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. 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 Acknowledgements Transcription Symbols Contents Acronyms List of Figures List of Tables 1: Introduction 1.1 Disfluency as Fluency 1.2 Introduction to the Six Disfluencies: Formal Descriptions 1.3 Effects on Listeners 1.4 Main Types of Disfluency Data 1.5 Disfluency Types and Proficiency Level 1.6 Disfluencies in Public Language Test Descriptors 1.7 Comment 1.8 Overview References 2: Silent Pauses 2.1 Introduction 2.2 Formal Description of Silent Pauses 2.3 Effect of Silent Pauses on Listeners 2.4 Silent Pauses in Classroom Interaction 2.5 Silent Pauses and Proficiency Level 2.6 Silent Pauses in Public Language Tests 2.7 Comment References 3: Filled Pauses 3.1 Introduction 3.2 Formal Description of Filled Pauses 3.2.1 Location/Position 3.2.2 Frequency 3.2.3 Length/Duration 3.2.4 Pitch 3.3 Effect of Filled Pauses on Listeners 3.3.1 uh and um Studies 3.3.2 L2 Rater Studies 3.4 Speech Environment of Filled Pauses 3.5 Filled Pauses and Speaker Proficiency 3.6 Filled Pauses in Public Language Tests 3.7 Comment References 4: Prolongations 4.1 Introduction 4.2 Formal Description of Prolongations 4.3 Effect of Prolongations on Listeners 4.4 Main Types of Prolongation Data 4.4.1 Corpora Studies 4.4.2 Natural Language Processing 4.4.3 Prolongations in Classroom Interaction 4.4.4 Prolongations in Elicited Data 4.5 Prolongations and Proficiency Level 4.6 Prolongations in Public Language Tests 4.7 Comment References 5: Repetitions 5.1 Introduction 5.2 Formal Description of Repetitions 5.3 Effect of Repetitions on Listeners 5.4 Repetitions Outside the Classroom 5.5 Repetitions in Elicited Data 5.6 Task Effect on Repetitions 5.7 Repetitions and Proficiency Level 5.8 Repetitions in Public Language Tests 5.9 Comment References 6: Self-Corrections 6.1 Introduction 6.2 Formal Description of Self-Corrections 6.3 Effect of Self-Corrections on Listeners 6.4 Main Types of Self-Correction Data 6.4.1 Self-Corrections Outside the Classroom 6.4.2 Self-Corrections in Classroom Interaction 6.4.3 Task Effect on Self-Corrections in Elicited Data 6.5 Self-Corrections and Proficiency Level 6.6 Self-Corrections in Public Language Tests 6.7 Comment References 7: False Starts 7.1 Introduction 7.2 Formal Description of False Starts 7.3 Effect of False Starts on Listeners 7.4 Main Types of False Start Data 7.4.1 False Starts Outside the Classroom 7.4.2 False Starts in Classroom Interaction 7.4.3 Task Effect on False Starts in Elicited Data 7.5 False Starts and Proficiency Level 7.6 False Starts in Public Language Tests 7.7 Comment References 8: Conclusion 8.1 Introduction 8.2 Formal Description of Disfluencies 8.3 Effects of Disfluencies on Listeners 8.4 Disfluencies in Classroom Interaction 8.5 Disfluencies and Proficiency Level 8.6 Disfluencies in Public Language Tests 8.7 Comment Appendix A B C References Index
