Comparing Discourse Marker Use of Turkish EFL Learners One-Way vs Two-Way Tasks

Abstract

This study investigates the functional use of discourse markers (DMs) by Turkish EFL learners in one-way and two-way information gap tasks. Using a qualitative multiple-case embedded design, data were collected from six task sessions, transcribed verbatim, and analyzed through content analysis based on Brinton’s (1996, 2017) framework. The findings reveal that fillers and turn-keepers, particularly “uhh”, were the most frequently used DMs across tasks. This usage reflects cognitive overload or the thinking process during task-based interactions, aligning with Müller’s (2005) observation that lower-proficiency learners often overuse fillers while developing coherence strategies. Response/reaction markers were the second most common, underscoring their importance in maintaining conversational flow across task types. The marker “okay” emerged as another versatile DM, serving functions such as a response marker, an acknowledgment device, and a turn management tool. In one-way tasks, agreement markers were the second most commonly used, emphasizing their role in affirming understanding within a predominantly one-sided communication flow. In two-way tasks, turn-takers ranked second, reflecting the need to navigate and manage the exchange of turns in an interactive dialogue. Backchanneling signals were also widely used, illustrating the active engagement and mutual feedback essential for collaborative communication. These findings highlight how essential DMs are for facilitating interaction and ensuring effective communication in task-based settings; raising important questions about the role of explicit instruction in the use of DMs and highlighting the need for explicit instruction on DMs in EFL classrooms to enhance learners’ pragmatic competence, suggesting further research into strategies that support their effective use.