Part of
A Pragmatic Approach to Fluency and Disfluency in Learner Language: Cofluencies as sites of accountability, sequentiality, and multimodalityMaximiliane Frobenius
[Pragmatics & Beyond New Series 332] 2022
► pp. v–viii
Maximiliane Frobenius
[Pragmatics & Beyond New Series 332] 2022
► pp. v–viii
Table of contents
Acknowledgements
ix
List of figures
Chapter 1.Introduction
1
Chapter 2.Fluency and disfluency
11
2.1Terminological considerations
11
2.2Fluency in learner language and its assessment
16
2.2.1Fluency in learner language
16
2.2.2Fluency in language assessment
20
2.2.3Measures of fluency in learner language
26
2.3Pragmatics and fluency
29
2.3.1Statistical and corpus-based research on disfluencies
33
2.3.2Discourse markers
43
2.3.3CA Research on disfluency phenomena in native speaker English
45
2.3.4CA for SLA
49
2.4Multimodality
52
2.4.1Multimodality and (dis)fluency
52
2.4.2PowerPoint presentations and multimodality
57
2.5CA and DA in institutional interaction: The university classroom
60
2.6Towards a contextualized account of (DIS)Fluency
69
2.7Concluding remarks
77
Chapter 3.Data and methodology
79
3.1Methodological considerations
79
3.2Data
86
3.2.1Data corpus
86
3.2.2Institutional fingerprint
93
3.3Concluding remarks
97
Chapter 4.Multimodal patterns in learner presentations – an analysis of slide shifts
99
4.1Introduction: The slide shift
99
4.2Attention and accountability in slide shift practices
103
4.3Multimodal chunks in slide shifts
105
4.4Two initial examples
108
4.5The placement of slide shifts: Single presenter slide shifts
115
4.6The functions of gaze shifts
116
4.7A break in the pattern – multimodal insertion sequence
123
4.8Patterns and their frequencies
128
4.9Concluding remarks
129
Chapter 5.UM or UH and gaze shift as multimodal chunk
133
5.1Introduction: A multimodal co-occurrence
133
5.2Units of analysis
140
5.3The combination of UH/UM and gaze shift to notecards and/or laptop
142
5.4The combination of UH/UM and gaze shift to the screen
147
5.5The combination of UH/UM and gaze shift to the audience
152
5.6The combination of UH/UM and gaze shift into middle distance
159
5.7The combination of UH/UM and gaze shift to copresenter
164
5.8Concluding remarks
168
Chapter 6.The coordination of slide shifts: Copresenter involvement
171
6.1Introduction: The negotiation of slide shifts
171
6.2Slide shift without eye contact
173
6.3Slide shift with eye contact
187
6.4Slide shift negotiations as a process
191
6.5Slide shifts with audience involvement
195
6.6Multimodal turn-taking
200
6.7Concluding remarks
205
Chapter 7.Discussion
207
7.1Cofluencies and their functions
207
7.2Multimodal chunks and their functions in the participation framework
210
7.3Models of participation framework
212
7.4Multimodal patterns
215
7.5The role of cofluencies regarding preference and accountability
218
7.6Monologue
221
7.7Presentations in the classroom
223
7.8Limitations of the study and avenues for further research
228
Chapter 8.Conclusion
231
References
233
AppendixTranscription conventions
257
Index
259
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