Discourse Markers (DMs) are uses which organizes the written and spoken discourse with different functions. The aim of this study is to determine the place and usage diversity of DMs in teaching Turkish as a second language (TSL). The method of the study is a case study, a qualitative research designs. Three different data collection tools were used in the research process: Teaching Turkish as a Foreign Language Curriculum (TÖMER, 2015), Semi-Structured Lecturer Interview Form (LIF), Semi-Structured Student Interview Form (SIF). All interviews were recorded. Student interviews were transcribed in CHAT format and coded morphologically. DMs used by the students were calculated using CLAN program based by the code list. As a result of the research, it was concluded that DMs are not directly included in the curriculum (TÖMER, 2015) and courses, and only three out of five lecturers are aware of this concept. It was observed that students often use some sounds and words (such as “ee”, “ıı”, “şey”) as DMs to ensure fluency. However, it was seen that some students often use DMs like ”şey” and “yani” which exists both in their first and second languages (Arabic and Turkish), when they speak Turkish. As a result of the research, it is recommended to include spoken language structures and their functions in TSL classes.
Discourse Markers, Spoken Language, Turkish as a Second Language