Applied Discourse Markers in Casual Conversations of Male Students in Dormitory Settings and Their Pedagogical Implications for EFL: An Iranian Case Study
Keywords: casual conversation, discourse marker, pedagogical implications, dormitory, gender
AbstractThis study is designed to investigate the specific discourse markers that mostly occur in casual conversations among university students who live in dormitories, and to study the amount of attention these expressions receive pedagogically in the context of improving EFL speaking skills. Regarding gender, the investigation was carried out on male students and special topics they talked about are also examined. To fulfill this objective, 6 hours and 3 minutes of casual conversations among 50 students (28 BA and 22 MA) located in 10 dormitory rooms (5 in the BA and 5 in the MA) was audio-recorded and transcribed based on Sacks, Schegloff and Jefferson’s transcription system. Furthermore, a semi-structured interview was used to investigate participants’ attitudes towards the degree of emphasis of EFL teachers on Discourse Markers (DMs). The data were analyzed quantitatively and qualitatively (interview transcripts). According to the findings, 70 discourse markers recurred in the students’ interactions. Likewise, specific topics that received more attention in their conversations were identified. Moreover, the results of the semi-structured interview indicated that discourse markers did not receive sufficient attention in EFL settings. The findings of the current study suggest that instructors and material developers could give more specific attention to discourse markers. Explaining their roles in the production of accurate utterances or bringing samples of natural usage of discourse markers could be of great help to boost learners’ oral skills in the EFL context.
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How to Cite
Okati, F., & Ghasedi, P. (2017). Applied Discourse Markers in Casual Conversations of Male Students in Dormitory Settings and Their Pedagogical Implications for EFL: An Iranian Case Study. Journal of Language and Education, 3(3), 50-59. https://doi.org/10.17323/2411-7390-2017-3-3-50-59
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