TÜRKÇE ÖĞRETMENLERİNİN SÖYLEM BELİRLEYİCİSİ KULLANIMI
THE USE OF DISCOURSE MARKERS BY TURKISH TEACHERS

Summary/Abstract: Discourse markers are frequently used units in verbal and written discourse and perform important functions in communication (Schiffrin, 1987, 2001). Discourse markers are linguistic particles such as well, now, yes, but and okay that reflect parts in the flow of speech and ensure consistency between these different parts (Özbek, 1998). Discourse markers play an important role in the classroom discourse along with many other linguistic structures. Through these structures, teachers can direct students in the classroom, keep their interest alive, and draw attention to changes in the phases of the course. In other words, discourse markers can reveal changes in classroom interaction or learning cycle. In this respect, the aim of this study is to determine the use of discourse markers in teacher-student interaction and their functions in classroom discourse. Schiffrin's (1987) discourse model constitutes the theoretical framework of this study. This cross-sectional study focused on the use of discourse markers in Turkish classes. To examine the use of discourse markers, 8 teachers (4 male and 4 female) teaching Turkish to seventh graders at different schools were video recorded in their classes. In the fall semester of 2012-2013 Academic Year, 16 course hours were recorded. These recordings have been fully transcribed verbatim into scripts and analyzed in term of discourse markers. The findings of the research revealed that the deployment and distribution of discourse markers differentiate depending on teacher gender, age and experience.

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