The role of discourse markers in lecture delivery _an analysis of communication skills lessons in Kumasi technical university

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.