10.2991/aermt-19.2019.45How to use a DOI?

Keywords

discourse markers, Relevance Theory, influence, English reading

Abstract

Despite many studies on discourse markers (DMs), how DMs affect EFL learners' reading has been neglected as a research topic. This paper carries out an investigation into the influence of discourse markers on reading among the first-year non-English majors from the perspective of Relevance Theory, with an attempt to improve English teaching and students' EFL reading ability. A reading test among 135 college freshmen is conducted and their scores are collected and analyzed by SPSS. Findings show that there is no significant difference between students' reading performance from their answers with the guidance of DMs and without the guidance of DMs. The result indicates that discourse markers have little influence on these first-year non-English majors' reading, which can be seen as a problem existing in English teaching. Based on these findings, suggestions are offered to improve EFL learners' reading comprehension.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Shao-Yang Luo
AU  - Jiao Dong
AU  - Dong-Hong Han
PY  - 2019/10
DA  - 2019/10
TI  - Effects of Discourse Markers on EFL Reading: A Case Study
BT  - Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019)
PB  - Atlantis Press
SP  - 180
EP  - 184
SN  - 2352-5398
UR  - https://doi.org/10.2991/aermt-19.2019.45
DO  - 10.2991/aermt-19.2019.45
ID  - Luo2019/10
ER  -