Abstract

The study in this paper relates to analyze the discourse markers specifically in English reading texts. It is a fact that various differences and disparities are associated with the terminology, function, meaning, and definition of the discourse markers, but certain similarities do play an inevitable role in setting these expressions as a coherent linguistic group. It aims at identifying the discourse markers used in various comprehension passages of textbook-Interactions-2 syllabized by the Department of English Language & Translations, Qassim University for its Saudi EFL learners designed for level two students in the English Language Programme. This study was carried out on twenty students of level two of English Language Program at Buraydah Community College, Qassim University. They were given two tests of reading comprehension one with discourse markers and the other without discourse markers. The information for these tests was squeezed out from twenty short comprehension paragraphs from the reading textbook, Interactions-2. All the data was scrutinized quantitatively and qualitatively in light of the number of discourse markers and their different kinds used in these comprehension passages by three different assessors. It has been found that mostly Causative: accordingly, because, consequently, for, since, so, therefore, thus, to conclude; Adversative: although, despite, however, nevertheless, on the other hand, though, yet, but, and in spite of; Additive: as well as, besides, moreover, similarly, and, furthermore, in addition; and Temporal: afterwards, as soon as, at first, finally, first, then, and until; are some of the discourse markers used in these comprehension passages. From the results of these tests it came to lime light that such connectors or discourse markers help students to improve the understanding of what they’ve read. The presence and absence of discourse markers in reading comprehension passages were clearly displayed by the straight connection of tests’ grades. It was observed that there were several reasons which lead to non-understanding of these discourse connectors. Resultantly, it came to limelight that in order to improve students ‘capability of reading fluency and comprehension, they should understand discourse markers. The current research study proposes that in-depth investigation may be carried in order to know the reasons for ignoring discourse markers in several language skills of English major.