ABSTRACT
The use of discourse markers, like that of any other linguistic element, is dependent on contextual factors that interact at the specific moment of an enunciation. The utterers, with the need to adjust their language product to their communicative intentions, perform an analysis of the contextual, material, and relational factors involved, resulting in the choice of the linguistic operators to be used in that particular utterance situation. A first goal of this paper is then to identify those contextual aspects encompassed in such selection, likely indeed to generate problems in the acquisition of affirmative operators by Spanish as Foreign Language learners, and to identify what types of unwanted implicatures can be caused by a lack of adjustment to the context. Subsequently, we introduce a methodological-didactic tool, based on a previously established theoretical framework which comprises these various contextual variables at its own formal level, directed at promoting the processes of acquisition of these markers.
