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Peters, H. (2017) "Proceedings of the International Conference “Fluency & Disfluency Across Languages and Language Varieties”" Degand, Liesbeth Abstract Within the frame of a research project entitled “Fluency and disfluency markers. A multimodal contrastive perspective”, the universities of Louvain and Namur have been involved in a large-scale usage-based study of (dis)fluency markers in spoken French, L1 and L2 English, and French Belgian Sign Language (LSFB), with a focus on variation according to language, speaker and genre. To close this five-year research project, the (DIS)FLUENCY 2017 International Conference is held in Louvain-la-Neuve on the subject of fluency and disfluency across languages and language varieties. This volume contains the papers presented at the conference. Document type : Rapport (Report) Référence bibliographique Degand, Liesbeth ; et. al. Proceedings of the International Conference “Fluency & Disfluency Across Languages and Language Varieties”. (2017) 125 pages Available at: http://hdl.handle.net/2078.1/195807 [Downloaded 2019/08/20 at 15:48:16 ] Proceedings of the International Conference “Fluency & Disfluency Across Languages and Language Varieties” Université catholique de Louvain February 15-17, 2017 Louvain-la-Neuve, Belgium Preface Fluency and disfluency have attracted a great deal of attention in different areas of linguistics such as language acquisition or psycholinguistics. They have been investigated through a wide range of methodological and theoretical frameworks, including corpus linguistics, experimental pragmatics, perception studies and natural language processing, with applications in the domains of language learning, teaching and testing, human/machine communication and business communication. Spoken and signed languages are produced and comprehended online, with typically very little time to plan ahead. As a result, they are often characterized by features such as (filled and unfilled) pauses, discourse markers, repeats and self-repairs, which can be said to reflect on- going mechanisms of processing and monitoring. The role of these items is ambivalent, as they can be both a symptom of encoding difficulties and a sign that the speaker is trying to help the hearer decode the message. They should thus be interpreted in context to identify their contribution to fluency and/or disfluency, which can be viewed as two faces of the same phenomenon. Within the frame of a research project entitled “Fluency and disfluency markers. A multimodal contrastive perspective”, the universities of Louvain and Namur have been involved in a large-scale usage-based study of (dis)fluency markers in spoken French, L1 and L2 English, and French Belgian Sign Language (LSFB), with a focus on variation according to language, speaker and genre. To close this five-year research project, the (DIS)FLUENCY 2017 International Conference is held in Louvain-la-Neuve on the subject of fluency and disfluency across languages and language varieties. This volume contains the papers presented at the conference. This conference benefits from the support of the ARC-project “A Multi-Modal Approach to Fluency and Disfluency Markers” granted by the Fédération Wallonie-Bruxelles (grant nr.12/17-044). Liesbeth Degand, on behalf of the organizing committee: Cédrick Fairon (UCL) Gaëtanelle Gilquin (UCL) Sylviane Granger (UCL) Laurence Meurant (UNamur) Anne Catherine Simon (UCL) George Christodoulides (UCL) Ludivine Crible (UCL) Amandine Dumont (UCL) Iulia Grosman (UCL) Ingrid Notarrigo (UNamur) Lucie Rousier Vercruyssen (UCL) Table of content What do listeners think of disfluencies? (Martin Corley) .......................................................................................... 6 Do (non-linguistic) variables affect learners’ (dis)fluency? A learner corpus-based perspective (Sandra Götz) ...... 6 Modeling disfluencies across domains (Helena Moniz) ............................................................................................ 7 Signs of (dis)fluency throughout development: The language use of Deaf children who are native users of a signed language considering adult examples of (dis)fluency (David Quinto-Pozos) ................................................. 8 A contrastive analysis of disfluency markers in Hungarian in four different settings (Mária Bakti & Judit Bóna) .. 11 Filled and unfilled pauses in recurrent multiword sequences in L2 presentational talk (Nicole Baumgarten) ......... 12 Synthesized lengthening of function words - The fuzzy boundary between fluency and disfluency (Simon Betz et al.) .......................................................................................................................................................................... 15 Disfluencies in children’s and adolescents’ spontaneous speech: the effect of speech task (Judit Bóna & Timea Vakula) ................................................................................................................................................................... 20 Comparing the evaluation and processing of native and non-native disfluencies (Hans Rutger Bosker) ................. 21 You know in learner English as an aid to fluency and beyond (Lieven Buysse) ....................................................... 23 A preliminary contrastive analysis of the acoustic features of “nasal grunts” in the CID and NECTE corpora (Aurélie Chlebowski) ................................................................................................................................................ 25 Methodologies for modelling silent pause length. Insights on individual and situational variation from a large- scale corpus study (George Christodoulides et al.) .................................................................................................... 28 Recycling discourse: from qualitative repair categories to a formal scale of fluency (Ludivine Crible) ................. 31 (Dis)fluency across spoken and signed languages: applications of an interoperable annotation scheme (Ludivine Crible et al.) ............................................................................................................................................................ 34 Examining fluency in second language speaking from speaker’s perspective: A cognitive approach (Tannistha Dasgupta) ............................................................................................................................................................... 37 Fluency and the use of foreign words in interviews with EFL learners (Sylvie De Cock) ....................................... 38 Profiling French learners’ productive (dis)fluency (Amandine Dumont) ................................................................. 41 Temporal characteristics of speech during fluency-inducing conditions in stuttering (Simone Falk et al.) ............. 43 Between pragmatic function and bad reputation: Partner models mediate the use and interpretation of hesitation markers (Kerstin Fischer & Nathalie Schümchen) ...................................................................................................... 44 Repeats in native and learner English (Tomáš Gráf & Lan-Fen Huang) ................................................................... 47 Prosodic variation of identical repetitions as a function of their properties and editing terms: A large-scale corpus study on French speech (Iulia Grosman et al.) ......................................................................................................... 49 An investigation of stuttering in Persian-speaking children based on the CALMS Assessment (Cognitive, Affective, Linguistic, Motor and Social) (Yasaman Jalilian et al.) .......................................................................... 53 Validation of a multidimensional model of stuttering for Persian-speaking children who stutter (Yasaman Jalilian et al.) ...................................................................................................................................................................... 53 How do Deaf native signers perceive fluency in adult L2/M2 learners of German Sign Language? (Thomas Kaul et al.) .......................................................................................................................................................................... 54 Word production difficulties in oral discourse by people with aphasia and healthy speakers: a qualitative analysis (Mariya V. Khudyakova & Mira B. Bergelson) ............................................................................................................ 57 Disfluency or speech management? A case study of co-constructed fluency with two Japanese learners of English (Steven Kirk) .............................................................................................................................................. 60 Should ‘Uh’ and ‘Um’ be categorized as markers of disfluency? The use of fillers in a challenging conversational context (Loulou Kosmala, Aliyah Morgenstern) ................................................................................. 62 Viewing pause behaviour across languages: Methodological and theoretical concerns (Hege Larsson Ass & Susan Nacey) .................................................................................................................................................................... 64 Stuttered and non-stuttered disfluencies in normally fluent, French-speaking preschool children (A.-L.
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