123 LA ENSEÑANZA-APRENDIZAJE DE LOS MARCADORES DISCURSIVOS EN ELE: HACIA UNA PROPUESTA DIDÁCTICA PARA LA ADQUISICIÓN DEL MARCADOR POLIFUNCIONAL BUENO Valentina Di Nunno, Vrije Universiteit Brussel Gemma Santiago Alonso, Univerza v Ljubljani e primary aim of this chapter is to address the challenge of teaching and learning discourse markers—particularly the multifunctional marker bueno—in Spanish as a Foreign Language (SFL), by providing tools that facilitate meaning construction through explicit instruction. To achieve this, we propose to provide teachers and learners with teaching materials on connectors and pragmatic operators. ese materials are based on a theoretical framework (Bauhr, 1994; Montolío, 1998; Boyero and Rod- ríguez 2002; Sansò 2020) and an operational approach that focuses on the key functions for B1-C1 levels of the CEFR, drawing on the work of Martín Zorraquino and Portolés Lázaro (1999), Santos Río (2003), Fuentes Rodríguez (2009), and Flores Requejo (2019). Keywords: discursive markers, teaching/learning of SFL, pragmatics, oral discourse, processing instruction 6