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. 259–260
Index
Published online: 24 November 2022
https://doi.org/10.1075/pbns.332.index
https://doi.org/10.1075/pbns.332.index
A
- accountability4, 62, 71–73, 103–105
- and gaze shift137
- and preference218
- accuracy16–17, 40
- attentional resources16
- audience design199
B
- body posture208
C
- chunk107–108, 210–212
- classroom interaction61, 66–67
- cofluency1–4, 16, 77, 91, 110–111, 194, 200, 207–210, 217
- cognition23, 49, 63, 201
- and fluency16, 41, 52, 134, 135, 155
- coherence121–123
- cohesion122–123
- Common European Framework of Reference (CEFR)21–24, 236
- competence and performance11, 23, 42, 49, 217
- complexity12–13, 16–17
- conditional relevance48, 62, 69, 114
- construction108
- context61–67, 69–70
- contextual configuration70
- of PowerPoint presentations73, 89, 90, 101, 170
- Conversation Analysis (CA)49, 61, 79–84
- CA for SLA49
- coordination of modes101; see also synchronization of modes
- corpus linguistics33–43
D
- discourse analysis63–68
- Discourse Marker (DM)43–44, 134–136, 202
- disfluency
- and conversational grammar41
- and native speakers11, 13, 27, 32, 36, 40, 45–49, 74
- functions of25
- spelling of1
- working definition of75
- disfluency phenomena86
E
- empractical language use201
- error20, 33–35, 41, 47
F
- facial expression53–54
- false start41
- filled pause26, 28, 31, 86, 133–136, 169
- filler26, 31 133–134
- fluenceme36–38, 43, 77, 212, 229
- fluency
- and proficiency21, 40–41
- definitions12–15
- etymology of11
- measures of26–29
- terminological oddity15
G
- gaze shift to middle distance (see thinking face)162–163
- gaze3, 4, 47–48, 59, 99–100, 113–119, 123, 133–138, 161–170
- shift to middle distance (see thinking face)162–163
- shift as pointing gesture:119
- gesture25, 54
H
- hesitation17, 22–23, 26, 134–135
I
- institutional context61, 67, 84
- institutional fingerprint93–94
- institutional goal67
- institutional interaction61–68
- interlanguage20, 50
- intonation130, 176, 182
L
- language assessment20–25
- language deficiency13, 35, 50
- learner language16–20, 50–51
- learning223–224
M
- meaning creation75
- mode52, 59, 73, 106, 202, 208, 219
- monologue19, 91, 130, 221–222
- multimodal analysis52, 84–85, 106, 231
- multimodal chunk107–108, 179, 211–212, 217
- multimodal corpus analysis34–35, 39
- multimodal fluency73
- multimodal interaction3, 59, 208
- multimodal pattern215–218
- multimodal repair46, 129
- multimodal turn-taking117, 182, 200
N
- native/non-native speaker50, 51
- naturally occurring language18, 41, 57, 80, 115, 217
- next turn proof procedure14, 63
- “no gap, no overlap”45, 49, 69, 188, 218–220
O
- okay179–180
P
- participation framework136, 156, 204, 210, 212–214
- pattern65, 67–68, 106–107
- pause26–28, 38–39, 86, 111
- pointing9, 201, 216
- PowerPoint presentation57–60
- participants of80, 171
- units of140–142
- preference69, 218–221
- prefix dis/dys41, 57, 207–208
- primary track and collateral track31, 44, 146, 220
R
- rational design60, 62, 67–68, 95
- reliability and validity17, 23–24, 227
- repair46–47, 123, 127, 194
- restart47–48
S
- sense-making59, 80
- sequentiality57, 69, 95, 179
- social order62, 72, 75, 81
- speech management42, 207–208
- sympractical integration201–202, 205, 214–215
- synchronization of modes53, 55, 69, 156, 171, 194, 197
T
- task16–19
- thinking face136, 138, 159
- turn-taking45, 80–83, 114
U
- um and uh147, 153
- as DM139
- and accountability170
