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

In this research, we study an important language point because of its contributiontothecohesion and readability of argumentative discourse. The objective is to determine howoftenAlgerian third secondary class (3AS) learners, who are supposed to master the use of liaisonwords, utilize them in their persuasive written productions. The study, based on the analysisofthe written productions of 19 learners in 3AS, reveals that they use a limited rangeofargumentative connectors and often incorrectly. Among them, they favor enumerativeandcausative connectors while neglecting adversative, concessive, and conditional connectors, likelydue to their grammatical complexity. The results show that, after the received teaching, thelearners tested have difficulty correctly using a variety of argumentative connectors, highlightingthe need for teachers to change their methods of teaching and improve practices to address theseproblems.