The Use of Argumentative Connectors in Written Argumentation: The Case of Algerian 3rd Year Secondary School Students

Abstract

In this research, we study an important language point because of its contribution to the cohesion and readability of argumentative discourse. The objective is to determine how often Algerian third secondary class (3AS) learners, who are supposed to master the use of liaison words, utilize them in their persuasive written productions. The study, based on the analysis of the written productions of 19 learners in 3AS, reveals that they use a limited range of argumentative connectors and often incorrectly. Among them, they favor enumerative and causative connectors while neglecting adversative, concessive, and conditional connectors, likely due to their grammatical complexity. The results show that, after the received teaching, the learners tested have difficulty correctly using a variety of argumentative connectors, highlighting the need for teachers to change their methods of teaching and improve practices to address these problems.