This paper describes and analyzes most frequently used connectors expressing cause and consequence in argumentative texts produced by 12 Swedish university learner of Spanish as a foreign language (SFL) with a level B1- C1 according to MCERL (2002) (Domínguez García 2007, Fuentes Rodríguez and Alcaide Lara 2007, Martí Sánchez 2008). The objective is to compare the frequency, use and function of the textual connectors used by Swedish SFL learners and learners whose heritage language is Spanish (SHL), that is, people who have grown up in a minority language community, surrounded by a society in which the majority language is another (Montrul 2010). Succesively, next purpose is to compare the obtained results to selected texts from two control groups of which one contains texts in Spanish L (Corpus CEDEL21, Lozano 2008) and the other one texts in Swedish produced by speakers of Swedish L1 (Corpus ARGUS2). For the analysis of the collected material, we combine corpus linguistics and contrastive analysis (Altenberg 2002a, 2002b, 2007, 2010, Biber 2007, Johansson 2007, 2009, Pino Rodríguez 2010). The purpose of this pilot study is to better specify the use of these connectors in order to elaborate a sequential didactic proposal for teaching-learning of Spanish university students. Although proficiency in writing and interpretation of academic texts is one of the objectives of Spanish in higher education in Sweden, the level of proficiency varies considerably in both the SFL student group and SLH students, who represent 25% of the Spanish students at Stockholm university (Arencibia-Aguilera 2008, Valdés 2005).