Abstract
The present study was an attempt to investigate the effect of explicit vs. implicit instruction of discourse markers (DMs hereafter) on learners’ oral production. To this end, 40 Iranian adult EFL learners (including both males and females) with the age range of 23 to 30 years of age were randomly selected. The sample was randomly divided into two equal groups with 20 members. The control group attending the speaking course received no explicit instruction on DMs, while participants in the experimental group attending the same course, received an explicit treatment on DMs. The experimental group received five sessions of explicit instruction on DMs, consuming 20 minutes of the class time. The data required for the study was collected through semi-structure interview with the participants of the study who spoke on similar topics. Results indicate that the participants in the control group who were exposed to implicit way of teaching discourse markers did not show to use discourse markers frequently. In contrast, the learners in the experimental group who received explicit instruction on discourse markers proved that they used discourse markers frequently in their speech. The final conclusion is that explicit teaching of discourse markers to learners in the experimental group was useful.
Highlights
One of the important items for having a fluent use of English is using discourse markers which are a group of cohesive devices that cause the cohesion and smoothness of language
Considering the common use of discourse markers in everyday spoken discourse of native speakers and the important role that DMs play in the coherence and naturalness of speech, it can be concluded that they should be included in English as a Foreign Language (EFL) classrooms as well
It is assumed that if an L2 speaker has more contact with the native speakers or desires to be assimilated in the their community, he or she will employ more use of discourse markers in comparison with those who do not. 1.2 Significance of the Study Regarding that it has been proved that DMs give a well-articulated organizational structure to speech, this study provides the researchers with a clear idea about how Iranian adult EFL learners might benefit to learn more about the importance and application of DMs in their speech
Summary
One of the important items for having a fluent use of English is using discourse markers which are a group of cohesive devices that cause the cohesion and smoothness of language. As can be seen in native speakers’ oral discourse, plenty of various types of discourse markers with different roles are used In other words, it is quite common for native speakers of every language to apply discourse markers (DMs) in their daily speech and that is why their speech seems quite spontaneous and smooth. Considering the common use of discourse markers in everyday spoken discourse of native speakers and the important role that DMs play in the coherence and naturalness of speech, it can be concluded that they should be included in EFL classrooms as well. If language learners want to develop connected and well-formed speech, they must develop the ability to use a range of cohesive devices, including discourse markers, in order to organize their oral discourse in a cohesive and smooth manner. There is no underuse of discourse markers in Iranian adult EFL learners’ oral production
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