Introduction1
I.Introducing inter-(dis)fluency: Beyond cognitive oriented models of speech production1
II.Data under study7
III.Preview of the book8
Chapter 1.Theoretical background10
I.What is disfluency? A psycholinguistic production model11
1.1Disfluency as a deviation in speech from the ideal delivery11
1.2The role of disfluencies in speech production12
1.3Major disfluency types and classifications12
II.Fluency, disfluency, and hesitation: A terminological debate beyond terminological issues14
2.1Definitions of L1 and L2 fluency14
2.2Approaches to L1 disfluency16
2.3Summary of the overlapping terms and my choice of terminology23
III.Beyond the psycholinguistic model: An interdisciplinary approach to inter-(dis)fluency25
3.1Cognitive grammar and usage-based linguistics25
3.2Interactional linguistics and conversation analysis32
3.3Gesture studies and multimodal interaction38
IV.Summary of the approaches adopted in this book51
V.Towards an integrated framework of inter-(dis)fluency53
5.1Definition of inter-(dis)fluency54
5.2Main theoretical assumptions55
Chapter 2.Inter-(dis)fluency across languages and settings: A literature review57
Introduction to the chapter57
I.Research on L2 fluency and gesture57
1.1L2 fluency, accuracy, and proficiency57
1.2L2 fluency, interactional competence, and “CA-for-SLA”60
1.3Gesture production in Second Language Acquisition63
II.Effects of task type, discourse domain, and style66
2.1Type of delivery and speech mode66
2.2Evidence from experimental and corpus-based studies67
2.3Effect of style and setting on gestures: A gap in the literature70
Chapter 3.Corpus and method73
Introduction to the chapter73
I.Data73
1.1The SITAF corpus74
1.2The DisReg corpus79
1.3Motivations for working on a “small” corpus82
II.Annotation protocol for the quantitative analyses86
2.1(Dis)fluency annotation86
2.2Tools98
III.Methods for qualitative analyses100
3.1Conversation-analytic methods100
3.2Multimodal analysis: Use of PRAAT for the vocal dimension101
Conclusion to the chapter101
Chapter 4.Inter-(dis)fluency in native and non-native discourse103
Introduction to the chapter103
I.Research questions and hypotheses103
II.Quantitative findings105
2.1Marker level: Rate, form, and duration of individual fluencemes105
2.2Sequence level: Type, length, position, and patterns of co-occurrence113
2.3Visuo-gestural level: Gesture production and gaze behavior116
III.Qualitative analyses124
3.1Communication management: Overview of the data124
3.2Non-native speakers’ multimodal communication strategies125
IV.Discussion137
4.1Specificities of L1 and L2 fluency137
4.2How L2 learners deal with language difficulties: Beyond lexical retrieval142
Conclusion to the chapter143
Chapter 5.Inter-(dis)fluency across communication settings146
Introduction to the chapter146
I.Research questions and hypotheses146
II.Quantitative findings148
2.1Marker level: Rate, form, and duration of individual fluencemes149
2.2Sequence level: Type, length, position, and patterns of co-occurrence155
2.3Visuo-gestural level: Gesture production and gaze behavior158
III.Qualitative analyses166
3.1Overview of Communication Management in the two situations166
3.2The case of tongue clicks: Blending vocal and kinetic behaviors167
3.3Embodied displays of intersubjectivity in storytelling: The interactive dimension of fluencemes170
3.4The interplay of vocal and material resources in the course of class presentations176
IV.Discussion180
4.1Effect of style and setting on fluency and gesture181
4.2The importance of audience design185
Conclusion to the chapter189
Chapter 6.On the relationship between Inter-(Dis)fluency and gesture191
Introduction to the chapter191
I.Synchronization of speech and gesture191
1.1Hold and retraction: Suspension and interruption in the two modalities192
1.2Preparation: Preparing speech and gesture in tandem196
II.On the visual-gestural practices embodying inter-(dis)fluency198
2.1Doing thinking as an interactional practice198
2.2Embodied displays of stance and intersubjectivity211
Conclusion to the chapter214
General conclusion216
I.Beyond disfluency: Towards a multidimensional framework216
II.Summary of the main findings217
2.1Study on the SITAF corpus: Native versus non-native productions218
2.2Study on the DisReg corpus: Individual class presentations versus dyadic conversations219
2.3Synthesis221
III.Perspectives for future work222