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Disfluency: An Opposite or an Absence?

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John Campbell-Larsen, Kwansei Gakuin University

Although there exists a large literature on the concept of fluency (e.g., Chambers, 1997; Lennon, 1990; McCarthy, 2010), the opposite concept, disfluency (or dysfluency) is often touched on only briefly and by default assumed to consist of a “lack of fluency.” In this paper I suggest that an understanding of the actual nature of disfluency will be of benefit in helping to develop students’ speaking skills. I outline some recurrent behaviors in students’ spoken interaction that can be described as “disfluency markers.” These include: L1 marking, pause phenomena, L1 style backchannels, and minimal conversation turns. I suggest that awareness raising and active avoidance of disfluency markers will help students move towards a more naturalistic speaking style.

流暢性についての論文は多数あるにもかかわらず(Chambers,1997; Lennon, 1990; McCarthy, 2010)、正反対の流暢性不全についての論文は少ない。この論文のテーマの流暢性不全の性質が分かれば、学生のスピーキングスキルを上達させる手助けになる。この論文は、学生の言葉のやりとりの中で頻発する言動である流暢性不全標識について述べる。例えば、母語談話標識、会話の途切れ、母語での相槌、短い会話のやりとり(順番)などである。事前に流暢性不全標識に対する意識を上げ、使用しない事によって、学生が自然的なスピーキングスタイルに近づく手助けになる。

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