Investigating the Employment of Discourse Markers by EFL Learners in Their Speaking Performance
Abstract
This study investigates the employment of discourse markers by learners in their speaking in classroom interaction. This study applies a qualitative method in describing the use of discourse markers in learners’ speaking to make their speaking understandable to their partners. This study borrows the theory of types of discourse markers from Biber et. al (1999). The data are taken from a video-recorded portfolio posted in Google classroom. The data are transcribed and analysed. The results of the research show that the discourse markers are used by the learners. It is shown that the discussion contained ten types of discourse markers, which are interjection, greeting and farewell expressions, linking adverbials, stance adverbials, vocatives, response elicitors, response forms, hesitator, various polite speech-act formulates, and expletives. The learners use linking adverbials as the most frequent use of discourse markers. It concludes that every type of discourse marker that is employed by the learners is beneficial in helping the speakers communicate their thoughts to the listeners and helpful in assisting the listeners to comprehend the talk.2
Full Text:
PDFReferences
Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme International Journal of Multidisciplinary Research, 2(4), 9-13.
Biber, D., Johansson, S., Leech, G., Leech, E. P. of E. L. G., Conrad, S., & Finegan, E. (1999). Longman Grammar of Spoken and Written English. Allyn & Bacon.
Deda, N. (2013). The role of Pragmatics in English language teaching. Pragmatic competence. Academic Journal of Interdisciplinary Studies, 2(4), 63-63.
Farinde, R. O., & Oyedokun-Alli, W. A. (2020). Pragmatics and Language Teaching.
Fauziati, E., & Nugroho, A. (2019). Cognitive Processes Featuring Learner Language: A Study of Indonesian Students Learning English as a Foreign Language. Proceeding of The 2nd ICoLLiT (International Conference on Language, Literature and Teaching) 2019.
Harahap, S. S., Antoni, R., & Rasyidah, U. (2015). An Analysis on Students' Speaking Skill at Second Grade SMP 8 Rambah Hilir (Doctoral dissertation, Universitas Pasir Pengaraian).
Hotimah, H. (2020). English Speaking Skill and Language Component Practice: englisch-hilfen. de in Assistance. Journal of Language Intelligence and Culture, 2(1), 91-100.
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. John Wiley & Sons.
Huang, Q. (2010). Interlanguage pragmatics theory and its implications for foreign language. Journal of Language Teaching and Research, 1(5), 682.a
Interlanguage Pragmatics. (2021). Interlanguage Pragmatics: Topics: Pragmatics & Discourse at IU: Indiana University Bloomington.
Jack, R., & Richards, M. (2008). Teaching listening and speaking from theory to practice. Cambridge University. Printed in The United States of America. Journal of Language Teaching & Research, 11(5).
Kadamnovna, S. N. (2021). The Importance of Speaking Skills for EFL Learners. International Journal of Innovation in Engineering research and technology [Ijier], 28.
Karlina, Y., Suparno, S., & Setyaningsih, E. (2015). The Little Words That Matter: Discourse Markers in Teacher Talk. Paedagogia, 18(2), 81-8
Khurtina. (2015). Study of Discourse Markers in Classroom Communication. Salatiga : Program Studi Pendidikan Bahasa Inggris FBS-UKSW, 2017
Koran, S. (2015, April). The role of teachers in developing learners' speaking skill. In Conference: 6th International Visible Conference on Educational Studies and Applied Linguistics (pp. 400-416).
Kurniati, A. K., Eliwarti, E., & Novitri, N. (2015). A study on the speaking ability of the second year students of SMK Telkom Pekanbaru (Doctoral dissertation, Riau University).
Lubis, I. Y. (2020). Teacher’s Discourse Markers in English Classroom Interaction (Doctoral dissertation, Universitas Negeri Medan)
Mulyanti, S., & Nadrun, N. (2021). Teachers' Strategies in Teaching Speaking at High School. Journal of Foreign Language and Educational Research, 4(2), 1-11.
Nurul, A., & Amrin, S. (2021, January). Discourse Markers Used by Students in Nonformal Education. In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021) (pp. 472-475). Atlantis Press.
Qureshi, I. A. (2007). The importance of speaking skills for EFL learners. Department of English, Alama Iqbal Open University, Pakistan. Psycholinguistics
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Sari, A. (2012). A Pragmatic Analysis of Refusal Expressions Used by the Family Characters in Orphan Movie. Yogyakarta: State University of Yogyakarta.
Sudar, S. (2018). Speech acts and discourse makers by teachers and students in the classroom. Celt: A Journal of Culture, English Language Teaching & Literature, 18(1), 149-170.
Supina, S. (2018). Four Basic Skills Proficiency Based on Students’ Perception in Hospitality & Tourism Study Program, Bunda Mulia University. Journal of English Language and Culture, 8(2), 128-139.
Suryani, F., & Gultom, M. A. (2016). A Study on the Speaking Ability of the Second Year Students of Sman 10 Pekanbaru (Doctoral dissertation, Riau University).
Walqui, A., & Heritage, M. (2018). Meaningful Classroom Talk: Supporting English Learners' Oral Language Development. American Educator, 42(3), 18.
Wicaksono, B. H. (2016). Teacher’s talk role in teaching speaking. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 123-131.
DOI: http://dx.doi.org/10.30870/aiselt.v6i1.17129
Refbacks
- There are currently no refbacks.
PROCEEDING AISELT (Annual International Seminar on English Language Teaching) is licensed under a Creative Commons Attribution 4.0 International License. Copyright @ Universitas Sultan Ageng Tirtayasa [Untirta]. All rights reserved.