INVESTIGATING DISCOURSE MARKERS IN PEDAGOGICAL SETTINGS: A LITERATURE REVIEW

This article discusses previous studies on discourse markers and raises research attention on discourse markers in pedagogical settings, especially in teacher talk. As important interactional features, discourse markers perform great multifunctionality in conversation. It is discovered that due to different research perspectives, there has always been confusion and disagreement in the terminology and analysis. Studies on discourse markers also often focus less on the local context. In classroom discourse, most related researches are limited to second language learners. Hence it is important to conduct a research on discourse markers in teacher talk and explore their functions in classroom interaction. The review suggests that a multi-functional framework should be applied in relation to pedagogical purposes.