Throughout history, language has been subject to regulation, with particular scrutiny on the ums, ers, and likes that often punctuate our conversations. From ancient Greek and Latin texts warning against hesitant speech to modern educational institutions attempting to ban these terms, disfluencies have long been dismissed as errors irrelevant to language. Even renowned linguist Noam Chomsky has categorized them as distractions from meaningful communication. Despite this, these so-called disfluencies remain prevalent, occurring approximately two to three times per minute in natural speech and appearing in nearly every language, including sign language.
Are ums and uhs merely habits we can’t shake, or do they serve a deeper purpose? To explore this, we can compare these speech components to other words used in daily life. While written words may have multiple definitions, their intended meaning is usually clear from context. In spoken language, however, words can acquire additional layers of meaning through tone, speaker relationships, and conversational expectations. This is where “um” and “uh” come into play, along with their counterparts in other languages.
Linguists refer to these interruptions as filled pauses, a type of hesitation phenomenon. Contrary to their seemingly insignificant nature, filled pauses hold substantial meaning in spoken communication. For instance, while a silent pause might signal others to start speaking, a filled pause indicates that the speaker is not yet finished. These pauses allow speakers time to align their speech with their thoughts or to find the right word for a given situation. Moreover, filled pauses benefit listeners by signaling that an important word is forthcoming, enhancing memory retention of the subsequent word.
In addition to hesitation phenomena, words and phrases like “like,” “well,” or “you know” function as discourse markers. These markers transcend their literal meanings to convey nuances about the sentences they accompany. They help direct the flow of conversation, ensuring that all participants are heard and understood. For example, beginning a sentence with “Look…” can express an attitude and gauge listener agreement, while “I mean” suggests an elaboration is forthcoming. The often-criticized “like” serves multiple functions, such as linking thoughts or introducing others’ words or actions. These markers provide listeners with real-time insights into the speaker’s thought process, aiding in comprehension and prediction.
Discourse markers and hesitation phenomena are not only useful for understanding language but also for learning it. A 2011 study demonstrated that toddlers performed better in identifying uncommon objects when instructions included a filled pause. This suggests that filled pauses cue toddlers to anticipate novel words, facilitating the connection between new words and objects. For adolescents and adults learning a second language, filled pauses ease early conversations and, once fluency is achieved, signal mastery through appropriate use of hesitation phenomena. Contrary to popular belief, the use of filled pauses does not diminish with language proficiency.
While hesitation phenomena and discourse markers are natural elements of communication, they are not always suitable. In formal writing, outside of dialogue, they serve little purpose. Additionally, the social stigma attached to these cues can sometimes disadvantage the speaker. However, in most conversational contexts, these seemingly trivial sounds convey a wealth of meaning, enriching our understanding and interaction.
Listen to a recorded conversation or watch a video clip of a dialogue. Identify and list all the disfluencies and discourse markers used by the speakers. Discuss in groups how these elements affected the flow and comprehension of the conversation.
In pairs, create and perform short skits that incorporate various disfluencies and discourse markers. One scenario should be a casual conversation, and the other should be a formal setting. Reflect on how the use of these elements changes between contexts.
Organize a classroom debate on the topic: “Disfluencies and discourse markers are essential for effective communication.” Divide into two teams, one supporting the statement and the other opposing it. Use examples from the article and personal experiences to support your arguments.
Research the use of disfluencies and discourse markers in different languages, including sign language. Prepare a presentation that compares their functions and significance across cultures. Highlight any surprising findings and discuss their implications for language learning.
Write a short story or dialogue that intentionally includes disfluencies and discourse markers. Share your work with the class and discuss how these elements contribute to character development and realism in the narrative.
Disfluencies – Interruptions in the flow of speech, such as “um” or “uh,” often used when a speaker is thinking or hesitating. – During her presentation, she tried to minimize disfluencies to maintain a smooth delivery.
Language – A system of symbols and rules used for communication among people. – English is a language that has borrowed words from many other languages over the centuries.
Communication – The process of exchanging information, ideas, or feelings between individuals through speaking, writing, or other mediums. – Effective communication is essential for teamwork and collaboration in any project.
Linguists – Experts who study language, its structure, history, and use. – Linguists often analyze how languages evolve and influence each other over time.
Pauses – Brief stops or breaks in speech, often used to emphasize a point or allow the speaker to gather their thoughts. – She used strategic pauses in her speech to let the audience absorb the information.
Markers – Words or sounds used to indicate a particular structure or function in speech, such as “well” or “you know.” – Discourse markers like “however” can signal a contrast in the conversation.
Conversation – An informal exchange of ideas or information between two or more people. – The conversation flowed easily as they discussed their favorite books and movies.
Meaning – The idea or concept that a word, phrase, or sentence represents or conveys. – Understanding the meaning of a text requires considering the context in which it was written.
Hesitation – A pause or delay in speech, often due to uncertainty or indecision. – His hesitation before answering the question suggested he was unsure of the correct response.
Acquisition – The process of learning or obtaining something, such as a language or skill. – Language acquisition in children occurs naturally as they interact with their environment and caregivers.
