Schiffrin (1987) defines discourse markers (henceforth DMs) as “sequentially dependent elements which bracket units of talk” (p. 276). DMs have been regarded as a signpost used by a speaker to display a certain attitude or embedded intention in a spoken discourse. However, few studies have investigated how DMs are used in a spoken discourse of English as Foreign Language (henceforth EFL) learning context. The purpose of the present study is to examine how okay is used as a DM by Korean teachers of English in their naturally-occurring discourses of EFL classes. The data for this study was obtained from recorded videos of English classes taught by six Korean teachers of English. The data were transcribed verbatim and analyzed on the basis of the Conversation Analysis framework. The multifunctional use of the DM okay deployed by the teachers can be classified as follows: (ⅰ) getting attention, (ⅱ) signaling approval and acceptance as a feedback device, and (ⅲ) working as a transition activator.

Ⅰ. Introduction
 Ⅱ. Theoretical Background
  2.1 Discourse markers and Multifunctionality
  2.2 Discourse marker okay
 Ⅲ. Methodology
  3.1 Data
  3.2 Data Analysis
 Ⅳ. Result and Discussion
  4.1. The Cognative Function; Getting Attention
  4.2. The Expressive Function; Signaling Approval and Acceptance as a Feedback Device
  4.3. The Metadiscursive Function; Working as a Transition Activator
 Ⅴ. Conclusion
 REFERENCES

• Jong-Mi Lee(Seoul National University)