The communicative value of filled pauses in spontaneous speech. Rose, R. Ph.D. Thesis, University of Birmingham, Birmingham, 1998.
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Paper abstract bibtex
Paper abstract bibtex Filled pauses (FPs, e.g. er, erm) and other hesitation phenomena are ever-present elements of spontaneous speech and have been the subject of various psycholinguistic studies. However, recommendations have been sparse for language teaching; consequently little attention is given to FPs in English Language Teaching course materials. The present research addresses this gap. A systematic analysis of hesitation phenomena in a mini-corpus of spontaneous speech supports earlier research on FPs, but suggests a refinement: although researchers have generally combined open and closed FPs (er and erm, respectively), this study suggests they are independent. Recommendations are given on approaches to FPs in the language classroom. It is suggested that a focus on FPs may benefit listening comprehension by encouraging students to make use of speakers' pause time to process input. FPs may further benefit speaking ability by helping students to hold their conversational turns and to improve their apparent fluency. Specific activities designed to improve both listening and speaking skills are given.
@phdthesis{rose_communicative_1998,
Address = {Birmingham},
Author = {Rose, Ralph},
Date = {1998},
Date-Modified = {2018-05-14 09:21:38 +0000},
Keywords = {disfluencies, EFL, English, filled pauses, L2, L2 teaching, pauses, phonetics, prosody, speaking styles, spontaneous speech, temporal factors},
School = {University of Birmingham},
Title = {The communicative value of filled pauses in spontaneous speech},
Type = {Master's thesis},
Url = {http://www.roselab.sci.waseda.ac.jp/resources/file/madissertation.pdf},
Year = {1998},
Abstract = {Filled pauses (FPs, e.g. er, erm) and other hesitation phenomena are ever-present elements of spontaneous speech and have been the subject of various psycholinguistic studies. However, recommendations have been sparse for language teaching; consequently little attention is given to FPs in English Language Teaching course materials. The present research addresses this gap. A systematic analysis of hesitation phenomena in a mini-corpus of spontaneous speech supports earlier research on FPs, but suggests a refinement: although researchers have generally combined open and closed FPs (er and erm, respectively), this study suggests they are independent. Recommendations are given on approaches to FPs in the language classroom. It is suggested that a focus on FPs may benefit listening comprehension by encouraging students to make use of speakers' pause time to process input. FPs may further benefit speaking ability by helping students to hold their conversational turns and to improve their apparent fluency. Specific activities designed to improve both listening and speaking skills are given.},
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