This article examines spoken discourse as a fundamental mode of human communication, exploring its distinctive linguistic features, pragmatic dimensions, and pedagogical significance. Through analyzing conversation patterns, discourse markers, turn-taking mechanisms, and prosodic elements, this study demonstrates how spoken discourse differs from written language and operates through systematic organizational principles. The findings highlight the importance of incorporating spoken discourse analysis into language teaching to develop learners' authentic communicative competence. This research contributes to understanding language as an interactive social phenomenon and provides practical implications for effective pedagogy.

spoken discourse, conversation analysis, discourse markers, turn-taking, pragmatics, communicative competence, prosody, language pedagogy

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