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Errors and disfluencies in spoken corpora /
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 fl...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
John Benjamins Pub. Company,
2013.
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| Colección: | Benjamins current topics ;
v. 52. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.