The Effect Of Explicit Teaching Of Discourse Markers On Iranian Efl Learners’ Pragmatic Fluency
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 then language used inside their own classrooms.
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