Exploring the Use of Hesitators in Kurdish Learners of English Conversation

Abstract

Speakers frequently utilize fillers to gain time while they generate thoughts. This behavior is known as the pause or hesitation phenomenon. The study aims to identify the most commonly used hesitators during spoken interactions. It will categorize hesitators into various groups, helping to identify which types are more prevalent and which present challenges for learners. Through the classification of hesitators, the study will highlight particular difficulties learners encounter with their language usage. Analysis showed that students used hesitators, such as silent hesitator and filled “uh”, “ah”, “eh and “um,” an average of 38 times per class, largely during complicated discussions. Hesitators acted as time-gaining devices, markers of uncertainty, and turn-taking facilitators. Their overuse occasionally stifled fluency, while their effective use aided communication. Teachers are called to increase awareness of the usage of hesitators, present alternative tools, and encourage their polysemous interpretation.