The acquisition of discourse markers in the English-medium instruction context

This study focuses on the effects of the context of learning on language acquisition by comparing the production of discourse markers (DMs) in oral output of English-medium instruction (EMI) students (N = 7) with non-EMI students (N = 9). Data were elicited through an oral discourse completion task and a conversation task. Four types of DMs were identified: cognitive, interpersonal, structural and referential. Quantitative analysis reveals that EMI students tend to produce longer responses and more structural markers, as opposed to control students, who use more referential markers. A qualitative interpretation of the data suggests that the EMI participants mark their discourse for their own as well as for their interlocutor's benefit, specifically by using structural markers to ensure clear interpretation of utterances. The study further suggests that participation in an EMI program may lead to pragmatic benefits specifically in terms of the type and quality of DMs used, rather than of their frequency and overall variety. However, the study also indicates that this context alone may not be sufficient for the acquisition of all types of markers, and that there are many other factors at play in the acquisition of this pragmatic feature.