LEADER 03115nam 22004693 450 001 9910953226903321 005 20230801235430.0 010 $a9787301204351 010 $a7301204353 035 $a(CKB)3710000001176451 035 $a(MiAaPQ)EBC4841226 035 $a(Au-PeEL)EBL4841226 035 $a(CaPaEBR)ebr11373857 035 $a(OCoLC)983736251 035 $a(Exl-AI)4841226 035 $a(EXLCZ)993710000001176451 100 $a20210901d2012 uy 0 101 0 $achi 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a?????? 205 $a1st ed. 210 1$aBeiJing :$c???????,$d2012. 210 4$dİ2012. 215 $a1 online resource (357 pages) 327 $a?? -- ?? -- ??? -- ?? -- ?? -- ?"??????" -- ? ????????? -- ? ?????? -- ? ?????? ????????? -- ? ??"???????"?? -- ???--????????? -- ? ?? -- ? ????? -- ? ????? -- ? ??????? -- ? ?? -- ???????????? -- ? ???? ???????? -- ? ??????????? -- ? ??????? -- ? ????? -- ???????????? -- ? ??????? -- ? ?????? -- ? ????????? -- ? ????????? -- ? ??????? -- ????????? -- ? ???????? -- ? ??? -- ? ??????????? -- ? ???????????? -- ? ??????????????? -- ???????????? -- ? ?? -- ? "??"?? -- ? ???????? -- ? ????????? -- ? ?? -- ?????--?????"???" -- ? ?????? -- ? ??????? -- ? ????? -- ? ?????????????? -- ? ?????????? -- ?? -- ? ????????? -- ? ????????????? -- ? ????--??????? -- ? ??????? -- ? ????????? -- ? ????????? -- ? ???????????? -- ????. 330 $a?????????????????????????????????????????????"??????"??????????????. 606 $aAristocracy (Social class)$7Generated by AI 606 $aFamilies$zChina$7Generated by AI 615 0$aAristocracy (Social class) 615 0$aFamilies 700 $a???$01800139 701 $aCNPeReading$01357113 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953226903321 996 $a??????$94344707 997 $aUNINA LEADER 05954nam 2200697 a 450 001 9910955939403321 005 20240313225311.0 010 $a9789027271792 010 $a9027271798 024 7 $a10.1075/bct.52 035 $a(CKB)2670000000360811 035 $a(EBL)1205499 035 $a(SSID)ssj0000886022 035 $a(PQKBManifestationID)11536573 035 $a(PQKBTitleCode)TC0000886022 035 $a(PQKBWorkID)10817116 035 $a(PQKB)11602502 035 $a(MiAaPQ)EBC1205499 035 $a(DLC) 2013014514 035 $a(Au-PeEL)EBL1205499 035 $a(CaPaEBR)ebr10704716 035 $a(CaONFJC)MIL491370 035 $a(OCoLC)838202110 035 $a(DE-B1597)721335 035 $a(DE-B1597)9789027271792 035 $a(EXLCZ)992670000000360811 100 $a20130408d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aErrors and disfluencies in spoken corpora /$fedited by Gae?tanelle Gilquin, Sylvie De Cock 205 $a1st ed. 210 $aAmsterdam $cJohn Benjamins Pub. Co.$d2013 215 $a1 online resource (177 p.) 225 1 $aBenjamins current topics,$x1874-0081 ;$vv. 52 300 $aDescription based upon print version of record. 311 08$a9789027202710 311 08$a9027202710 320 $aIncludes bibliographical references and indexes. 327 $aErrors 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. Terminology -- 3. 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-narrative -- 3.3 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. 327 $a5.2 The prospective well -- 5.3 Well marking stages in a narrative -- 5.4 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 analysis -- 4.2.2 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 -- 6. Hesitation patterns -- 7. Conclusion -- Notes -- References -- Name index -- Subject index. 330 $aIndividual 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 fluency, syntactic complexity and informational content. The purpose is to identify which features, or combinations of features, are common to more fluent speakers, and which are more idiosyncratic in nature. 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