More on Comprehensible Input: The Effect of Pauses and Hesitation Markers on Listening Comprehension.

Abstract

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 ques:ions immediately after each monologue. Results indicate comprepensinn of the version with filled pauses was significantly hignqr than comprehension of the normal version. The version with biank 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 significant's 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) Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** *********************************************************************** MORE ON COMPREHENSIBLE INPUT: THE EFFECT OF PAUSES AND HESITATION MARKERS ON LISTENING COMPREHENSION Paper presented at Puerto Rico TESOL November 15, 1991 San Juan, Puerto Rico Eileen Kay Blau, Ph.D. Department of English University of Puerto Rico Mayaguez, PR 00681 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.s. DIPAWTMENT OF EDUCATION (Wks ol Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) rim, document has been reprasuced as rectivod from the person or organization onginating it C Minor changes have been made to improve reproduction quatily Points of view or opinions stated in this docu . olfictai menI do not neCesSanly represent OERI position or policy BEST COPY AVAILABLE 2 '

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