A Pragmatic Analysis of Hesitation Fillers in Delivering Oral Presentations: The Case of Postgraduate Non-native students of the English Department

Abstract

Non-native students often face challenges when presenting their research or findings in a foreign language. These challenges can include difficulties with vocabulary, grammar, and pronunciation, which can lead to moments of hesitation during their presentations. Hesitation fillers act as linguistic tools that allow speakers to navigate these challenges and maintain a smooth flow of speech. In this paper, the various types of hesitation fillers commonly used by non-native postgraduate students during delivering oral presentations are explored. A descriptive qualitative approach using discourse analysis is used to conduct this study. The researchers accordingly examine how these fillers are employed and discuss their impact on the overall effectiveness of the oral presentations. Additionally, the reasons behind the use of hesitation fillers are analyzed and strategies for minimizing their usage while maintaining clarity and coherence are explored.