PRAGMATIC MARKERS IN THE SPOKEN DISCOURSE OF SELECTED UNIVERSITY UNDERGRADUATES IN KADUNA STATE UNIVERSITY

Pragmatic markers (PMs) contribute in conversations to a great extent even though they have no significant relevance to the meaning of the communication content itself. Pragmatic markers such as you know, um, well, and actually play a vital role in structuring conversations, managing turn-taking, and maintaining social relationships. This study examines the use of pragmatic markers (PMs) in the spoken discourse of undergraduates at Kaduna State University (KASU), Kafanchan Campus. The study aims at exploring the complex roles that PMs play, especially in specific contexts, such as university settings, where students engage in diverse forms of discourse, ranging from casual peer interactions to formal academic discussions. The research adopts a mixed-method approach, combining both quantitative and qualitative analyses to investigate the frequency and functions of these markers in informal peer interactions and formal academic discussions. Data were collected through the recording of 20 hours of natural conversations across different contexts, followed by transcription and coding of the occurrences of specific PMs. The quantitative analysis reveals the predominant use of you know, um, and so in informal settings, while actually and I mean appear more frequently in formal academic contexts. The study observes gender-based differences with female students using hesitation markers more frequently than male students. The qualitative analysis highlights the social functions of PMs, including their role in signaling agreement, managing uncertainty, marking hesitation, and fostering social solidarity. The study contributes to the comprehension of PMs function in Nigerian university discourse, offering insights into their role in both informal communication and academic settings. The findings suggest that PMs are essential tools for managing social dynamics, maintaining conversational flow, and constructing academic identities. The study recommends further research on PM use in other Nigerian and African universities and suggests integrating pragmatic competence into language education programmes to improve students' communication skillsin both formal and informal contexts.