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

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. Flowerdew (1994) defended the undeniable importance of teaching listening comprehension skills in a language other than the mother tongue. The reason for this was the high number of students learning through a foreign language at that time. Keywords: listening comprehension, academic language, bilingual education, teacher education, discourse markers I. INTRODUCTIONToday, more than two decades later, his vindication becomes even more vital with the proliferation of English Medium Instruction (EMI) and other bilingual education approaches. Practice has outpaced the provision of qualified and prepared teachers.Surveys reveal that Spanish teachers at all educational levels are more concerned with linguistic than with methodological training. Though the partiality of this vision is arguable, the urgency of language upskilling is evident for in-service and prospective EMI teachers. This paper aims to advocate and propose the utility of academic listening comprehension materials as a valid resource to support EMI teachers in the process of class preparation. Research about the role of discourse markers in lecture Discourse markers and lecture structure: their role in listening comprehension and EMI lecturer training Language Value 8 (1), 26-48 http://www.e-revistes.uji.es/languagevalue 27 comprehension and the learning materials derived from these findings could now be transferred to these new scenarios of L2 listening comprehension. The paper will open with a reflection on the lecture as an academic oral genre and the role of discourse markers to signal phases and facilitate comprehension. Next, the actual presence of these DM in EMI lecturer discourses will be observed to identify linguistic needs.Finally, some academic listening materials will be suggested as resources to cover those needs. II. LISTENING COMPREHENSION IN LECTURES II.1 Academic listening: understanding lecturesSome teaching methods such as tutorials, seminars and practical sessions are gaining momentum in the European Higher Education Area (EHEA). However, the lecture continues to be "a cornerst...