The study of discourse markers as a linguistic phenomenon has drawn the attention of many researchers, foreign language teachers, translators and curriculum designers. Kammensjo (2005) explained that the function of the discourse markers is to link utterances in discourse through words, clauses and phrases. According to Al Kohlani (2010:2-7), "different language systems employ discourse markers differently with regards to the type of markers preferred, their frequency, or their distribution". Thus, a discourse marker that is appropriate and accepted in a certain language may be inappropriate when employed in other languages. From my experience in teaching Arabic as a foreign language (AFL), I observed that the use of discourse markers pose a challenge for AFL learners in their L2 listening and speaking classrooms even after reaching their advanced level of proficiency. While tackling various Arabic conversations in AFL listening and speaking classrooms, AFL learners misinterpret both the morphosyntactic structure as well as the functions performed by different discourse markers (expressing certainty, appealing to the hearer, concluding, etc.) and accordingly tend to avoid employing such discourse markers when engaged in Arabic debates. This observation motivated me to conduct the present study that aims at: 1) helping AFL students reach a better understanding and usage of this Arabic linguistic phenomenon and 2) contributing to previous research that suggested a fruitful future investigation of discourse markers in other Arabic data rather than lecturing monologues (Kammensjo, 2005), newspaper opinion articles (Al Kohlani, 2012), and written modern standard Arabic texts (Al-Batal, 1990). To conduct the present study, a number of Arabic talk shows addressing political, social, religious and cultural topics were recorded. While selecting this type of data, I was keen to use the same types of talk shows to which AFL learners are exposed in their L2 listening and speaking classrooms. The different discourse markers were elicited whenever they occurred in the recorded data. Analysis of the present data included: types of discourse markers frequently occurred, function(s) performed by each discourse marker and an explanation of the morphosyntactic structure of each discourse marker employed. Finally, so as to facilitate the teaching and learning of the different discourse markers that appeared to be problematic for AFL learners, different pedagogical activities that are developed to train AFL learners on how to employ different discourse markers (successfully) in their L2 Arabic conversations are provided.