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ERIC Number: ED340234
Record Type: Non-Journal
Publication Date: 1991-Nov-15
Pages: 13
Abstractor: N/A
Reference Count: N/A
More on Comprehensible Input: The Effect of Pauses and Hesitation Markers on Listening Comprehension.
Blau, Eileen Kay
Two studies, one in Puerto Rico and one in Japan, assessed the effects of pauses and hesitation markers on listening comprehension of university students who were learners of English as a Second Language. In one, 61 students of basic English were assigned to three groups to hear monologues under three conditions: (1) normal speed; (2) with 3-second pauses inserted, on average, every 23 words; and (3) with similar pauses filled with hesitation markers (e.g., "well, I mean, uh"). Students responded in Spanish to questions immediately after each monologue. Results indicate comprehension of the version with filled pauses was significantly higher than comprehension of the normal version. The version with blank pauses was understood slightly less well than the filled-pause version. In the second study, 48 Japanese education majors were randomly assigned to four groups. Three heard the monologues used in the previous study and the fourth heard a mechanically slowed monologue. Comprehension questions were in English. Results indicate comprehension of the filled-pause version was significantly better than for the normal, slow, and blank-pause versions, with little difference in comprehension found among those versions. Overall, insertion of hesitation markers was the most effective aid to listening comprehension. Instructional implications are considered. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; Puerto Rico