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写作是书面语言与读者沟通，在写的过程中，如果得当地使用话语标记语将帮助读者更好地了解情况。

Chapter One Introduction

1.1 Background of the Study
Discourse markers have drawn researchers’ attention in many aspects rangingfrom discourse analysis to language acquisition ever since the early 1970s. Theanalysis of discourse markers is a part of the more general analysis of discoursecoherence---how speakers and hearers jointly integrate forms, meanings, and actionsto make overall sense out of what is said (Schiffrin. 2007). What Schiffrin said didn'tprovide people a concrete definition or explain what exact roles discourse markersplay in discourses, but scholars never stopped to ask relative questions. Over the pastseveral decades, questions like: “Why are discourse markers used in speeches?”，“Do they add anything to discourse?”, and “Is there any relationship between thelearners’ use of discourse markers and their writing grades?” were raised one by one.Numerous scholars and researchers from abroad and at home have been tryingearnestly to explore more in that very field.Discourse markers help the language users perform different functions tofacilitate communication. They can involve in discourse organization, attract thehearers’ attention, show the speaker’s emotion and attitude, form cohesive discourseand keep the communication natural (Li Yongzhong, 2003).  https://www.51lunwen.org/TeachingEnglish/Specialists who agreewith this view strongly recommend English learners pay attention to the use ofdiscourse markers which they believe can help to achieve unity of thought andcontinuity in a text. They are also in support of the idea that school English teachingshould never ignore learners’ discourse competence training while emphasizing theimportance of grammar learning.As to the question to what extent the use of discourse markers can influenceEFL (English as Foreign Language) learners’ writing, experts and scholars holddifferent opinions. While some researchers suggest that the learners’ using ofdiscourse markers can’t reflect their real language competence, some hold that themore experienced a learner use the discourse markers, the more competent he/she is interms of English using.

1.2 Significance of this Study
The aim of this study is not to answer the questions raised by the formerresearchers but to make an investigation over the using of discourse markers by thenon-English major MKM postgraduate students of Xinjiang University in theircompositions. Concerning the questions like: how do the learners use discoursemarkers in their writing, what types of discourse markers do they prefer, and whatkind of misuses appeared in the students writings, this thesis tends to find out theMKM postgraduate students’ characteristics on discourse markers (henceforth, DMs)using. This thesis also tries to reveal the reasons for the misuses of certain discoursemarkers by the Uyghur EFL learners.Thereafter, we can trace the reasons for the present situation and providesuggestions to enhance the students’ writing and communicating ability. Practically,this study may provide insight and cast light on English teaching and learning.Teachers can inform and warn the learners to be cautious when using discoursemarkers to keep their speech or text logical and coherent, and students can comparetheir own using of DMs with that of native speakers and check out the distinctions ofsimilar DMs in terms of their meanings, loca本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。