摘要：This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). e aim of the study is to establish whether or not there would be diff erences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. e corpus of the study consists of the participants’ i) refl ective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. e corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. e results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with refl ective essays and analytic explanatory essays and ii) the participants’ individual preferences. ese fi ndings are further presented and discussed in the paper.
关键词：Academic writing;computer-assisted study;discourse markers (DMs);English as a Foreign Language (EFL)
