The study of discourse markers has attracted the attention of researchers as a facet of linguistics since the 19th century. The focus of research has been based on the theoretical status of discourse markers in relation to how they are used and for what reasons, explored in different contexts and settings; however, few studies have been conducted in the context of Saudi Arabia. This study, therefore, attempted to look at the use of discourse markers by senior university students majoring in English in Saudi Arabia and its functions. Fraser’s (2004) semantic perspective, classifying discourse markers into four categories, was adopted, together with Hiilker’s (1991) features of discourse markers, consistent with the view that the meaning of discourse markers is related to their function of clarifying the intrinsic value of an utterance. The results revealed that students in their essays employed discourse markers in all four of Fraser’s (2004) categories. However, it was evident that the participating students struggled with the appropriate use of discourse markers. This issue should be examined in greater depth and the reasons for this difficulty assessed. One reason lies in students’ low exposure to discourse markers in class. It is thus highly recommended that teachers raise EFL students’ awareness of discourse markers by providing them with more related tasks and exercises.

中文翻译：

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高年级学生话语标记的使用

自 19 世纪以来，语篇标记的研究作为语言学的一个方面引起了研究者的关注。研究的重点是基于话语标记的理论地位，即在不同的语境和环境中探索它们的使用方式和原因；然而，在沙特阿拉伯的背景下进行的研究很少。因此，本研究试图探讨沙特阿拉伯英语专业高年级学生对语篇标记的使用及其功能。采用 Fraser (2004) 的语义视角，将语篇标记分为四类，并结合 Hiilker (1991) 的语篇标记特征，与语篇标记的意义​​与其阐明语篇内在价值的功能有关的观点相一致。发声。结果表明，学生在他们的论文中使用了弗雷泽（2004）所有四个类别的话语标记。然而，很明显，参与的学生在适当使用话语标记方面遇到了困难。应该更深入地研究这个问题，并评估造成这种困难的原因。原因之一在于学生在课堂上接触到的话语标记较少。因此强烈建议教师通过提供更多相关的任务和练习来提高 EFL 学生对语篇标记的认识。应该更深入地研究这个问题，并评估造成这种困难的原因。原因之一在于学生在课堂上接触到的话语标记较少。因此强烈建议教师通过提供更多相关的任务和练习来提高 EFL 学生对语篇标记的认识。应该更深入地研究这个问题，并评估造成这种困难的原因。原因之一在于学生在课堂上接触到的话语标记较少。因此强烈建议教师通过提供更多相关的任务和练习来提高 EFL 学生对语篇标记的认识。