The aim of this study is to investigate the interactional functions of şey as a discourse marker in the speech of secondary school students. The study group consists of the sixth, seventh and eighth grade students in the Ticaret Borsası Secondary School located in the province of Bayraklı in İzmir. Power analysis was done for the sample and the sample was determined as 60 students. The distribution of groups in each class is equally organized. Via face-to-face interviews, speech samples of at least 300 words of each participant were recorded, transcribed, and examined the discourse markers in their speech samples. It has been seen that the şey as a discourse markers with its single-standing and suffixed forms that uses as a name and şey basically has functions of “self-repair, marking hesitation, changing the topic, planning the next talk”. In the 158 examples of şey as the discourse marker from the conversations of students in all classes it has been widely used that single-standing/ suffixed forms (şey, şeyi, şeyler vb.) and combined with other words (bir şey, her şey, hiçbir şey, herhangi bir şey vb.) to create other names in Turkish.
şey, discourse marker, secondary school students.