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The purpose of the present research is to investigate how discourse markers are utilized in textbooks designed for EFL English conversation course at the university level. The methodology analyzes two types of conversation textbooks: one type produced in a non-native environment(TNNS) and the other type produced in a native environment(TNS). What kinds of discourse markers are used in both textbooks and what functions do they serve in communication? The finding of this study is that there are significant differences in the adoption of discourse markers between TNS and TNNS in terms of interactional functions of discourse markers. Though preliminary, it is worth noticing that the present study will make a contribution to understanding the roles of discourse markers in English textbooks for communication. Based on the findings, the paper discusses pedagogical issues and provides some teaching suggestions.