L2 comprehension of filled pauses and fillers in unscripted speech

Carney, Nathaniel

doi:10.1016/j.system.2022.102726

Cited by 5 publications

(6 citation statements)

References 41 publications

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“…Learners might be categorized as proficient learners due to the effective usage of fillers as a part of communication strategies [40]. This shows about their progress in speaking [41], [42]. Fillers as a part of communication strategies are very essential to give good impacts [43] to learners in communication [44].…”

Section: Discussionmentioning

confidence: 99%

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

Syamsudin,

Istiadah,

Syafiyah

et al. 2024

EduLearn

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This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components’ shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill.

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Section: Discussionmentioning

confidence: 99%

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

Syamsudin,

Istiadah,

Syafiyah

et al. 2024

EduLearn

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“…Entre brechas posibles, cabe destacar que los estudios realizados no han tendido a examinar la generación de inferencias causales durante la comprensión del discurso hablado espontáneo. Esto representa una limitación, dado que los procesos cognitivos involucrados en la comprensión del discurso hablado incluyen, por ejemplo, procesar marcadores del discurso conversacionales y errores del habla (tales como reparaciones, o pausas marcadas, Carney, 2022), las cuales no requieren ser procesadas durante la comprensión del discurso escrito. En relación con esto, estudios preliminares sugieren que la presencia de marcadores del discurso ('pero') facilita la generación de inferencias de restablecimiento (Cevasco, 2009).…”

Section: Brechas En La Investigación Acerca Del Modelo Y Futuras Dire...unclassified

Construction of Coherence in Narrative Comprehension: Studies on the Importance of Establishing Causal Connections, Gaps in Current Research, and Future Directions

Cevasco¹,

Buralli²

2023

Pap. Psicol.

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The establishing of causal connections is key to the construction of discourse coherence. The aim of this narrative review is to present research that has examined the establishment of these connections in the construction of narrative discourse coherence, in order to highlight gaps in current research and suggest future directions. Among these gaps, we will highlight that prior research has not tended to examine the role of the modality of presentation of the materials, or to present spontaneous discourse, or materials about current social problems. In order to review these topics, we introduce the causal chain model, causal network model, causal inference maker model, landscape model, and contributions from constructionist theory and the event-indexing model. We also present studies that support their claims. Finally, we present conclusions and discuss future directions. The presentation of these studies will allow us to underscore the crucial need for research to examine the comprehension of discourse that students process in academic settings, everyday interactions, and that focuses on relevant current social issues.

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“…Carney (2022) pointed out that despite researchers generally agreeing that FPs (including fillers such as like) do not add propositional content to utterances (and are not real words as discussed in the previous subsection), they are not meaningless and can still serve several functions for both listeners and speakers (Carney, 2022;Clark & Fox Tree, 2002;Götz, 2013;Gilquin, 2008). However, L2 listening research has yielded mixed findings about whether FPs support (e.g., THEORY AND PRACTICE IN LANGUAGE STUDIES Blau, 1991) or hinder L2 listening (e.g., Griffiths, 1991).…”

Section: (B) the Functions Of Fpsmentioning

confidence: 99%

“…However, L2 listening research has yielded mixed findings about whether FPs support (e.g., THEORY AND PRACTICE IN LANGUAGE STUDIES Blau, 1991) or hinder L2 listening (e.g., Griffiths, 1991). In a recent study of Japanese undergraduate students listening to unscripted English narrative texts on video, Carney (2022) found that, as revealed by L1 recall, verbal reports, and repetitive data tasks, the FP um may cause trouble during L2 listening comprehension regardless of the L2 learners' proficiency (many of their participants mislistened to um and heard it as am when it occurred between I and had in an utterance). Carney (2022) attributed this misinterpretation to the position of the FP um, especially when it occurred within intonation units, making um perceptually ambiguous when lexical items surrounded it but not when it occurred at syntactic boundaries of utterances.…”

Section: (B) the Functions Of Fpsmentioning

confidence: 99%

“…In a recent study of Japanese undergraduate students listening to unscripted English narrative texts on video, Carney (2022) found that, as revealed by L1 recall, verbal reports, and repetitive data tasks, the FP um may cause trouble during L2 listening comprehension regardless of the L2 learners' proficiency (many of their participants mislistened to um and heard it as am when it occurred between I and had in an utterance). Carney (2022) attributed this misinterpretation to the position of the FP um, especially when it occurred within intonation units, making um perceptually ambiguous when lexical items surrounded it but not when it occurred at syntactic boundaries of utterances. Carney (2022) held that such misinterpretation could result from mistaken semantic interpretations occurring due to inaccurate phonological decoding, unfamiliarity with English FPs, or the L1 speaker's idiolect.…”

Section: (B) the Functions Of Fpsmentioning

confidence: 99%

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Uh and Um in the Native and Non-Native Speech of Guests on a Saudi English-Language Podcast

Alkhelaiwi

2023

tpls

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Filled pauses (FPs), uh and um, are an inherent characteristic of impromptu spoken English. However, despite the ubiquity of FP studies across languages and their impacts on speech production and comprehension, they have not been thoroughly examined in the context of second language learners of English whose mother tongue is Arabic. Hence, this study analyzed FPs in the speech of female and male non-native speakers of English and those of an American speaker who were guests on a popular English-language podcast. Combining Praat (speech analysis software), and manual coding of FPs and fillers based on previous studies, native and non-native speech was overall peppered with FPs. Although uh was more frequent than um, their frequencies among speakers and characteristic positions varied greatly. Whereas the majority comprised standalone FPs, the remaining FPs co-occurred with fillers (and, but, so, well, and you know) or were aspirated. The average length of the FPs was slightly longer for the native speaker. There were more FPs in the samples taken from early in the podcast episodes than around the middles and sometimes the endings. Regarding gender, male speakers uttered more FPs than the female speaker, whether they are native or non-native speakers.

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L2 comprehension of filled pauses and fillers in unscripted speech

Cited by 5 publications

References 41 publications

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

Construction of Coherence in Narrative Comprehension: Studies on the Importance of Establishing Causal Connections, Gaps in Current Research, and Future Directions

Uh and Um in the Native and Non-Native Speech of Guests on a Saudi English-Language Podcast

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