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The Use and Functions of English Discourse Markers (EDMs) in EFL Students Writing at University in Indonesia

机译：英语话语标记（EDMS）在印度尼西亚大学撰写的EFL学生的使用和函数

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This study investigated the use of English discourse markers in students writing at Universitas PGRI Semarang, Indonesia. Fraser identifies three functional classes of EDMs; contrastive, elaborative and inferential. The problems of this study are; what are the English discourse markers used in students writing, and what are the functions realized in students writing. This is a qualitative descriptive design. The sample of the study was the EFL students writing result which have 45 essays at English education study program of Universitas PGRI Semarang Indonesia. In analyzing the data, the writers did prior activities such as collecting and classifying. The result is that shows students used contrastive EDMs like; but 24, however 8, although 5, elaborative EDMs like; and 344, also 50, in addition 3, inferential EDMs like; as a results 4, then 10, because 13, since 39. It elaborates us that mostly students used and familiar using elaborative functions rather than contrastive and inferential. Furthermore, they have a very limitation in understanding and comprehending some words of EDMs in their writing, it has only 10 markers in all functions. The more markers they use in their writing so that the more coherence and cohesion within their writing. Conclusion of this study reflects that students are still weak in using some EDMs in their writing so that they only produce the certain familiar markers. The pedagogical implication that I can say is that students of EFL need to get some kinds of EDMs to compose their writing well organized and understood.
机译：本研究调查了英语话语标记在印度尼西亚Pgri Semarang Universitas Pgri的学生中的使用。 Fraser识别了三种功能的EDMS;对比，精细和推崇。这项研究的问题是;学生写作的英语话语标记是什么，以及学生写作中的职能是什么。这是一个定性描述性设计。该研究的样本是efl学生写作结果，在英国教育学习计划中有45名散文，印度尼西亚。在分析数据时，作家做了预先收集和分类等活动。结果表明，学生使用了对比EDM;但是，24，然而8，虽然5，精细的EDM;和344，也是50，另外3，推理EDM等;作为结果4，那么10，因为13，因为39以来，它阐述了我们主要使用精细函数而不是对比和推理的学生使用和熟悉。此外，他们对他们的写作中的一些非常有限的理解和理解EDM的一些词语，所有功能中只有10个标记。他们在写作中使用的标记越多，他们的写作内更加连贯和凝聚力。本研究的结论反映了学生在他们的写作中使用一些EDM仍然薄弱，以便他们只产生某些熟悉的标记。我可以说的教学意蕴是EFL的学生需要获得某些类型的EDM来撰写他们的写作良好组织和理解。

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