The study aims to investigate Korean English learners' usage of pragmatic discourse markers in their impromptu speech. Korean English Learners' Spoken Corpus, abbreviated as KELSC, is the main data source for analysis(Jung, 2021). To analyze the features of pragmatic discourse markers in KELSC, three focal pragmatic discourse markers(PDM) okay, like, and so are selected and analyzed by using WordSmith 7.0(Scott, M. 2016) and Lancsbox 6.0(Brezina et al., 2021). The findings indicate that three focal PDMs okay, like, so are not appearing more frequently in the higher levels of learners, unlike previous studies. Instead, the intermediate levels of B1 and C1 used two focal PDMs, okay and like the most, respectively. However, the lowest A1 learners rarely used the focal PDMs in their speech. Two PDMs okay and so are used as a co-occurring pattern in level C while so and they have a shared collocate in level A.

Bhark Gwang-gyu. 2016. “A Study on Singaporean's Discourse Markers: The case of hor, meh, lah”. The Sociolinguistic Journal of Korea 24(1). 115~147. This study aims to show the characteristic and use aspect of Singaporean's discourse markers such as ‘hor, mah, lah'. This study analyzes features in each type based on gender, generation, occupation, religion, race, educational background through an internet questionnaire survey. The conclusion is presented below. First, Singaporean's discourse markers are used at end of the sentences. Second, Singaporean's discourse markers and Chinese discourse marker(‘哈[ha]’) are used not only oral conversation but also in written conversation. Third, the ‘哈[ha]’ which lexicon is used as discourse marker by chinese in china is grammatized. Forth, There are not much differences based on occupation, race, educational background in the use of discourse makers. However women use discourse markers more than men and young generation use discourse markers more than old generation. Also the buddhist were found to use discourse markers more than the christian and the Roman catholic.

1).Thisstudy aimstoexaminethe use ofEnglish borrowed politeness markers ttaengkyu ‘thank you’and ssori‘sorry’inKoreans'everydayconversation.A closeexaminationofa sociolinguisticsurvey revealsthattheEnglish borrowingsttaengkyu and ssoriand their Korean counterparts are used differently in connection with therelation between speakersandsettings.They donotappearto havemuchdifferenceinmeaning.However,ttaengkyuandssorioccurin informalsettingsandareusedtojuniorsorinferiors,whiletheirKorean counterparts are used to seniors or superiors in formalsettings.As motivations for using ttaengkyu and ssori,modernization and English educationinKoreaareconsidered

This paper examines two English discourse markers, "yeah" and "kin'of," in two nonnative speakers' turns of voluntary corrective actions. From a conversation analytic perspective, the two items are examined in terms of their functional properties during the nonnative speakers' turns. Two nonnative English speaking graduate students, working as teaching assistants in an engineering lab of an American university, participated in the study. The analysis of the dyadic interaction between the nonnative speakers and the native English speaking undergraduate students revealed that the nonnative speakers used "yeah" and "kin'of" in a significantly different manner from the target language norms. In their endeavor to create a shared meaning with their students they often engaged in word- and structure searches, during which they used the discourse markers as the fillers to a possible void in talk. An examination of the spatial location and functional properties of the items also revealed that the markers were more rule-governed in the nonnative speakers’ talk than other hesitation markers. The findings indicate the importance of examining the discourse functions of the markers in the discussion of nonnativeness.

From the perspective of conversation analysis, this study aims to explore the interactional aspects of the Korean wh-words mwe and way with reference to their functions as discourse markers. The examination of conversation data reveals that the discourse markers mwe and way can be used as conversation fillers, filling in a necessary interactional space when the speaker encounters trouble in producing the next item due; way is found to more actively solicit the hearer's involvement or uptake than mwe. The discourse markers mwe and way are also found to be employed as a hedging device and a boosting device respectively often in disaffiliative actions. Mwe helps to mitigate the import of the statement by virtue of its sense of underestimation or downtoning while way helps to increase the force of an utterance while introducing a negative tone. The various interactional functions of mwe and way are claimed to be derived from their distinctive referential meanings; mwe as signifying that ‘something is uncertain to the speaker’, and way as signifying that 'something is questionable, problematic, unexpected, and extraordinary to the speaker'.

The purpose of the present study is to compare the use of discourse markers by pre-service training students and in-service training teachers in middle school contexts. For this purpose, 20 participants in each of the pre-service (PS) and in-service (IS) teacher groups were selected and their teaching was videotaped. Then, the data was transcribed with a focus on the use of discourse markers. The results of the study demonstrated that there was no significant difference in the use of macro-markers between the two groups. However, it is interesting that student teachers in the PS group used various expressions for elaboration a little more frequently than the IS group. In addition, significant differences were found in the use of micro-markers between the two groups in terms of segmentation and temporal markers. On the basis of the results, some pedagogical implications on the teaching of listening and teacher training are suggested.

Concentrating on the non-musculoskeletal patients and revising the overall outlines of the phases recognizable in biomedical discourse, the present study investigated the linguistic phase markers that characterized the initial and the follow-up phases and the mini-phases in them, which added up to the characteristic major phases in Korean Oriental Medical discourse (KOMD). Focusing on the centripetal force of the patient’s constitution on KOMD, it proposed distinguishing an initial session from a follow-up session due to the weight on the former for identification of the patient’s constitution. Within the first session, the present study illustrated that the doctor adopted the non-proximal temporal expressions to mark the phase boundaries in an effort to identify the constitution. Such phase markers included habitual or iterative frequency expressions, distal temporal adverbials, experiential constructions without ‘recently’ or ‘nowadays,’ and the habitual present. Subsequently, the study turned to a follow-up session and demonstrated that the doctor adopted proximal temporal expressions in order to demarcate the phase boundaries. Such phase markers included proximal temporal expressions, the temporal adverbials that highlighted the difference between the pre- and post-treatment, and explicit comparatives and equatives. Consequently, the phase models revised for KOMD were in operation, structuring both the major phases and the mini phases in them around the patient’s biophysical, psychosocial, and reactional traits. That said, as Mishler’s (1984) study demonstrated, it worked as long as the interaction was doctor-centered. When the patient’s role in the phases was brought into light, however, the model would invite further revisions.

Youn-Kyoung Lee. 2016. The Effect of Discourse Markers on EFL Reading Comprehension. Studies in Modern Grammar 90, 99-115. The present study aimed at examining the effect of macro- and micro-discourse markers in EFL academic reading comprehension. The study involved 70 college students, enrolling the ‘Intermediate English Reading Course,’ and they were from diverse majors. Of 70 participants, half (n=35) read a text with discourse markers and the other half (n=35) read a text without discourse markers. The findings of the study revealed that discourse markers played an important role in English reading comprehension. Compared to the group without discourse markers, the group with discourse makers comprehended significantly more information from English academic reading in an accurate manner. The present study makes an important contribution to the current literature on EFL reading comprehension, by providing the additional empirical evidence concerning the effect of macro-and micro discourse markers as well as the combination of both on English reading comprehension.

The present study aimed at examining the effect of macro- and micro-discourse markers in EFL academic reading comprehension. The study involved 70 college students, enrolling the ‘Intermediate English Reading Course,’ and they were from diverse majors. Of 70 participants, half (n=35) read a text with discourse markers and the other half (n=35) read a text without discourse markers. The findings of the study revealed that discourse markers played an important role in English reading comprehension. Compared to the group without discourse markers, the group with discourse makers comprehended significantly more information from English academic reading in an accurate manner. The present study makes an important contribution to the current literature on EFL reading comprehension, by providing the additional empirical evidence concerning the effect of macro-and micro discourse markers as well as the combination of both on English reading comprehension.

The purpose of this paper is to investigate Discourse Markers (DMs) used by NNETs (non-native English Teacher) and NETs (native English Teacher). DMs play a significant role in communication to develop ideas and to relate them to one another. Four sub-objectives of the present study were: (1) How do non-native English teachers differ from native English teachers in their most frequent use of DMs (2) What is the most frequently used DM and how frequently does it occur in both groups, (3) What are the prevailing functions of the DMs employed in both groups, and (4) What are the implications for teaching L2 learners and the training of Korean English teachers? The encoded DMs offer a reservoir of DMs from six NETs and NNETs teachers` DM usages when teaching in class. The data were based on the video recorded data analysis performed by six NETs and six NNETs at a Korean university. First, they were analyzed by the Statistical Package for the Social Sciences (SPSS), and then classified according to Brinton`s (1996) inventory of items and Schiffrin`s (1987) classification. It is concluded that both NNETs and NETs more frequently consider coherent discourse by using DMs in an interactive situation that requires speakers to draw upon communicative knowledge and pragmatic resources. This may be because NNETs and NETs have different normative pragmatics (Sellars, 1969) of language. Therefore, more research and attention should be redirected to DMs to emphasize pragmatic use of English in teachers` training programs.