The effect of explicit teaching of discourse markers on Iranian efl learners’ pragmatic fluency
Research into classroom interaction can be contributive to achieving a better comprehending of what goes on in an EFL classroom. This might shed light into the mental processes of speakers. This study aims to investigate the impact of teaching discourse markers on Iranian EFL learners’ pragmatic fluency. 70 Iranian advanced EFL learners (15 male and 35 females) with age range of 20-40 years, learning English at the language center of National Iranian Oil Company (NIOC) in Ahvaz, Iran were required to participate in this study.