Muutke küpsiste eelistusi

Disfluency and Proficiency in Second Language Speech Production 2022 ed. [Kõva köide]

  • Formaat: Hardback, 286 pages, kõrgus x laius: 210x148 mm, kaal: 529 g, 5 Illustrations, black and white; XX, 286 p. 5 illus., 1 Hardback
  • Ilmumisaeg: 02-Jan-2023
  • Kirjastus: Palgrave Macmillan
  • ISBN-10: 3031124871
  • ISBN-13: 9783031124877
Teised raamatud teemal:
  • Kõva köide
  • Hind: 104,29 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Tavahind: 122,69 €
  • Säästad 15%
  • Raamatu kohalejõudmiseks kirjastusest kulub orienteeruvalt 2-4 nädalat
  • Kogus:
  • Lisa ostukorvi
  • Tasuta tarne
  • Tellimisaeg 2-4 nädalat
  • Lisa soovinimekirja
Disfluency and Proficiency in Second Language Speech Production 2022 ed.Suurem pilt
  • Formaat: Hardback, 286 pages, kõrgus x laius: 210x148 mm, kaal: 529 g, 5 Illustrations, black and white; XX, 286 p. 5 illus., 1 Hardback
  • Ilmumisaeg: 02-Jan-2023
  • Kirjastus: Palgrave Macmillan
  • ISBN-10: 3031124871
  • ISBN-13: 9783031124877
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783031124877.html
Märksõnad:
This book explores the concept of disfluency in speech production, particularly as it occurs in the context of second language acquisition. Drawing on examples from learner speech at three levels (beginner, intermediate and advanced), the author argues that acquiring target language norms for performing disfluency is essential to an individual being recognized as fluent in a language by fellow-speakers. Starting with a survey of the psycholinguistic research in this area, he then applies a sociolinguistic lens to examine how a learner's social and educational background impacts the types of disfluencies in their speech. This book will be of interest to readers in fields such as (applied) linguistics and second language acquisition, psychology and education.
1 Introduction
1(30)
1.1 Disfluency as Fluency
1(4)
1.2 Introduction to the Six Disfluencies: Formal Descriptions
5(5)
1.3 Effects on Listeners
10(2)
1.4 Main Types of Disfluency Data
12(2)
1.5 Disfluency Types and Proficiency Level
14(1)
1.6 Disfluencies in Public Language Test Descriptors
15(1)
1.7 Comment
16(3)
1.8 Overview
19(12)
References
24(7)
2 Silent Pauses
31(42)
2.1 Introduction
31(1)
2.2 Formal Description of Silent Pauses
32(4)
2.3 Effect of Silent Pauses on Listeners
36(11)
2.4 Silent Pauses in Classroom Interaction
47(2)
2.5 Silent Pauses and Proficiency Level
49(12)
2.6 Silent Pauses in Public Language Tests
61(3)
2.7 Comment
64(9)
References
65(8)
3 Filled Pauses
73(44)
3.1 Introduction
73(2)
3.2 Formal Description of Filled Pauses
75(3)
3.2.1 Location/Position
75(1)
3.2.2 Frequency
76(1)
3.2.3 Length/Duration
77(1)
3.2.4 Pitch
78(1)
3.3 Effect of Filled Pauses on Listeners
78(16)
3.3.1 Uh and um Studies
78(7)
3.3.2 Second Language Rater Studies
85(9)
3.4 Speech Environment of Filled Pauses
94(2)
3.5 Filled Pauses and Speaker Proficiency
96(9)
3.6 Filled Pauses in Public Language Tests
105(1)
3.7 Comment
106(11)
References
108(9)
4 Prolongations
117(30)
4.1 Introduction
117(2)
4.2 Formal Description of Prolongations
119(2)
4.3 Effect of Prolongations on Listeners
121(10)
4.4 Main Types of Prolongation Data
131(8)
4.4.1 Corpora Studies
132(3)
4.4.2 Natural Language Processing
135(2)
4.4.3 Prolongations in Classroom Interaction
137(1)
4.4.4 Prolongations in Elicited Data
138(1)
4.5 Prolongations and Proficiency Level
139(1)
4.6 Prolongations in Public Language Tests
139(2)
4.7 Comment
141(6)
References
141(6)
5 Repetitions
147(30)
5.1 Introduction
147(2)
5.2 Formal Description of Repetitions
149(8)
5.3 Effect of Repetitions on Listeners
157(7)
5.4 Repetitions Outside the Classroom
164(1)
5.5 Repetitions in Elicited Data
165(2)
5.6 Task Effect on Repetitions
167(1)
5.7 Repetitions and Proficiency Level
168(3)
5.8 Repetitions in Public Language Tests
171(2)
5.9 Comment
173(4)
References
174(3)
6 Self-Corrections
177(36)
6.1 Introduction
177(3)
6.2 Formal Description of Self-Corrections
180(5)
6.3 Effect of Self-Corrections on Listeners
185(4)
6.4 Main Types of Self-Correction Data
189(9)
6.4.1 Self-Corrections Outside the Classroom
189(2)
6.4.2 Self-Corrections in Classroom Interaction
191(5)
6.4.3 Task Effect on Self-Corrections in Elicited Data
196(2)
6.5 Self-Corrections and Proficiency Level
198(4)
6.6 Self-Corrections in Public Language Tests
202(3)
6.7 Comment
205(8)
References
206(7)
7 False Starts
213(34)
7.1 Introduction
213(2)
7.2 Formal Description of False Starts
215(2)
7.3 Effect of False Starts on Listeners
217(5)
7.4 Main Types of False Starts Data
222(13)
7.4.1 False Starts Outside the Classroom
223(1)
7.4.2 False Starts in Classroom Interaction
224(7)
7.4.3 Task Effect on False Starts in Elicited Data
231(4)
7.5 False Starts and Proficiency Level
235(5)
7.6 False Starts in Public Language Tests
240(2)
7.7 Comment
242(5)
References
243(4)
8 Conclusion
247(15)
8.1 Introduction
247(1)
8.2 Formal Description of Disfluencies
247(3)
8.3 Effects of Disfluencies on Listeners
250(1)
8.4 Disfluencies in Classroom Interaction
250(2)
8.5 Disfluencies and Proficiency Level
252(5)
8.6 Disfluencies in Public Language Tests
257(2)
8.7 Comment
259(3)
Appendix
262(7)
A
262(1)
B
263(2)
C
265(4)
References
266(3)
Index 269
Simon Williams is a Senior Lecturer in the School of Media, Arts and Humanities, University of Sussex, UK. As an English language teacher, his work involves communicative activities with second language learners from a wide range of teaching and learning backgrounds, who respond in contrasting ways.