The academic paper titled "A Pragmatic Analysis of Hesitation Fillers in Delivering Oral Presentations: The Case of Postgraduate Non-native Students of the English Department" focuses on analyzing the use of hesitation fillers by non-native postgraduate students during their oral presentations. The primary research question investigates how these fillers, such as "um," "uh," and "so," impact the effectiveness and fluency of the presentations.
The purpose of this study is to understand the role and function of hesitation fillers in the oral presentations of non-native speakers, with an emphasis on postgraduate students. The study aims to provide insights into how these fillers are used, the reasons behind their usage, and strategies for minimizing their impact to enhance presentation quality. The scope of the study includes examining gender differences in the use of these fillers and how they influence communication in academic settings.
The methodology used in the study is a descriptive qualitative analysis based on the discourse analysis of recorded oral presentations. The data were collected from a sample of ten postgraduate students, both male and female, from the English Department. The researchers transcribed the recordings and analyzed the frequency and types of hesitation fillers used, categorizing them into simple words, phrases, and clauses.
Key findings from the study indicate that hesitation fillers are commonly used by both male and female students, with females using them more frequently. The most common fillers identified were "uh" and "um," which were used to buy time for thought organization and to reduce the pressure of speaking in a second language. The study also found that gender plays a role in the type and frequency of fillers used, with female students using a wider variety of fillers compared to their male counterparts.
The study concludes that while hesitation fillers can aid in maintaining fluency, their excessive use can detract from the clarity and effectiveness of communication. The findings suggest that non-native speakers should work on reducing their reliance on these fillers to improve their presentation skills. The study also highlights the need for further research to explore the social and cultural factors that influence the use of hesitation fillers, particularly in relation to gender dynamics. The implications of this research extend to improving teaching strategies and enhancing the overall communication proficiency of non-native speakers in academic and professional contexts.