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A Pragmatic Approach to Fluency and Disfluency in Learner Language
Cofluencies as sites of accountability, sequentiality, and multimodality
This monograph presents analyses of filled and unfilled pauses, cut-offs, repair, discourse markers and other phenomena often referred to as disfluencies in the context of advanced language learners' PowerPoint presentations. It adopts a multimodal perspective to demonstrate the functions of these elements in interaction. Paired with gaze shifts, pointing gestures and posture shifts, they act as facilitators of joint visual orientation, mutual understanding, and accountable actions. Therefore, this volume suggests the name cofluency to reflect their potential functionality. Cofluencies are essential elements of multimodal chunks and multimodal patterns, and these are building blocks of a multimodal turn-taking mechanism for presentations. These concepts are illustrated and discussed based on excerpts from naturally occurring classroom data.
[Pragmatics & Beyond New Series, 332] 2022. ix, 260 pp.
Publishing status: Available
Published online on 1 November 2022
Published online on 1 November 2022
© John Benjamins
Table of Contents
- Acknowledgements | pp. ix–x
- List of figures
- Chapter 1. Introduction | pp. 1–10
- Chapter 2. Fluency and disfluency | pp. 11–78
- Chapter 3. Data and methodology | pp. 79–98
- Chapter 4. Multimodal patterns in learner presentations – an analysis of slide shifts | pp. 99–132
- Chapter 5. Um or uh and gaze shift as multimodal chunk | pp. 133–170
- Chapter 6. The coordination of slide shifts: Copresenter involvement | pp. 171–206
- Chapter 7. Discussion | pp. 207–230
- Chapter 8. Conclusion | pp. 231–232
- References | pp. 233–256
- Appendix: Transcription conventions | pp. 257–258
- Index | pp. 259–260
“This book provides a comprehensive analysis of the functions, features, and mechanisms underlying disfluency phenomena in the presentations of advanced learners in the university classroom. It will be of interest to researchers and practitioners in pragmatics, conversation analysis, and second language acquisition.”
Xiaoxiao Song, China Academy of Art, in Journal of Pragmatics 211 (2023).
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