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It strengthens empathy, collaboration, and critical thinking, helping participants reach informed conclusions through structured dialogue. This study tracked how pre-service English teachers in Turkey used specific discourse markers during speaking tasks in Socratic seminars. Recordings provided feedback for ten participants, and analyses evaluated whether discourse markers were used accurately and appropriately. Results showed significant improvement in contextually suitable discourse marker use across the intervention period.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-socratic-method-in-developing-spoken-english-discussion-discourse-markers-a-case-study/591269/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-socratic-method-in-developing-spoken-english-discussion-discourse-markers-a-case-study/591269.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about developing speaking skills?","Question",{"text":112,"@type":113},"The study addresses the challenge of using discourse markers that make spoken language more coherent, fluent, and authentic, especially during spontaneous speaking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the Socratic seminars and tasks designed in this research?",{"text":117,"@type":113},"Students completed a series of speaking tasks set within Socratic seminars, each task aligned with learning objectives of a standardized English language course for pre-service English teachers in Turkey.",{"name":119,"@type":110,"acceptedAnswer":120},"What data and analysis method did the study use to evaluate discourse marker use?",{"text":121,"@type":113},"Recordings of participants’ speech were used to provide feedback to ten participants, and the recordings were then analyzed for appropriate use of spoken discourse markers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591269,1792160629,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 11(3), pp. 360-370, August 2023  \nDOI: 10. 30918/AERJ.113.23.058 ISSN: 2354-2160  \nFull Length Research Paper  \nThe Socratic method in developing spoken English discussion discourse markers: A case study  \nSeher Balbay1* and Cemile Dogan2  \n1Modern Languages Department, Middle East Technical University, Ankara, Turkey.  \n2English Language Teaching, Necmettin Erbakan University, Konya, Turkey.  \nAccepted 14 August, 2023  \n\n| ABSTRACT\u003Cbr>Socratic pedagogy is a systematized method that encourages learners to question themselves and eachother -without being judgmental. It aims at boosting empathy and developing an ability to reach informed conclusions. It supports the acquisition of social skills and fosters collaboration while helping them to think critically, deepen their understanding, and find reality in equilibrium. In reaching for insights, students acquire vital skills, knowledge, and practices. Socratic learning depends on how participants can use systematic dialogue. This study monitored the effects of students' use of specific discourse markers (DMs) over a series of speaking tasks undertaken in Socratic seminars. Each task was devised to support the learning objectives of a standardized English language course given to pre-service English teachers in Turkey. Recordings were used to provide feedback to ten participants and then analyzed for appropriate use of spoken DMs. The findings of the study revealed solid evidence of accurate and contextually appropriate DM usage as the number of appropriate DM use increased significantly in the seminars conducted at the end of the intervention period.\u003Cbr>Keywords: Discourse markers, Socratic seminars, spontaneous speaking. |\n| --- |\n| *Corresponding author. E-mail: [seherb@metu. edu.tr](seherb@metu. edu.tr). |\n\nINTRODUCTION  \nThis study focuses on one of the challenges in developing speaking skills, the use of discourse markers that make spoken language more coherent, fluent , and authentic. Speaking is one of the most challenging skills when learning a second language. Although non-native speakers can perform prepared speeches or presentations at a higher proficiency in the target language , spontaneous speaking remains an anxietycreating task for students (Djahimo et al. , 2018; Humphries et al. , 2015; Hanifa, 2018; Vural, 2019; Tercan and Dikilitas, 2015, Mukminin et al. , 2015) . Discussions are a common technique to help enhance spontaneous language production. Yet, they are laden with even more stress-causing principles in their essence since discussions require skills to be able to produce topically relevant language used properly within the context of the interaction on the spot.  \nInstead, structured discussions, such as debates, are common in language classrooms to improve speaking skills. However, depending on how they are designed,  \nthey might even contribute to speaking anxiety. To start with the challenges argumentative discussions present, the language teacher should consider the fact that an argumentative tone can be misperceived to hold strong support for the opinion under discussion while it might, on the other hand, discourse reticent students who find it challenging to address the solid argumentative and sided presentation of opinions. Especially in debates, the style and the language are argumentative, and the goal is to refute the opposing idea by appealing to its weak points. The peaceful discussion method, which avoids the participants' strong confrontation of an opinion and encourages them to meet at common grounds in their argumentation, is called Socratic Seminars. The Socratic Seminar Method, which is used to develop speaking skills in this study and will be detailed later in this paper, is a discussion design with principles that alleviates speaking anxiety. Henceforth, it contributed to the more authentic use of discourse markers which brought about the research questions of this study.  \nBalbay and Dogan 36","cbCaiuWfeEkCSIfp","https://ap.wps.com/l/cbCaiuWfeEkCSIfp","pdf",223021,11,"English","# Introduction\n## Discourse markers in ELT","[{\"question\":\"What problem does the study address about developing speaking skills?\",\"answer\":\"The study addresses the challenge of using discourse markers that make spoken language more coherent, fluent, and authentic, especially during spontaneous speaking.\"},{\"question\":\"How were the Socratic seminars and tasks designed in this research?\",\"answer\":\"Students completed a series of speaking tasks set within Socratic seminars, each task aligned with learning objectives of a standardized English language course for pre-service English teachers in Turkey.\"},{\"question\":\"What data and analysis method did the study use to evaluate discourse marker use?\",\"answer\":\"Recordings of participants’ speech were used to provide feedback to ten participants, and the recordings were then analyzed for appropriate use of spoken discourse markers.\"}]","The Socratic method in developing spoken English discussion discourse markers - A case study | PDF",1792071469,28]