Abstract
This study attempts to determine whether the recognition and interpretation of interpersonal and cognitive discourse markers will enhance students’ listening comprehension ability in authentic situations. Students were tested to determine their comprehension of content information in audio-taped conversations. After the treatment period of ten weeks, where the experimental group received strategy training in the recognition and interpretation of discourse markers in spoken discourse, both groups were again tested. Their results were statistically compared. The findings have pedagogical implications for material designers, teachers, and teacher trainers.
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