Discourse Markers in Academic Lectures
Discourse Markers in Academic Lectures
Keywords: Discourse markers, English for Academic Purposes, Academic lectures
Zohreh R. Eslami
Texas A&M University in College Station
Abbass Eslami-Rasekh
Esfahan University in Iran
Bio Data
Zohreh R. Eslami is an Assistant Professor of ESL Education in the Department of Teaching, Learning, and Culture in the College of Education at Texas A&M University in College Station. She has taught and educated teachers of ESL/EFL for more than 10 years. Her current research interest include sociocultural aspects of ESL teaching and assessment, intercultural and developmental pragmatics, and ESL teacher education.
Abbass Eslami-Rasekh is an Assistant Professor in the Faculty of Foreign Languages at Esfahan University in Iran. He has taught graduate and undergraduate level courses in English as a second language for the last 10 years. His research interests include issues related to the education of EFL and EAP students, EAP needs assessment, discourse analysis, and translation.
With the expansion of English, academic English has established itself a firm position in curricula for all university fields. Consequently, the need for research into the processes underlying academic performance in English has increased. The aim of the present study was to gain insight into the effect of discourse markers on academic listening comprehension of university students in English as a foreign language setting. Two groups of students listened to two different versions of a lecture. The two versions were different according to quantity and type of discourse markers. Listening comprehension tests and their mean scores were compared. The findings clearly indicate that subjects comprehended the lecture better when discourse markers were included than when they were deleted. The findings have implications for material designers, teachers, teacher trainers, and lecturers and provide suggestions for further research.
See page 22-38
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