Why Do Teenagers Create Hesitation Phenomena in Their Mother Tongue and in Foreign Languages?
|Published online: March 12, 2014
Our continuous speech is not fluent, as it is interrupted by different phenomna like filled and silent pauses, or various types of slips of the tongue. These phenomena can occur in parts of spontaneous speech called planning and articulation processes as well, however in different measure, forms and functions. Among them the most frequent category is a filled pause as the hesitation phenomenon. The filled pause as a non-silent period of the speech is defined as a vocal phenomenon of the different types of vovels, consonants or their connections. It can reflect the cognitive strategy of planning process of a speaker and can occur in different articulated forms which can depend on the given language. As there is no experimentally supported knowledge regarding the frequency, distribution, articulation forms and function of filled pauses occurring in teenagers’ spontaneous speech in mother tongue versus foreign language our present research is focused on the following points. i) to analyse the mentioned categories in Hungarian as in mother tongue and in English as in their acquired first foreign language; ii) to compare the data obtained to each other and to show both the interrelations and differences of examined factors in languages iii) to emphasize the results and consequences both in pedagogical and linguistic aspects The speech of teenagers were recorded in digital forms, for the analysis of hesitation phenomena the Praat system and statistic program (SPSS, 13.00 version) was used.
||Language, Native, Foreign, Hesitation Phenomena
International Journal of Assessment and Evaluation, Volume 20, Issue 2, March 2014, pp.63-74.
Article: Print (Spiral Bound).
Published online: March 12, 2014 (Article: Electronic (PDF File; 885.107KB)).
University Teacher, Researcher, Secondary School Teacher, University, Pedagogical Facultae, Secondary School, subject teacher, University of Kaposvar, Hungary, and Secondary school of Budapest, Hungary, Gyál, Hungary
1969-1977 – primary school in Gyál
1977-1981 – Secondary Grammar School in Budapest
1982-1985 – Medical College
1985-1989 - Teacher Training College
1994-1997 – Loránd Eötvös University
1999-2002 – PhD studies in Budapest
2005 jun. – Diploma promotions (PhD degrre)
1987-1990 – Linguistic Institute of HAS – sociolinguistic research
1990-1994 – Linguistc Institute of HAS – Phonetics Laboratory
1988-1989 – teaching Hungarian and russian in a primary school in Budapest
1989-1990 – teaching Hungarian and Russian in the secondary grammar schooll Karinthy Frigyes
1993-1994 – teaching Hungarian and Russian in Hunyadi Mátyás grammar School and in technical secondary school in Budapest
1995 – teaching hungarian Grammar, Literature, Communication and English in the Technical School of Economics and Informatics in Pestszentlőrinc
- the mother tongue acquistion process of little children
- characteristic feature of spontaneous speech (speech tempo, melody patterns, stress and role
- applied phonetic research
- speech understabding process (including the teenagers as well)
- reading difficulties (how to diagnose and what is the therapy)
- speech comprehension difficulties of children (diagnose, therapy9
- foreign language acquisiton process
- the research based on mental lexicon both in mother tongue and in foreign language
Latin (just reading)
Since 1988 – lectures in Hungary and abroad
15 international conference- lectures
40 Hungarian conferences- lectures, among them there is 20 when I was a keynote speaker
Hunagarian Literature and Grammar
Foreign language (English)
Organizing some competitions (in rhetoric speech, in ortography, in mother tongue)
Demonstrtion lessions ( 5). (I was asked by different pedagogiacal institutes to keep them in mother tongue and in English a sin the second language. The topics based on the developing the reading skill and reading comprhension skill as linguistic competence)
The number of my publications almost 80. Among them there is a book and another one written by me and a co-author. My PhD work is going to be issued as the book soon. I have already written 12 studies as the chapters of books, among them 2 are written in English. My studies’number written also in English is 14.
Membership in organizations
Hunagrian phonetic Phoniatrics and Speech Therapist Association
Hungarian Reading Association (the founder o fit)
The Association of teachers dealing with research work
Hunagarian Linguistic Company
2000- president ont he higher level of GCEC exam
2000 – the member of teachers who are the presidents of Hungarian exams
2008 – coordinator of Budapest Secondary Schools in Hungarian Grammar and Literature
1987 – 2. place at the competition organized for the university students rearche work in Hungary
1989 – ’the best lecturer under 35 year’ – the prize of Hungarian Phonetic Phoniatric and Speech Terapist Association
1990 - ’the best lecturer under 35 year’ – the prize of Hungarian Phonetic Phoniatric and Speech Terapist Association
2005 – Research Award of Teachers of HAS
2009 the common prize of Education Ministry and Defenders of Hungarian Language Association
The prize of my students
1998 – one of my students got the prize at the competition based on using the language competence in Sátoraljaújhely in Hungary
1998 – my student took part at the competition in Hungarian Grammar in the second part of the competition organized for all Hungarian secondary schoolchildren
1999 - my student took part at the competition in Hungarian Grammar in the second part of the competition organized for all shungarian secondary schoolchildren and got hte special prize for her work
2009 – one of my students got the prize at the competition based on using the language competence in Budapest
2011 – two of my students got the prize at the competition based on using the language competence in Budapest and took part at the competence in Sátoraljaújhely in Hungary
I was born in Szolnok, ont he 4th July, 1963.
I live in Gyál.