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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Acknowledgements
Chapter 1 Introduction
Chapter 2 Fluency and disfluency
2.1 Terminological considerations
2.2 Fluency in learner language and its assessment
2.2.1 Fluency in learner language
2.2.2 Fluency in language assessment
2.2.3 Measures of fluency in learner language
2.3 Pragmatics and fluency
2.3.1 Statistical and corpus-based research on disfluencies
2.3.2 Discourse markers
2.3.3 CA Research on disfluency phenomena in native speaker English
2.3.4 CA for SLA
2.4 Multimodality
2.4.1 Multimodality and (dis)fluency
2.4.2 PowerPoint presentations and multimodality
2.5 CA and DA in institutional interaction: The university classroom
2.6 Towards a contextualized account of (dis)fluency
2.7 Concluding remarks
Chapter 3 Data and methodology
3.1 Methodological considerations
3.2 Data
3.2.1 Data corpus
3.2.2 Institutional fingerprint
3.3 Concluding remarks
Chapter 4 Multimodal patterns in learner presentations -- an analysis of slide shifts
4.1 Introduction: The slide shift
4.2 Attention and accountability in slide shift practices
4.3 Multimodal chunks in slide shifts
4.4 Two initial examples
4.5 The placement of slide shifts: Single presenter slide shifts
4.6 The functions of gaze shifts
4.7 A break in the pattern -- multimodal insertion sequence
4.8 Patterns and their frequencies
4.9 Concluding remarks
Chapter 5 Urn or uh and gaze shift as multimodal chunk
5.1 Introduction: A multimodal co-occurrence
5.2 Units of analysis
5.3 The combination of uh/um and gaze shift to notecards and/or laptop
5.4 The combination of uh/um and gaze shift to the screen
5.5 The combination of uh/um and gaze shift to the audience
5.6 The combination of uh/um and gaze shift into middle distance
5.7 The combination of uh/um and gaze shift to copresenter
5.8 Concluding remarks
Chapter 6 The coordination of slide shifts: Copresenter involvement
6.1 Introduction: The negotiation of slide shifts
6.2 Slide shift without eye contact
6.3 Slide shift with eye contact
6.4 Slide shift negotiations as a process
6.5 Slide shifts with audience involvement
6.6 Multimodal turn-taking
6.7 Concluding remarks
Chapter 7 Discussion
7.1 Cofluencies and their functions
7.2 Multimodal chunks and their functions in the participation framework
7.3 Models of participation framework
7.4 Multimodal patterns
7.5 The role of cofluencies regarding preference and accountability
7.6 Monologue
7.7 Presentations in the classroom
7.8 Limitations of the study and avenues for further research
Chapter 8 Conclusion
References
Appendix: Transcription conventions
Index

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A pragmatic approach to fluency and disfluency in learner language : cofluencies as sites of accountability, sequentiality, and multimodality 이용현황 표 - 등록번호, 청구기호, 권별정보, 자료실, 이용여부로 구성 되어있습니다.
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