Discourse Markers to College English Listening Proficiency: An Empirical Study of Explicit and Implicit Instruction

Jian-Feng Zhang


Discourse markers, which are series of words, phrases or expressions, are able to state clearly the structure of discourse, to give the hearer a cue for the context, and to express clearly the concrete speech acts. Listening instruction that is based on the theory of discourse markers can significantly enhance college students’ listening proficiency; therefore, it is significant and necessary to study the relationship between explicit and implicit instruction in discourse markers and listening proficiency in English as Foreign Language environment. Based on the elaborate experimental design and accurate statistical analysis, the conclusion can be drawn that in the short run, explicit instruction in discourse markers can improve listening proficiency immediately in contrast with the effect of implicit instruction that is not significant, but in the long term, however, the differences between the explicit and the implicit disappear and the implicit can improve listening proficiency as well as teaching performance apparently.

Full Text:


DOI: https://doi.org/10.5539/ells.v4n1p48


  • There are currently no refbacks.

Copyright (c)

English Language and Literature Studies   ISSN 1925-4768 (Print)   ISSN 1925-4776 (Online)   E-mail: ells@ccsenet.org

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.