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

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

Published August 22, 2015

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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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