This study uses Fung and Carter’s (2007) multi-category framework to examine and compare the use of discourse markers (DMs) by native English speakers and Taiwanese learners of English in a corpus of adolescent intercultural exchange students. The DMs used by both groups appear to serve the four central functions (interpersonal, referential, structural and cognitive). Taiwanese participants exhibit a significant use of interpersonal (e.g., yeah, oh) and structural DMs (e.g., so, okay), whereas British participants display a significantly higher usage of referential (e.g., coz/because, and) and cognitive DMs (e.g., like, well).