Fluency and disfluency markers. A multimodal contrastive perspective
The aim of this project is to investigate markers of fluency and disfluency in spoken and sign language, focusing on three main modalities: first language discourse (French and English), (advanced) foreign language discourse (English), and sign language (Belgian French). Our central working hypothesis will be that fluency and disfluency markers are two faces of the same phenomenon. We will furthermore assume that their forms and functions vary systematically according to the language, speakers, and discourse genres at stake.
From a methodological point of view both a contrastive and a multimodal perspective will be taken. Corpus analyses of (native and learner) spoken French and English and of French Belgian Sign Language (LSFB) will be at the heart of this project. All the necessary corpora are already available. Markers under investigation will be of three types: (1) prosodic: speech rate, articulation ratio, silent and filled pauses, etc.; (2) lexical: discourse markers, formulaic expressions, repeats, reformulations; (3) syntactic: interrupted structures. We will study the quantitative distribution of these markers, but most of all their use in the larger context of the utterance (positioning, fit with meaning, relevance, etc.). In addition, we will examine the possible interaction between different types of (dis)fluency markers, as well as possible individual variation (idiosyncratic behavior). To facilitate the extraction of (dis)fluency markers and their characteristic features, we will annotate a number of (dis)fluency phenomena such as the presence of (filled) pauses or repetitions, as well as some of their features (length, positioning in the utterance or speech turn).
In collaboration with the University of Namur (FUNDP)
blaAT1 en même temps cʹest plus ‐| facile pour nous parce que / tu vois au début jʹavais un truc euh / tu vois de enfin euh des points de grammaire à voir et je les voyais dans lʹordre chronologique tu vois je jʹai fait ça euh / début de lʹannée enfin au début de |‐ lʹannée passée <blaND1> mm ‐| / puis je me rendais compte que les le premier point de grammaire était complètement oublié tu vois / donc euh // donc voilà quoi
(Valibel, casual conversation between two teachers of French)
well er . it was my first trip erm when I went in erm well I was in er . fifth year er well I went to Greece with er my school and er it was really nice and I was quite impressed because I never went to to to the south because my: my father is erm well sun allergic
(LINDSEI-FR, ENL2 speaker)
| 6/05/2013 |
sur la (dis)fluence prosodique du français
on discourse markers in English and French speech
in learner corpus research