Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour

Article


Chang, Heejin and Windeatt, Scott. 2024. "Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour." Language Teaching Research. https://doi.org/10.1177/13621688241233718
Article Title

Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour

ERA Journal ID20445
Article CategoryArticle
AuthorsChang, Heejin and Windeatt, Scott
Journal TitleLanguage Teaching Research
Number of Pages24
Year2024
PublisherSAGE Publications Ltd
Place of PublicationUnited Kingdom
ISSN1362-1688
1477-0954
Digital Object Identifier (DOI)https://doi.org/10.1177/13621688241233718
Web Address (URL)https://journals.sagepub.com/doi/10.1177/13621688241233718
Abstract

Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP) course at an Australian university. This data is then used to investigate the reasons for a sample of those pauses, using the researchers’ interpretations, followed by student explanations in stimulated recall interviews (SRIs). The main findings provide confirmation that the location and the reasons for those pauses which are likely to affect the fluency of the presentations are a result not only of linguistic and cognitive issues, but also of psychological factors. The results underline the importance of taking all of these factors into account in EAP programmes by encouraging student awareness of their pausing behaviour, its causes, the effect on their audience, and of strategies for dealing with psycholinguistic, as well as linguistic and cognitive issues. The results confirm the value of SRI as a technique in exploring assumptions about the reasons for pauses, and the limitation of focusing solely on statistical analyses of pausing phenomena.

Keywordsacademic presentations; EAP programmes; fluency; pauses; stimulated recall interview (SRI)
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020470401. Applied linguistics and educational linguistics
470306. English as a second language
Byline AffiliationsUniSQ College (English Language)
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