In this small-scope study, a number of hesitation markers of Chinese learners of English were investigated. While other learner groups, such as French learners of English, have been investigated quite thoroughly, Chinese learners have as of yet not had much time in the spotlight. The research question is as follows: "How do Chinese learners of English use hesitation markers?"
When thinking about language and what constitutes it, hesitation markers may not be the first thing that comes to mind. Other linguistic factors, such as intensifiers (for example, 'very', 'really' which strengthen the meaning of a message), backchannels ('uh-huh' and other such words used in order to maintain a conversation), and errors (for example, the usage of 'false friends' or other mistakes made by the speaker) may seem a more important topic to investigate. In fact, "hesitation markers are often not admitted within the bounds of lexis and grammar - in authoritative reference works they can be summarily dismissed or all but ignored".
However, hesitation markers are in fact quite interesting to study, and what makes them so important is the correlation they have with fluency. Fluency is often named as the aim of a learner of any language - to appear as secure in a language as a native speaker. In general, it can be said that the more fluent a speaker is, the less hesitation they use since many linguistic insecurities fall away with more practice. No matter the specific speaker situation, hesitation markers play a big role in everyday conversations, and all of these factors constitute what makes them worth investigating.
Table of Contents
- 1. Introduction
- 2. Theory
- 2.1 Hesitation markers
- 2.2 The importance of hesitation markers
- 2.3 China, Chinese learners of English
- 2.4 Previous research on the topic
- 2.4.1 Hesitation markers
- 2.4.2 Learners of English
- 3. Methodology and Data
- 4. Results, Discussion of Results
- 5. Conclusion, Future outlook
Objectives and Key Themes
This corpus-based study investigates the usage of hesitation markers by Chinese learners of English. The main objective is to determine whether the hesitation behavior of Chinese learners differs from that of other learner groups, potentially highlighting the influence of cultural factors on language acquisition. The study focuses on filled pauses, small words, and discourse markers.
- Hesitation markers in learner language
- The relationship between hesitation and fluency
- Cultural influences on hesitation marker usage
- Comparison of hesitation patterns across learner groups
- Analysis of specific hesitation marker types (filled pauses, small words, discourse markers)
Chapter Summaries
1. Introduction: This introductory chapter sets the stage for the study by highlighting the often-overlooked role of hesitation markers in language acquisition. It emphasizes the connection between hesitation and fluency, arguing that hesitation markers are crucial indicators of a learner's progress towards native-like proficiency. The chapter introduces the specific focus on Chinese learners of English, a relatively under-researched group, and presents the central research question: "How do Chinese learners of English use hesitation markers?" The hypothesis posits that Chinese learners will exhibit similar hesitation patterns to other English learners, suggesting that hesitation is a learned feature rather than a culturally determined one. The chapter concludes with a brief outline of the study's structure.
2. Theory: This chapter provides the theoretical framework for understanding hesitation markers and their significance in second language acquisition. It defines hesitation, differentiating between silent and filled pauses, and discusses the communicative functions of filled pauses in maintaining conversational flow and signaling the speaker's ongoing engagement. The chapter draws on existing research, particularly the work of Dr. Gaëtanelle Gilquin on French learners of English, to highlight the importance of filled pauses in managing turn-taking and avoiding awkward silences. Examples of different types of hesitation markers (filled pauses, small words, and discourse markers) are provided, along with illustrative sentences showcasing their usage in spontaneous conversation.
Keywords
Hesitation markers, fluency, learner language, Chinese learners of English, filled pauses, small words, discourse markers, corpus-based study, second language acquisition, cultural factors, language acquisition.
Frequently Asked Questions: Comprehensive Language Preview
What is the main focus of this study?
This corpus-based study investigates the usage of hesitation markers by Chinese learners of English. The main objective is to determine whether the hesitation behavior of Chinese learners differs from that of other learner groups, and to explore the potential influence of cultural factors on language acquisition.
What types of hesitation markers are analyzed?
The study focuses on filled pauses, small words, and discourse markers as types of hesitation markers used by Chinese learners of English.
What are the key themes explored in this research?
Key themes include hesitation markers in learner language, the relationship between hesitation and fluency, cultural influences on hesitation marker usage, comparison of hesitation patterns across learner groups, and analysis of specific hesitation marker types (filled pauses, small words, discourse markers).
What is the hypothesis of the study?
The study hypothesizes that Chinese learners will exhibit similar hesitation patterns to other English learners, suggesting that hesitation is a learned feature rather than a culturally determined one.
What is the methodology of this study?
The study employs a corpus-based approach, analyzing a corpus of spoken English produced by Chinese learners. (Specific details of the corpus and methodology are not provided in this preview.)
How is the study structured?
The study is structured into five chapters: an introduction, a theoretical framework, a methodology and data section, a results and discussion section, and a conclusion with a future outlook.
What does the theoretical framework cover?
The theoretical framework chapter defines hesitation, differentiating between silent and filled pauses, and discusses the communicative functions of filled pauses. It draws on existing research to highlight the importance of filled pauses in managing turn-taking and avoiding awkward silences. Examples of different types of hesitation markers are provided.
What does the conclusion offer?
The conclusion summarizes the findings of the study and suggests directions for future research. (Specific details of the findings are not provided in this preview.)
What are the keywords associated with this study?
Keywords include: Hesitation markers, fluency, learner language, Chinese learners of English, filled pauses, small words, discourse markers, corpus-based study, second language acquisition, cultural factors, language acquisition.
What is the overall goal of this research?
The overall goal is to contribute to a deeper understanding of the role of hesitation markers in second language acquisition, specifically focusing on the experiences of Chinese learners of English and potentially illuminating the interplay between language learning and cultural background.
- Citar trabajo
- Michelle Blum (Autor), 2019, The Usage of Hesitation by Chinese Learners of English. A Corpus-Based Study, Múnich, GRIN Verlag, https://www.grin.com/document/1128282
