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Moon, Ki-hyuk. 2014. Discourse Analysis of Elementary English Textbooks :Based on the Discourse Marker ‘Oh’. Journal of Linguistic Studies 19(2), 55-71. The purpose of this paper is to examine how the discourse marker ‘Oh’ is used in the elementary English textbooks to improve elementary students’ spoken language competences. In order to carry out this research, 14 english textbooks were selected for the discourse analysis. Wordsmith 6.0 and NLPtools corpus programs were used to analyze the textbooks. The discourse marker ‘oh’s in the textbooks were extracted and analyzed according to the usage of ‘oh’. As a result, the frequency of ‘oh’ is positively correlated with grade-level, except 6th grade. Also, the types of strategies associated with ‘oh’ in the textbooks were categorized. The result showed that the ‘oh’s as a sudden reaction to new or surprising information were most common. The ‘oh’s were used to indicate an upcoming emotional or evaluative utterance, as well as to maintain conversations. To the 6th grade textbook, it was used as a conventional use or avoidance tool. This paper has deep implications for applying gradation strategies of discourse marker ‘oh’ in elementary English textbooks as students advance their spoken language competences. (Jeju National University)