Use of Discourse Markers in ESL Undergraduates’ Expository Essay Writing among Undergraduates in a Nigerian University

Abstract

Discourse markers (DMs) enhance unhindered flow of ideas and their relatedness in sentences and paragraphs. However, lack or misuse of DMs could lead to misinterpretation of ideas and information. This study therefore assessed the use of discourse makers as used in expository essay among undergraduates in a Nigerian university. The study employed survey research design using quantitative method. The paper examined i) the DMs used in expository essay by the participants ii) the variants of DMs frequently used in expository essay among the participants and iii) the constraints to students’ use of DMs in expository essay. The sample of the study consisted of 182 undergraduates selected through purposive sampling technique. Two instruments were used for the study: a close-ended questionnaire and an expository essay test were used in gathering data. The data were analysed quantitatively using frequency of occurrence of DMs and percentages. Findings revealed that in total, 41 DMs were used. Elaborative Markers (“and” and “also”) followed by Temporal Markers (“firstly”, “secondly” and “thirdly”) are the most frequently used DMs. Among other constraints to the use of DMs in expository essay were lack of knowledge of broad pool of the varieties of DMs/inadequate linguistic repertoire of DMs; confusion about the appropriate DMs to convey idea; and lack of knowledge on the importance of DMs in essays. The study concludes that students experienced certain constraints in the use of DMs that placed limitations on their use of DMs. This study recommended that the problems could be tackled by creating awareness among the students on the contents and application of DMs and that various texts and contexts where linguistic items like DMs are used should be discussed in the classroom to see how they are used.