摘要：The use of discourse markers as a linguistic device implies significant results in satisfying coherence and cohesion of a text. Discourse Markers connect sentences and make the text coherent. Therefore, with the aim of investigating their distribution of the use and their possible relevance to the easiness of the texts, this study was developed across examining grade four high school English textbook. To this aim, Fraser’s taxonomy with four main classifications including Contrastive Markers, Elaborative Markers, Inferential Markers, and Reason Discourse Markers was employed in the analysis of discourse markers in the reading sections of eight lessons of the textbook. The extent of readability of the reading passages were estimated through Flesch readability formula. Based on the findings, reading sections had a variety of discourse markers with some types used very often than other discourse markers. Elaborative markers were the most regularly used, followed by contrastive markers. However, the relationship between the difficulty levels of the reading passages and use of discourse markers was not statistically significant (p≥0.05). The findings may promise some implications for syllabus designers, material developers and language practitioners, as well
