Interaction and Codability: A Multi-layered Analytical Approach to Discourse Markers in Teacher’s Spoken Discourse

Abstract

This chapter introduces a novel multi-layered analytical approach combining corpus linguistics (CL), conversation analysis (CA), and second language (L2) classroom modes analysis (Walsh, Investigating classroom discourse, Routledge, London/New York, 2006; Exploring classroom discourse: language in action, Routledge, London, 2011) for the investigation of discourse markers (henceforth DMs) in the spoken discourse of teachers. In response to the DMs’ multifunctional nature (Jucker and Ziv, Discourse markers: introduction. In; Jucker AH, Ziv Y (eds) Discourse markers: descriptions and theory, John Benjamins B.V., Amsterdam, pp 1–12, 1998), it suggests an integrated approach to examine both the macro and micro contexts of DMs in teacher-led classroom interaction.