本研究旨在探討台灣本地高中生與僑生高中生在英文敘事段落寫作中話語標記的使用情形。研究目的在於探討兩組學生所使用的話語標記類型、比較兩組學生在話語標記類型使用上是否具有顯著差異，並進一步探討話語標記使用適切性的質性差異。本研究採用混合研究法，共有49位十二年級高中生參與，包括30位本地生與19位僑生，所有參與者皆完成一篇英文敘事段落寫作。蒐集之寫作文本依據Fraser（1999）之話語標記理論架構及Halliday與Hasan（1976）之時間關係分類進行分析。
在量化分析方面，本研究採用描述性統計及Pearson卡方同質性檢定，分析兩組學生話語標記類型之分布情形。研究結果顯示，兩組學生在話語標記類型的分布上呈現高度相似的型態，皆以補充型話語標記使用最為頻繁，而時間型話語標記使用最少。此外，同質性卡方檢定結果顯示，兩組學生在話語標記類型分布上未達統計顯著差異(χ²(3) = 1.499, P = 0.683)。
在質性分析方面，本研究依據Crewe（1990）及Kao與Chen（2011）之分類方式，辨識出六種話語標記誤用類型。研究結果顯示，僑生的話語標記誤用次數約為本地生的兩倍，尤其在推論型與轉折型話語標記的使用上較容易發生誤用。相較之下，台灣本地生則較常出現連接詞過度使用與非對等替換的情形。在所有誤用類型中，以錯誤關係最為常見，其次為語意不完整與非對等替換。
研究結果顯示，來自不同語言背景的學習者，在具有相似教育經驗並完成相同寫作任務的情況下，可能呈現高度相似的話語標記類型分布。然而，兩組學生在話語標記使用的適切性方面仍呈現質性的差異。研究結果亦指出，相似的話語標記使用頻率並不代表相同程度的篇章能力，而知道如何使用話語標記，也不代表學生一定能適切地表達概念之間預期的語意與邏輯關係。本研究期望能增進對英文敘事寫作中話語標記使用情形的理解，並為台灣高中英語寫作教學提供相關教學上的建議。

The present study investigated the use of discourse markers (DMs) in English narrative paragraph writing by Taiwanese and overseas compatriot senior high school students in Taiwan. It aimed to examine the types of DMs used by the two groups, determine whether significant differences existed in their use of DM types, and explore qualitative differences in the appropriateness of DM use. A mixed-methods research design was adopted. The participants consisted of 49 twelfth-grade senior high school students, including 30 Taiwanese students and 19 overseas compatriot students, who completed an English narrative paragraph writing task. The writing samples were analyzed according to Fraser’s (1999) framework of discourse markers and Halliday and Hasan’s (1976) classification of temporal relations.
For the quantitative analysis, descriptive statistics and Pearson’s Chi-square Test of Homogeneity were employed to analyze the distribution patterns of DM types between the two groups. The findings showed highly similar patterns of DM types. In both groups, elaborative markers were used most frequently, whereas temporal markers were used least frequently. Moreover, no statistically significant difference existed between the two groups in the distribution of DM types (χ²(3) = 1.499, P = 0.683).
For the qualitative analysis, six categories of DM misuse adapted from Crewe (1990) and Kao and Chen (2011) were identified. Overseas compatriot students produced twice as many misuse instances as Taiwanese students, particularly in inferential and contrastive markers, whereas Taiwanese students demonstrated more connective overuse and non-equivalent exchange. Wrong relation was the most common misuse category, followed by semantic incompletion and non-equivalent exchange.
The findings suggest that learners from different linguistic backgrounds may demonstrate highly similar patterns of DM use when they share comparable educational experiences and complete the same writing task. However, qualitative differences were observed in the appropriateness of DM use. Similar frequency patterns of DM use do not necessarily indicate similar levels of discourse competence, and knowing how to use discourse markers does not necessarily mean that students can always use them appropriately to express the intended semantic and logical relationships between ideas. It is hoped that the findings will contribute to a better understanding of DM use in English narrative writing and provide pedagogical implications for English writing instruction at the senior high school level in Taiwan.

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