Fluency and disfluency are characteristic of online language production and may be signalled by markers such as filled and unfilled pauses, discourse markers, repeats or self-repairs, which can be said to reflect ongoing mechanisms of processing and monitoring. The Fluency & Disfluency across Languages and Language Varieties conference... Lire la suite
Fluency and disfluency are characteristic of online language production and may be signalled by markers such as filled and unfilled pauses, discourse markers, repeats or self-repairs, which can be said to reflect ongoing mechanisms of processing and monitoring. The Fluency & Disfluency across Languages and Language Varieties conference held at the University of Louvain in February 2017 marked the closing of a five-year research project dedicated to the multimodal and contrastive investigation of fluency and disfluency in (L1 and L2) English, French and French Belgian sign language, with a focus on variation according to language, speaker and genre. The closing conference was intended as an opportunity to further expand the range of languages, language varieties and genres studied from the (dis)fluency perspective. The selection of papers in this volume re ects the diversity of approaches aiming to uncover the ways in which fluency and disfluency are conceived in language production and comprehension and how they are signalled. Topics include methodological challenges in cross-linguistic (dis)fluency research, the role of contextual features in professional and non-professional settings, and the characteristics of fluency and disfluency in second language speech. Of particular importance in all contributions is the ambivalent role of pauses, discourse markers, repeats and other markers, which can be both a symptom of encoding difficulties and a sign that the speaker is trying to help the hearer decode the message. They should thus be interpreted in context to identify their contribution to fluency and/or disfluency, which can be viewed as two sides of the same coin.
Liesbeth DEGAND, Gaëtanelle GILQUIN, Laurence MEURANT & Anne Catherine SIMON
Section 1. Methodological issues in (dis)fluency research
(Dis)fluency across spoken and signed languages: Application of an
interoperable annotation scheme
Ludivine CRIBLE, Amandine DUMONT, Iulia GROSMAN & Ingrid NOTARRIGO
Methodological concerns for investigating pause behavior in spoken corpora
Hege Larsson AAS & Susan NACEY
Section 2. Fluency and disfluency in context
Should 'uh' and ‘um’ be categorized as markers of disfluency? The use of fillers in a challenging conversational context
Loulou KOSMALA & Aliyah MORGENSTERN
When and why do old speakers use more fillers than young speakers?
Lucie ROUSIER-VERCRUYSSEN, Anne LACHERET-DUJOUR & Marion FOSSARD
Suspensive and disfluent self interruptions in French language interactions
Berthille PALLAUD, Roxane BERTRAND, Philippe BLACHE, Laurent PRÉVOT & Stéphane RAUZY
Towards a comprehensive notion of fluency in simultaneous interpreting: Observational and experimental studies
E. Macarena PRADAS MACÍAS
Fluency in Aviation English: The path to its description through corpus linguistics
Malila Carvalho de Almeida PRADO
Section 3. Fluency and disfluency in L2 speech
Do learning context variables have an effect on learners’ (dis)fluency?
Language-specific vs. universal patterns in advanced learners’ use of filled pauses
Complexity and fluency in L2 speech: Considering L1 speech patterns and L2 proficiency
Ralph L. ROSE
Repeats in native and learner English
Tomáš GRÁF & Lan-fen HUANG
‘The (er) justice (er) the dep= you know the what’s it called’
The (dis)fluency of you know in learner and native English
Asymmetric self-repair in gender attribution
Foreign words in EFL learner interviewee speech: Lending learners a productive fluency helping hand?
Sylvie DE COCK