PRAGMATIC MARKERS IN ACADEMIC DISCOURSE: AN INVESTIGATION OF THE UNDERGRADUATE ESL STUDENTS’ ORAL PRESENTATIONS AT THE UNIVERSITY OF MALAKAND PAKISTAN

Abstract

This study investigates the use of Pragmatic Markers (PMs) in the academic discourse of English as Second Language (ESL) learners during the oral presentations delivered  in classroom at the Department of English, University of Malakand. This is a qualitative study and is grounded in Schiffrin’s (1987) theory of discourse markers and aims to identify the types, functions, and usage patterns of pragmatic markers within academic speaking contexts.   Oral presentations of five students were recorded and analyzed thematically. The findings reveal a predominant reliance on basic discourse markers such as “and,” “so,” “but,” and frequent use of fillers like “uh,” “you know,” and “I mean,” indicating developmental stages of pragmatic competence. While some students demonstrated effective structuring using temporal and logical connectors, others struggled with overuse of informal and repetitive markers, which affected the academic tone of their speech. The study highlights the need for explicit instruction and training in the use of pragmatic markers to enhance learners’ spoken academic discourse. Recommendations are offered for curriculum designers, ESL instructors, and future researchers to integrate pragmatic competence into speaking pedagogy and explore its impact across broader learner populations.