Abstract
The present study investigates Japanese learners of English as a foreign language’s (EFL) use of discourse markers (DMs) in spoken and written texts. Language use is influenced by the mode of discourse, but only a few empirical studies have identified differences in the features of DM use between spoken and written modes. To rectify inadequacies in previous research, the spoken and written products of Japanese university students were analyzed in terms of English proficiency levels and different tasks. A quantitative analysis of DMs revealed no significant interaction between discourse modes and English proficiency levels, as well as between discourse modes and two different tasks. However, a qualitative observation showed that the students preferred using structural function markers such as finally to narrate and write a story, and frequently used markers with an interpersonal function such as well and I see to respond to the questions given in their speech and writing. The findings suggest that Japanese EFL learners may not make different uses of DMs according to the discourse mode, although they can use DMs that are suitable for a given task.
