Discourse Markers as a Core Component of Stylistic Competence in Arabic L2 Writing: A Functional Perspective

Abstract

This study examines discourse markers as a core component of stylistic competence in Arabic L2 writing from a functional perspective. It addresses a persistent gap in which learners demonstrate grammatical accuracy but produce texts lacking coherence and rhetorical organisation. Adopting a qualitative conceptual-analytical approach, the study synthesises insights from Arabic rhetorical tradition and functional linguistics to model discourse markers as a system of cohesive devices that regulate inter-sentential relations. The analysis shows that weaknesses in learner writing are primarily discourse-functional, reflected in fragmented structure, under-specified semantic relations, over-reliance on a limited set of markers, and first language transfer. The study further establishes a functional classification of discourse markers into major categories, demonstrating that they operate as an integrated system governing textual organisation, with inferential, causal, and adversative markers carrying greater functional load in academic discourse. The findings position discourse markers as central to coherence and argument development, and argue for a shift toward discourse-oriented pedagogy that emphasises their contextual and functional deployment.