The research and teaching of discourse markers in SFL classroom

Catalina Fuentes Rodriguez, María Soledad Padilla Herrada, Víctor Pérez Béjar, Gemma Rovira Gili, An Vande Casteele

Research output: Contribution to journalArticlepeer-review


The aim of this contribution is to reflect on the need to address the teaching and learning of discourse markers in the classroom of Spanish as a foreign language and to do so from data offered by empirical research in an international context. Based upon the data analysis the didactic activities will be completed by others which start from a semi-directed context in which learners and native speakers share experience in a real communicative environment, by videoconference. By doing so, a positive interdependence is generated and a real communication is emulated. At the same time, it is a learning experience in which the learners feel committed to their own learning process. It is a dynamic process that broadens the framework of didactic practices to use and places them in a real context, something fundamental for units that construct discourse and generate coherence.

Translated title of the contributionThe research and teaching of discourse markers in SFL classroom
Original languageSpanish
Pages (from-to)967-993
Number of pages27
JournalRILCE: Revista de Filología Hispánica
Issue number3
Publication statusPublished - 16 Dec 2020


  • Spanish as a second language
  • discourse markers
  • didactics


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