Abstract:
This thesis explored the types and functions of discourse markers used in the lecture delivery
of lecturers of Kumasi Technical University. Data were recorded from 10 Communication
Skills lecturers and subjected to transcription and textual analysis. The analysis was based on
Chaudron and Richards’ (1986) classification and function of discourse markers which was
supported by Flowerdew and Richards (1985) that grouped discourse markers into three
major types with different functions. The analysis revealed that discourse markers used in the
various lectures fall under the micro, macro and micro-macro markers as supported by
Chaudron and Richards (1986). In addition to these, two other markers not reported in the
literature; micro-micro and macro-macro markers, were identified. The results suggest that
macro markers were prevalent in all the lectures recorded as compared to the use of micro
and micro-macro markers. This can be attributed to the fact that they make the text more
meaningful than micro markers, in line with Chaudron and Richards’ argument that macro
markers contribute to successful recall of lectures than micro markers. Also, these markers
performed more of structural functions among the other functions like referential and
interpersonal functions. This can be attributed to the fact that lecture is a delivery of texts.
The findings also indicate that these markers function as topic opening, closing, discourse
organizing, referrals, sharing knowledge and reformulating. Based on the results, it is argued
that it is important for lecturers to employ relevant discourse markers in order for their
students to understand their lessons.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies, in
partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language)
in the University of Education, Winneba
JULY, 2020
