Errors and disfluencies in spoken corpora / edited by Gaëtanelle Gilquin, FNRS - Université catholique de Louvain ; Sylvie De Cock, Université catholique de Louvain.

Includes bibliographical references and index.

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Individual speakers vary considerably in their rate of speech, their syntactic choices, and the organisation of information in their discourse. This study, based on a corpus of monologue productions from native and non-native speakers of English and French, examines the relations between temporal fluency, syntactic complexity and informational content. The purpose is to identify which features, or combinations of features, are common to more fluent speakers, and which are more idiosyncratic in nature. While the syntax of fluent speakers is not necessarily more complex than that of less fluent.

Errors and Disfluencies in Spoken Corpora; Editorial page ; Title page ; LCC data ; Table of contents; Errors and disfluencies in spoken corpora; 1. Introduction; 2. Defining errors and disfluencies; 3. Errors and disfluencies in the era of corpus linguistics; 3.1 Beyond the written bias; 3.2 Annotation and computer-aided analysis; 3.3 The study of errors and disfluencies; 3.4 The limitations of spoken corpora -- and other types of data; 4. Applications; 5. The papers in this volume; Acknowledgements; References; Uh and Um as sociolinguistic markers in British English; 1. Introduction.

2. Terminology3. Are fillers words?; 4. What can corpus linguistics contribute?; 5. Fillers as sociolinguistic markers in BNC-DEM and BNC-CG; 5.1 Gender; 5.2 Age; 5.3 Fillers and socio-economic factors; 6. Why are there more fillers in some corpora than in others?; 6.1 BNC-DEM vs. BNC-CG; 6.2 Comparing BNC-DEM and LLC; 7. Conclusions and prospects; Notes; References; Windows on the mind; 1. Introduction; 2. Data: The Narrative Corpus; 2.1 Narrative components; 2.2 Quotatives; 2.3 Discourse presentation modes; 2.4 Tools and methodology; 3. Results; 3.1 Frequencies of pauses.

3.2 Lexical associations of PAUSES in narrative and non-narrative3.3 Discourse associations in CNN; 3.3.1 PAUSES and and; 3.3.2 PAUSES and discourse presentation; 4. Discussion; 4.1 PAUSES and narrative-initial utterances; 4.2 PAUSES and clause-coordinative and; 4.3 PAUSES and discourse presentation; 5. Conclusions; Notes; References; Well I'm not sure I think The use of well by non-native speakers; 1. Introduction; 2. Material and method; 3. Overall frequencies of well; 4. Categorizing well; 5. Well as a speech management signal; 5.1 The choice and change functions; 5.2 The prospective well.

5.3 Well marking stages in a narrative5.4 Well marking a transition to a direct speech quotation; 6. The attitudinal well -- Taking up a stance to the hearer or text; 7. Discussion; 8. Pedagogical implications; 9. Conclusion; Notes; References; Fluency versus accuracy in advanced spoken learner language; 1. Introduction; 2. Aspects of fluency and accuracy; 2.1 Fluency; 2.2 Accuracy; 3. Research questions, database and methodology; 4. Findings; 4.1 Quantitative Analysis; 4.1.1 Quantitative error analysis; 4.1.2 Quantitative analysis of temporal fluency variables; 4.2 Qualitative analysis.

4.2.1 Qualitative error analysis4.2.2 Qualitative fluency analysis; 4.3 Correlation between accuracy and fluency: some trends; 4.4 The native-speaker perception; 5. Conclusion and outlook; Notes; References; Fluency, complexity and informativeness in native and non-native speech; 1. Introduction; 2. Corpus; 3. Measuring temporal fluency; 4. Measuring syntactic and informational content; 4.1 Syntactic content; 4.2 Informational content; 4.3 Utterance boundaries; 4.4 Combining the measures; 5. Results; 5.1 Rate and density of syntax/information; 5.2 Condensation; 5.3 Ratio.

English.

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