Il discorso accademico: l’uso dei segnali discorsivi nella lezione universitaria

This study aims to investigate the use of discourse markers within university lectures across different disciplinary contexts. Although academic discourse has been widely studied in linguistics, with extensive research on written genres (such as research articles and textbooks) and spoken genres (lectures and presentations), most of these studies focus on English (Hyland, Bondi 2006). Even though research on Italian academic discourse is now well established (Załęska 2016), systematic studies on oral academic genres remain relatively limited. The present research, based on a corpus of approximately eleven hours of recorded and transcribed lectures collected in three disciplinary areas and two different academic contexts, focuses on the analysis of functional markers (Ghezzi, Molinelli 2014) and their role in structuring discourse, as well as in creating interaction and engagement with students. It is particularly relevant to explore how these markers—traditionally studied in dialogic and informal contexts—also play a crucial role in genres that are typically considered monologic. As Hoey (1994) observes, “a monologue, written or spoken, may be regarded as a dialogue in which the reader’s or listener’s questions or comments have not been explicitly included but which retains clear indications of the assumed replies of the reader.” The choice to analyse functional markers also stems from their importance in the development of linguistic and communicative competence in a second language. These elements pose a challenge in L2 acquisition, yet they are essential for both receptive and productive skills in developing interactional competence. Considering the process of discursive socialization within an academic discourse community as a complex path through which students gain “expertise, confidence, and a sense of authority over those practices over time” (Duff 2010), it is crucial to recognize the key role of the university lecture in this process. More broadly, a better understanding of real communicative practices can contribute to the design of effective teaching materials and approaches that support students in their learning and integration within the academic community.