The Effect of Pauses and Hesitation Markers EFL Listening Comprehension
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Abstract
The present study aims to investigate the effects of pauses and hesitation markers on listening comprehension of EFL learners. Fifteen Korean university students of lower intermediate levels were divided into three groups using a randomized block design, and listened to three recorded lectures in three modified versions: normal speed, with unfilled pauses inserted in other than natural phrasal boundaries, and with hesitation markers (e.g., ah, um, well, let's see, etc.) inserted. Participants responded to listening comprehension measures in their native tongue following listening to each speech version of the lectures. The results showed that neither silent pauses nor hesitation markers appeared to greatly facilitate listening comprehension of EFL learners at low proficiency levels. Findings indicated that inserting pauses or hesitation markers was not a beneficial modification to aural input for EFL learners with low abilities in listening comprehension. Findings of this study are discussed in relation to pedagogical implications in EFL settings.
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