The use of conversation fillers in English by Indonesian EFL Master's students

Sri Wuli Fitriati; Januarius Mujiyanto; Endang Susilowati; Perwari Melati Akmilia

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자료유형: 학술저널

저자정보: Sri Wuli Fitriati (Universitas Negeri Semarang) Januarius Mujiyanto (Universitas Negeri Semarang) Endang Susilowati (Universitas Negeri Semarang) Perwari Melati Akmilia (Universitas Negeri Semarang)

저널정보: 경희대학교 언어정보연구소 언어연구 언어연구 제38권

발행연도: 2021.9

수록면: 25 - 52 (28page)

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Fillers can be beneficial for English as a foreign language (EFL) learners and have many functions. Although fillers are useful in spontaneous speaking, some learners have not been aware of how and when to use fillers in spoken communication. Some research studies investigated the use of fillers by EFL learners, but none has focused on a casual conversation in English. This article reports on a study that aims at investigating and examining the types and functions of fillers produced by Master’s students of English as a foreign language (henceforth, EFL Master’s students). This group of learners is at the advanced level of English language learners, so it is necessary to look at their oral communication skills, such as casual conversations because this type of communication is relatively not easy for learners to engage. This is a qualitative case study that employs a conversation analysis. The participants are at a state university in Semarang, Indonesia. The data were collected from audio recordings which were then transcribed. The transcriptions were analyzed by using Rose’s (1998) theory of types of fillers and Stanstrom’s (1994) theory of functions of fillers. The findings reveal that: (1) the students frequently used lexicalized fillers, followed by unlexicalized ones. The dominant lexicalized filler is so, whereas the dominant unlexicalized filler is emm, and (2) Fillers produced by the students function as hesitation, empathizer, mitigation, time-creating devices, and editing term. The findings are further discussed with the theory of communicative competence. Finally, this article presents some pedagogical implications of this study on teaching speaking to learners of English as a foreign language.

Fillers can be beneficial for English as a foreign language (EFL) learners and have many functions. Although fillers are useful in spontaneous speaking, some learners have not been aware of how and when to use fillers in spoken communication. Some research studies investigated the use of fillers by EFL learners, but none has focused on a casual conversation in English. This article reports on a study that aims at investigating and examining the types and functions of fillers produced by Master’s students of English as a foreign language (henceforth, EFL Master’s students). This group of learners is at the advanced level of English language learners, so it is necessary to look at their oral communication skills, such as casual conversations because this type of communication is relatively not easy for learners to engage. This is a qualitative case study that employs a conversation analysis. The participants are at a state university in Semarang, Indonesia. The data were collected from audio recordings which were then transcribed. The transcriptions were analyzed by using Rose’s (1998) theory of types of fillers and Stanstrom’s (1994) theory of functions of fillers. The findings reveal that: (1) the students frequently used lexicalized fillers, followed by unlexicalized ones. The dominant lexicalized filler is so, whereas the dominant unlexicalized filler is emm, and (2) Fillers produced by the students function as hesitation, empathizer, mitigation, time-creating devices, and editing term. The findings are further discussed with the theory of communicative competence. Finally, this article presents some pedagogical implications of this study on teaching speaking to learners of English as a foreign language.Fillers can be beneficial for English as a foreign language (EFL) learners and have many functions. Although fillers are useful in spontaneous speaking, some learners have not been aware of how and when to use fillers in spoken communication. Some research studies investigated the use of fillers by EFL learners, but none has focused on a casual conversation in English. This article reports on a study that aims at investigating and examining the types and functions of fillers produced by Master’s students of English as a foreign language (henceforth, EFL Master’s students). This group of learners is at the advanced level of English language learners, so it is necessary to look at their oral communication skills, such as casual conversations because this type of communication is relatively not easy for learners to engage. This is a qualitative case study that employs a conversation analysis. The participants are at a state university in Semarang, Indonesia. The data were collected from audio recordings which were then transcribed. The transcriptions were analyzed by using Rose’s (1998) theory of types of fillers and Stanstrom’s (1994) theory of functions of fillers. The findings reveal that: (1) the students frequently used lexicalized fillers, followed by unlexicalized ones. The dominant lexicalized filler is so, whereas the dominant unlexicalized filler is emm, and (2) Fillers produced by the students function as hesitation, empathizer, mitigation, time-creating devices, and editing term. The findings are further discussed with the theory of communicative competence. Finally, this article presents some pedagogical implications of this study on teaching speaking to learners of English as a foreign language.

#fillers #casual conversation #English as a Foreign Language (EFL) #Indonesian Master's students #conversation analysis

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Sri Wuli Fitriati

소속기관 Universitas Negeri Semarang

주요연구분야 인문학 > 어문학 > 언어학 일반

논문수 1 이용수 2

Januarius Mujiyanto

소속기관 Universitas Negeri Semarang

주요연구분야 인문학 > 어문학 > 언어학 일반

논문수 1 이용수 2

Endang Susilowati

소속기관 Universitas Negeri Semarang

주요연구분야 인문학 > 어문학 > 언어학 일반

논문수 1 이용수 2

Perwari Melati Akmilia

소속기관 Universitas Negeri Semarang

주요연구분야 인문학 > 어문학 > 언어학 일반

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