Titlebook: Disfluency and Proficiency in Second Language Speech Production; Simon Williams Book 2022 The Editor(s) (if applicable) and The Author(s),

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Introduction,widespread interest; and only in the mid-twentieth century did its corollary, the absence of such a facility, become the focus of systematic empirical study. Although the concepts of fluency and disfluency have been applied in a metaphorical sense to a number of human, and occasionally non-human, ac

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Silent Pauses,of speech activity (Clark, 2006: 244). Historically, interest in silent pauses (SPs) predates that in other markers of disfluency, starting in the 1940s and becoming a notable area of investigation with Goldman-Eisler’s publications in the 1950s and 1960s. Thereafter, researchers expanded interest i

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Filled Pauses, as ‘voiced “fillers”, which do not normally contribute additional lexical information’ (Riggenbach, 1991, p. 426). Eklund (2004) is one author who claims FPs are lexemes and ubiquitous in interactive speech (p. 207). Speakers may produce FPs for a variety of reasons. Three examples are cognition, e

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Prolongations, occur with fast-repeated initial consonants. In first-language speakers, stuttering affects approximately 1% of people and usually starts at 2–5 years. In most cases, it disappears by late childhood. Howell et al. (2009) found that bilingual children were more likely to stutter than monolingual chi

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Repetitions,or with task repetition, e.g. the behavioural concept behind the audio-lingual listen-and-substitute method (ALM) of language learning. It excludes intentional repetitions of the kind suggested by telephone numbers such as 777 2211 and in adverbial intensifiers repeated for emphasis, e.g. ‘too too s

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Conclusion,it. Speakers can select from a repertory of silent pause, filled pause, prolongation, repetitions, self-correction, and false start, or a compound selection, e.g. PRL—SP—FP—RPT—FP—SP, as in a false start. As in the case of the more social disfluencies, the repairs, in which speakers may be assumed t