L2 learners’ use of discourse markers: Effects of task complexity and pragmatic demand in face-to-face vs. GenAI-mediated communication

Recent research on second language (L2) pragmatic oral tasks seeks to promote both linguistic and pragmatic abilities. Nevertheless, relatively few studies have investigated how L2 learners employ discourse markers to organise their ideas and navigate conversations, particularly in relation to variations in task complexity, pragmatic requirement, and interactional format (such as face-to-face vs. GenAI-mediated interactions). This exploratory study examines the influence of task complexity, pragmatic demand, and modality on L2 learners' use of discourse markers, contrasting their interactions with humans and ChatGPT across four distinct oral tasks. Frequencies of discourse marker use were categorised and analysed following Fung and Carter’s (2007) framework. Findings demonstrate that lower task complexity tended to have a greater impact on the use of referential markers than on the use of structural markers. The combined effects of task complexity, pragmatic demand, and modality shaped learners' choices of referential and consequence markers. The findings imply that teachers may incorporate such features into task design to afford students opportunities to refine their pragmatic and interactive competencies.