Discourse markers and lecture structure: their role in listening Comprehension and EMI lecturer training

Abstract

Author/s María Ángeles Martín del Pozo Universidad de Valladolid, Spain ABSTRACT Listening comprehension of lectures in L2 contexts is a widely researched topic. Findings have been applied to both materials and course design. This paper focuses on findings about the facilitative role in comprehension of those discourse markers (DM) which signal lecture structure. These markers can also be of assistance in L2 contexts such as new English Medium Instruction (EMI) scenarios, where the lecturer is not a native speaker of English. A small-scale investigation about the presence of these markers in EMI lecturer discourse is presented. Findings indicate that lecturers need a more overt signalling of lecture phases and a wider stylistic variety enabling them to do so. The paper concludes by suggesting that EAP materials for training students in listening comprehension could be a good resource to provide the lecturer with a repertoire of linguistic tools to structure their lecturers and in consequence facilitate comprehension for students.

Keywords

• listening comprehension
• academic language
• bilingual education
• teacher education
• discourse markers