Abstract
This study aims at investigating the use of textual English pragmatic markers (PMs) as used by Jordanian university students by adopting a functional-pragmatic approach to explore the functions of these PMs. It also examines the effect of gender on the use of textual PM. Participants were 10 fourth year university students (5 males and 5 females) who study Translation at Isra Private University. Online interviews, storytelling activity and a short questionnaire have been used to elicit data from the participants. The data were analyzed qualitatively and quantitatively in light of the study’s research questions. The study revealed that the functions of textual markers are: marking contrast, elaborating, reformulating and exemplifying, showing temporal sequence, indicating an inferential or conclusive relationships and summaries, signaling shifts or transition of discourse and continuation of discourse, signaling the opening or closing of opening or closing of discourse. In relation to the use of textual PMs, the results showed that there were no significant differences among males and females.
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