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dc.contributor.authorLiyanage, Indika
dc.contributor.authorGardner, Rod
dc.date.accessioned2017-07-25T12:30:47Z
dc.date.available2017-07-25T12:30:47Z
dc.date.issued2013
dc.identifier.issn19463022
dc.identifier.doi10.1080/19463014.2013.779285
dc.identifier.urihttp://hdl.handle.net/10072/55690
dc.description.abstractIn formal assessments of second-language speakers' fluency, the criteria used frequently fail to differentiate between real disfluency and interactionally effective practices, while superficially disfluent, that help with communication and are used by first language speakers. In this study, we focused on pausing, silences and self-repairs in the speech samples in two data sets: the classroom talk of two L1 teachers of English, and mock IELTS interviews of i-Kiribati students. We found that these features and their frequency and distribution were often very similar in the two data sets suggesting that a superficial observance of disfluency markers in the case of L2 speakers hides practices that may in fact display a high level of competence. We highlight the caution that needs to be exercised when making fluency judgements.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent131430 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom27
dc.relation.ispartofpageto41
dc.relation.ispartofissue1
dc.relation.ispartofjournalClassroom Discourse
dc.relation.ispartofvolume4
dc.rights.retentionY
dc.subject.fieldofresearchEnglish as a Second Language
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode200303
dc.subject.fieldofresearchcode13
dc.titleAssessing fluency: Are the criteria fair?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2013 Routledge, Taylor & Francis. This is an electronic version of an article published in Classroom Discourse, Volume 4, Issue 1, 2013, Pages 27-41. Classroom Discourse is available online at: http://www.tandfonline.com with the open URL of your article.
gro.date.issued2014-11-07T00:19:42Z
gro.hasfulltextFull Text
gro.griffith.authorLiyanage, Indika J.
gro.griffith.authorGardner, Rod J.


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