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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‘s social and educational background impacts the types of disfluencies in their speech. This book will be of interest to readers in fields such as (applied) linguistics and second language acquisition, psychology and education..978-3-031-12490-7978-3-031-12488-4

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Learning about Methodology and Methodssulting from social-psychological conditions have become standard psycholinguistic typologies of speech disfluency: repetitions, filled and silent pauses, prolongations, self-corrections and false starts.

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M. F. Seldin,J. D. Mountz,A. D. Steinbergrally, Satne (2014) claims that ‘a(chǎn)s learning progresses, self-correction gains independence from the presence of actual assessors’ (Satne, 2014, p. 9) such as teachers and examiners. Satne makes the bold claim based on interactionist theory that a disposition to adjust to normative behaviour in this

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Autoimmune Disease in New Zealand Mice in a highly agentive and interactive role also report that learners frequently self-repair following the teacher’s initiation instead of testing their own solutions to problem utterances. In addition, the small number of self-initiated self-repairs that some authors (Kormos, 2000a; Lennon, 1990; Ri

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Introduction,sulting from social-psychological conditions have become standard psycholinguistic typologies of speech disfluency: repetitions, filled and silent pauses, prolongations, self-corrections and false starts.

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Filled Pauses, word search and back-channelling, illustrate that the use of FPs by speaker and listener may differ. For speakers, may reflect planning dilemmas, particularly where the number of linguistic choices increases and the speaker is monitoring their own utterance (Eklund, 2004, p. 235). For listeners, th

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