In:A Pragmatic Approach to Fluency and Disfluency in Learner Language: Cofluencies as sites of accountability, sequentiality, and multimodality
Maximiliane Frobenius
[Pragmatics & Beyond New Series 332] 2022
► pp. 11–78
Chapter 2Fluency and disfluency
Published online: 24 November 2022
https://doi.org/10.1075/pbns.332.c02
https://doi.org/10.1075/pbns.332.c02
Article outline
- 2.1Terminological considerations
- 2.2Fluency in learner language and its assessment
- 2.2.1Fluency in learner language
- 2.2.2Fluency in language assessment
- 2.2.3Measures of fluency in learner language
- 2.3Pragmatics and fluency
- 2.3.1Statistical and corpus-based research on disfluencies
- 2.3.2Discourse markers
- 2.3.3CA Research on disfluency phenomena in native speaker English
- 2.3.4CA for SLA
- 2.4Multimodality
- 2.4.1Multimodality and (dis)fluency
- 2.4.2PowerPoint presentations and multimodality
- 2.5CA and DA in institutional interaction: The university classroom
- Institutional interaction in CA
- Institutional interaction in DA
- The integration of CA and DA for the analysis of classroom interaction
- 2.6Towards a contextualized account of (dis)fluency
- 2.7Concluding remarks
Notes
