An empirical analysis of the use of discourse markers by the second language learners based on cognitive linguistics is conducted in this paper. For complex and abstract syntactic forms, internal resources alone are not enough, and external forces are needed to make learners focus on such target language forms, hence in this paper, we combine the Discourse Markers. The cognitive translation view holds that there are multiple interactions in translation, and this multiple interaction is reflected in the cognitive subject, between the source language and the translator, and this will guide the general performance. The combinational study will help us to better understand the tasks and find out thesolutions.