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What are the functions of So as a discourse marker online EFL classroom discourse?

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The discourse marker "so" serves various functions in online EFL classroom discourse. In the Malaysian ESL context, "so" is identified as the most-used discourse marker in job interview speech, serving functions such as introducing summaries, continuing previous topics, marking sequential relations, holding the floor, introducing elaborations, and introducing new information . Additionally, in the analysis of native and non-native English teachers in Croatia, it was found that discourse markers, including "so," are essential for fluent and coherent speech in the classroom. Native teachers tend to use "so" more frequently and diversely compared to non-native teachers, highlighting its importance in classroom discourse . Therefore, "so" plays a crucial role in structuring and organizing discourse in online EFL classrooms, aiding in coherence and effective communication.

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Open access•Journal Article•DOI Discourse Marker Clusters in the Classroom Discourse of Native and Non-Native EFL Teachers Gloria Vickov, Eva Jakupčević - Show less +1 more 23 Apr 2020-International Journal of Learning, Teaching and Educational Research 1 Citations	Not addressed in the paper.
Open access•DOI The Use of Discourse Marker ‘so’ in the Malaysian ESL Job Interviews Syamimi Turiman 02 Nov 2020 3 Citations	Not addressed in the paper.
Open access•Journal Article•DOI A Multi-Perspective Study of Discourse Markers: An Attempt to Sort out the Muddle among EFL Teachers-Students Ahmed Adel Nouri 19 Apr 2023-Educasia : jurnal pendidikan, pengajaran, dan pembelajaran	In online EFL classroom discourse, "So" functions vary based on gender, relationship dynamics, topic, and overall theme, serving different purposes for males and females.
Open access•Journal Article•DOI Discourse markers errors performed by EFL Iraqi learners Wafa Naji Hammad 01 Jan 2023-International journal of research in English	The functions of "So" as a discourse marker in online EFL classroom discourse are not addressed in the paper.

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What are the functions of So as a discourse marker breakout room EFL?5 answersThe discourse marker "so" in English as a Foreign Language (EFL) contexts serves various functions. It is commonly used to introduce summaries, continue the previous speaker's topic, mark sequential relations, hold the floor, and introduce elaborations to justify prior statements. Additionally, when used at the beginning of a turn, "so" introduces new information. In EFL classroom settings, "so" contributes to the coherence of the teacher's discourse, aiding in the building and organization of classroom interactions. Furthermore, in non-native EFL teachers' talk with primary and secondary school students, "so" is among the most frequently used discourse markers, fulfilling structural and interpersonal functions aimed at providing coherent and stimulating classroom discourse.

Is the cognitive discourse function describe more used in EFL or ESL classes?5 answersThe cognitive discourse function is more commonly described in EFL (English as a Foreign Language) classes compared to ESL (English as a Second Language) classes. Research indicates that in EFL settings, teachers' discourse is analyzed using a cognitive taxonomy, revealing differences between novice and experienced teachers in utilizing cognitive processes. Additionally, studies in EFL contexts focus on integrating functional language and inquiry-oriented science teaching to enhance students' cognitive discourse functions. The concept of cognitive discourse functions serves as a bridge between linguists and educators, emphasizing the connection between subject-specific cognitive learning goals and linguistic representations. Overall, EFL environments emphasize the importance of cognitive discourse functions in language learning and teaching, highlighting its prevalence in these settings compared to ESL contexts.

How do languages serve as cultural markers?5 answersLanguages serve as cultural markers by reflecting the distinctive aspects of a culture in the meaning and usage of words. Cultural origins and attitudes can be inferred from language, as different languages are associated with different cultural norms and behaviors. The translation of culturally-marked terms in literary works also demonstrates the existence of equivalence-regulating mechanisms that make translation possible. In the context of mental health, cultural differences in online language data of individuals with depression have been observed, highlighting variations in emotion expression, cognition, and functioning. Bilingual individuals also perceive and react to cultural information in a language-dependent fashion, as shown by their biased judgments and brain responses to cultural statements in different languages. Therefore, languages serve as important indicators of cultural differences and can provide insights into the values, beliefs, and behaviors of different societies.

How do students use metadiscourse markers in their writings?5 answersStudents use metadiscourse markers in their writings to enhance their communication with readers, reflect their stance and voice, and maintain the coherence of the text. These markers include hedges, boosters, attitude markers, self-mentions, engagement markers, transition markers, frame markers, code glosses, endophoric markers, and evidentials. The use of these markers varies among students, with some students using them more frequently and effectively than others. Factors such as attending online writing classes, teachers' attitudes, lesson materials, and sample paragraphs can influence students' use of metadiscourse markers. However, many students, regardless of their proficiency level, still encounter difficulties in employing these markers in their writing. The findings of these studies can be used by teachers and material developers to select appropriate materials and provide effective instruction in writing.

What are the most effective learning media for improving students' speaking skills through discourse marker mastery?2 answersThe most effective learning media for improving students' speaking skills through discourse marker mastery include flipaclip animation media based on local wisdom, YouTube as a learning media, puppet media, digital story media, and digital-based online presentation media. These media have been found to enhance students' speaking skills by providing engaging and interactive learning experiences. Flipaclip animation media based on local wisdom has been shown to improve speaking skills in fourth-grade students. YouTube offers various types of videos that can help learners improve their speaking skills in English. Puppet media has been found to enhance speaking skills in elementary school students. Digital story media has been proven to improve students' speaking skills. Digital-based online presentation media has been found to be useful for improving language skills in Arabic.

What are the most effective strategies for teaching discourse markers to students?2 answersThe most effective strategies for teaching discourse markers to students include explicit teaching, the use of digital and interactive activities, and providing related tasks and exercises. Explicit teaching involves teaching students about the functions and uses of discourse markers in detail. The use of digital and interactive activities in the classroom enhances students' involvement and increases their use of discourse markers, resulting in improved pragmatic competence and coherence in their discourse. Providing students with tasks and exercises related to discourse markers raises their awareness and helps them practice using these markers effectively. These strategies have been found to be effective in improving students' reading skills and overall understanding of texts.

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