Relevant bibliographies by topics / Language fluency and appropriacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language fluency and appropriacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Language fluency and appropriacy"

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Beatty, W. W. "Fluency in multiple sclerosis: which measure is best?" Multiple Sclerosis Journal 8, no. 3 (June 2002): 261–64. http://dx.doi.org/10.1191/1352458502ms799oa.

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Tests of verbal fluency provide brief and sensitive measures of the deficits in rapidly retrieving overlearned information common in multiple sclerosis (MS). Production of words that begin with the letters F, A, and S is the verbal fluency measure most often used with patients who are fluent in English. However, because of frequency of words beginning with certain letters varies from one language to another, it is unlikely that any fixed set of letters will be appropriate for multicenter trials that involve patients who are fluent in different languages. A possible alternative involves using semantic fluency categories that contain such a large number of exemplars that no fluent speaker of any language could exhaust the category in the allotted response time. To examine the potential usefulness of semantic fluency measures, 203 MS patients and 87 healthy controls generated words that begin with F, A, or S or were exemplars of the categories animals and parts of the body. Receiver operating characteristic (ROC) curve analyses indicated that sensitivities and specificities for the three fluency measures in discriminating patients from controls were quite similar, especially if patients with global cognitive impairment were excluded.
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Hinton, Leanne. "3. LANGUAGE REVITALIZATION." Annual Review of Applied Linguistics 23 (March 2003): 44–57. http://dx.doi.org/10.1017/s0267190503000187.

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This chapter surveys developments in language revitalization, a movement that dates approximately from the 1990s and builds on prior work on language maintenance (see Fishman, 1991; 2001) and language death (Dorian, 1981; 1989). Focusing on indigenous languages, it discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. Various avenues for language revitalization, a proactive approach to the continued use of a particular language, are then described (see Hinton & Hale, 2001). In contrast to the smaller minority languages of Europe that have long literary traditions, many indigenous languages in the Americas and elsewhere are solely or primarily oral languages; thus, revitalization efforts aim to promote conversational fluency among speakers in a community. Related literature falls into four main categories: (a) theoretical and empirical works on language revitalization; (b) applied works on revitalization in practice; (c) pedagogical and reference publications; and (d) legal documents that support or impede revitalization of languages. Recent examples of current literature in each category are reviewed.
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Martin-Chang, Sandra Lyn, and Betty Ann Levy. "Word reading fluency: A transfer appropriate processing account of fluency transfer." Reading and Writing 19, no. 5 (March 29, 2006): 517–42. http://dx.doi.org/10.1007/s11145-006-9007-0.

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ACEVEDO, AMARILIS, DAVID A. LOEWENSTEIN, WARREN W. BARKER, DYLAN G. HARWOOD, CHERYL LUIS, MARINA BRAVO, DEBORAH A. HURWITZ, HILDA AGUERO, LYNDA GREENFIELD, and RANJAN DUARA. "Category Fluency Test: Normative data for English- and Spanish-speaking elderly." Journal of the International Neuropsychological Society 6, no. 7 (November 2000): 760–69. http://dx.doi.org/10.1017/s1355617700677032.

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Category fluency tasks are an important component of neuropsychological assessment, especially when evaluating for dementia syndromes. The growth in the number of Spanish-speaking elderly in the United States has increased the need for appropriate neuropsychological measures and normative data for this population. This study provides norms for English and Spanish speakers, over the age of 50, on 3 frequently used measures of category fluency: animals, vegetables, and fruits. In addition, it examines the impact of age, education, gender, language, and depressed mood on total fluency scores and on scores on each of these fluency measures. A sample of 702 cognitively intact elderly, 424 English speakers, and 278 Spanish speakers, participated in the study. Normative data are provided stratified by language, age, education, and gender. Results evidence that regardless of the primary language of the examinee, age, education, and gender are the strongest predictors of total category fluency scores, with gender being the best predictor of performance after adjusting for age and education. English and Spanish speakers obtained similar scores on animal and fruit fluency, but English speakers generated more vegetable exemplars than Spanish speakers. Results also indicate that different fluency measures are affected by various factors to different degrees. (JINS, 2000, 6, 760–769.)
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Olabarrieta-Landa, Laiene, Itziar Benito-Sánchez, Montserrat Alegret, Anna Gailhajanet, Esther Landa Torre, Juan Carlos López-Mugartza, and Juan Carlos Arango-Lasprilla. "Letter Verbal Fluency in Spanish-, Basque-, and Catalan-Speaking Individuals: Does the Selection of the Letters Influence the Outcome?" Journal of Speech, Language, and Hearing Research 62, no. 7 (July 15, 2019): 2400–2410. http://dx.doi.org/10.1044/2019_jslhr-l-18-0365.

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Purpose The aim of this study was to compare Basque and Catalan bilinguals' performance on the letter verbal fluency test and determine whether significant differences are present depending on the letters used and the language of administration. Method The sample consisted of 87 Spanish monolinguals, 139 Basque bilinguals, and 130 Catalan bilinguals from Spain. Participants completed the letter verbal fluency test using the letters F, A, S, M, R, P, and E. Results Bilinguals scored higher on the letter verbal fluency test when they were tested in Spanish than in Basque or Catalan. No performance differences were found according to native language or dialects within Basque participants. Catalans with Spanish as their native language scored lower on the letter F compared to those who grew up speaking Catalan and Spanish. The suggested letters to use with Basque speakers are A, E, and B; the suggested letters to use with Catalan speakers are P, F, and M; and the suggested letters to use with Spanish speakers are M, R, and P. Conclusion Selecting appropriate stimuli depending on the language of testing is the first crucial step to assess verbal fluency and thus possible frontal lobe functioning impairment.
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Mofareh A., Alqahtani. "Difficulties Facing Students in English Language Conversation." International Research in Higher Education 4, no. 3 (August 19, 2019): 51. http://dx.doi.org/10.5430/irhe.v4n3p51.

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This study addresses the poor language proficiency of English language students, particularly in terms of their conversational skills and/or ability to achieve the desired standards of fluency in either the classroom environment or public sphere. The many factors which directly affect students' performance in speaking fluent English include the fear of making errors. The present study therefore aims to identify the perceived difficulties which language students associate with the study and utterance of English. To this end, the conducted research was descriptive in nature and sought to determine the various elements which are perceived as especially challenging for students and to devise effective solutions through appropriate teaching styles, methodologies and strategies which are driven and supported by the relevant contemporary technology. In addition to fear, certain factors relate to individuated student character and practices, and many students report feelings of shyness and potential embarrassment. Distrust also constitutes a significant obstacle, along with issues surrounding teaching methods, teacher inefficiency, and/or the lack of up-to-date pedagogies. To fully investigate this issue, a quantitative survey instrument containing multiple questions was undertaken in addition to a number of interviews with a random sample of students and teachers in order to elicit the main student challenge in speaking English. The results demonstrated that the majority of the students were unable to speak English either correctly or confidently. The percentages which varied between average, weak, and very weak, were attributed to a general weakness in English grammar, vocabulary, syntax, poor fluency in speech, low understanding of overall grammar frameworks, and inaccurate pronunciation. In light of this, the present study sought to provide useful suggestions to resolve student conversational problems. To this end, the researcher elucidated the research problem, importance, objectives, hypotheses and methodologies, as well as drawing conclusions. Finally, the researcher outlined a number of recommendations directly relevant to resolving the complex issue.
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Sahai, Vickram. "How to be functionally fluent during a crisis?" Strategic HR Review 19, no. 5 (June 27, 2020): 221–25. http://dx.doi.org/10.1108/shr-04-2020-0038.

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Purpose This paper aims to provide leaders with language that can support them during crisis communication using the functional fluency model with positive 30 word descriptors or adjectives to improve their effectiveness with the right words. Design/methodology/approach The functional fluency model has nine modes of communication. Five of them aid in effective communication, while four bring about ineffective communication. Each of the modes have six word descriptors or adjectives to best describe a specific mode. Hence, out of total 54 adjectives, 30 are associated with positive ways of communication. Based on these 30 word descriptors, indicative sentences are framed for positive communication. Findings Leaders can effectively use word descriptors from the “fabulous five” modes of structuring, nurturing, accounting, cooperative and spontaneous to word their responses. Moreover, they can be mindful of the word descriptors related to the negative modes. Research limitations/implications The sentences framed against the word descriptors/adjectives are indicative. However, versions can be framed suited to a particular situation. Practical implications The word descriptors of the functional fluency model supports practitioners of crisis communication and leaders to be functionally fluent in a crisis. Originality/value Effective communication can be a struggle during a crisis. It is here that the functional fluency model with its 30 adjectives associated with positive modes can help leaders with appropriate expressions.
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Plunkett, Kim. "Lexical segmentation and vocabulary growth in early language acquisition." Journal of Child Language 20, no. 1 (February 1993): 43–60. http://dx.doi.org/10.1017/s0305000900009119.

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ABSTRACTThe identification of appropriate lexical segmentations of the speech signal constitutes a problem for the language learner and the child language researcher alike. Articulatory precision and fluency criteria for identifying formulaic expressions, sub-lexical forms and target lexemes in linguistic productions are defined and applied to the analysis of two Danish children's language development between the ages of 1;0 and 2;0. The results of this analysis are compared to the results of applying standard distributional and frequency criteria in the tabulation of mean length of utterance and vocabulary profiles for both standard and nonstandard lexical segmentations. It is argued that although the two methods yield converging profiles of development during the latter part of the period studied, articulatory precision and fluency criteria offer a more powerful tool for identifying alternative segmentation strategies in early language acquisition. Profiles of vocabulary development for these two children suggest that the solution to the segmentation problem may be an important trigger for their vocabulary spurts.
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Zou, Jia Hui, Stephanie Isabel Molina Ramirez, Mayra Alexandra Cuenca Erazo, and Maria Asuncion Rojas Encalada. "The Significance of English Language Development for Future Asian Tourism and Hotel Management Professionals." Theory and Practice in Language Studies 9, no. 1 (January 1, 2019): 11. http://dx.doi.org/10.17507/tpls.0901.02.

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The present study is a systematic review that explores existent research on the significance of developing English at schools and universities, and the impact of English for Specific Purposes (ESP) courses to acquire specialized English for businesses, mainly on the Asian Tourism and Hotel Management sector. Because of ESP complexity, it is recommended to be taught to students of intermediate-advanced English level. Consequently, future professionals will be capable of communicating in the target language around the world and be ready to take these specialized English courses. It also considers the advantages of having appropriate English fluency in the Tourism and Hotel Management sector, and the disadvantages of not having English fluency in this field.
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Mason, Kazlin N., Hannah Sypniewski, and Jamie L. Perry. "Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas." Perspectives of the ASHA Special Interest Groups 5, no. 1 (February 21, 2020): 164–72. http://dx.doi.org/10.1044/2019_persp-19-00014.

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Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.
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Dissertations / Theses on the topic "Language fluency and appropriacy"

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Leonard, Karen Ruth. "Speaking fluency and study abroad: what factors are related to fluency development?" Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1676.

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This study explores the development of second language (L2) fluency during a semester abroad and its relationship to the development of grammar, vocabulary, and language processing speed. It also considers the influence of individual participants' first language (L1) and pre-study abroad (SA) L2 fluency on the development of fluency during study abroad. Additionally, the study examines issues in the measurement of fluency, focusing on questions related to measuring pauses in L2 speech. Thirty-nine undergraduate students (L1 English) studying in Buenos Aires, Argentina, completed a pretest consisting of speaking tasks in English and Spanish, Spanish grammar and vocabulary tests, a picture-naming task, and a measure of sentence processing speed. Approximately three months later, near the end of their time abroad, they completed a posttest consisting of the same tasks, with the exception of the speaking tasks in English. Participants also filled out a questionnaire every other week during the semester in which they estimated the amount of time that they had spent interacting with native speakers of Spanish. Results show that participants experienced significant gains on most measures of fluency during study abroad. This finding was especially true for participants who began their time abroad with low L2 fluency. Nevertheless, students who began the semester abroad with high L2 fluency still had significantly higher fluency at the end of the semester than students who began with low L2 fluency. Looking at the relationship between L2 fluency and L2 linguistic knowledge (vocabulary and grammar scores) and language processing speed (picture-naming and sentence-matching scores), the study found a moderate relationship between pretest measures of L2 fluency and pretest measures of linguistic knowledge and processing speed. However, the results show no relationship between pre-SA linguistic knowledge and processing speed and gains in L2 fluency, and little relationship between gains in linguistic knowledge and processing speed and gains in L2 fluency. The best predictor of gains in L2 fluency was pre-SA L2 fluency. These results suggest that although there is a relationship between L2 linguistic knowledge and L2 fluency, having more advanced L2 linguistic knowledge prior to study abroad does not necessarily give students an advantage in the area of fluency development during study abroad. Regarding the measurement of fluency, the data show that learners with low and high levels of lexical-grammatical competence significantly differed from one another on all measures of rates of pauses (short and long pauses, filled and unfilled pauses, and mid-clause and end-of-clause pauses) as well as in the percent of pauses occurring in the middle of a clause. However, they did not significantly differ from one another in the percent of filled pauses. The findings suggest that measuring all of these pauses may be useful in examining L2 fluency. However, there is perhaps little or nothing to be gained from counting filled and unfilled pauses separately, as speakers' tendency to use more of one or the other appears to be more closely related to personal speaking style than to L2 ability.
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Silva, Ivan. "Word sort| Building fluency through decoding." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142972.

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This study examined the effectiveness of an evidenced-based reading intervention, Word Sort, with bilingual students receiving dual immersion education. This study expands upon the existing research on Word Sort by examining its impact on bilingual students’ reading fluency. The following research questions was proposed: Is Word Sort an effective intervention with bilingual (dual immersion) students who are struggling early readers? A visual analysis and effect size of participants’ data across baseline and treatment conditions found that all three participants’ Oral Reading Fluency (ORF) improved. This suggests that Word Sort is a promising intervention for bilingual, dual immersion students with reading delays.

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Dwyer, Edward J. "Enhancing Reading Fluency." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3402.

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Dwyer, Edward J. "Enhancing Reading Fluency." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3403.

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Kirk, Steven J. "Second language spoken fluency in monologue and dialogue." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38421/.

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Although second language spoken fluency has long been recognized as a major component of language proficiency, it has never been clearly defined. It has been shown that fluency is a complex phenomenon, with a host of relevant factors, and it has been suggested that it might be better separated into multiple concepts, such as cognitive fluency and utterance fluency. There is also evidence that fluency has a dialogic aspect, that is, that the fluency of a conversation is a co-construction of the two speakers, rather than simply alternating monologues. This can be observed in the confluence created by smooth turn exchanges, which results in minimizing gaps and avoiding overlap. The present study seeks to examine the co-construction of dialogic fluency through a parallel case study of two Japanese learners of English. One learner was of lower-intermediate proficiency, and the other was of higher proficiency, but both were able to create good impressions of fluency in conversations with native speakers of English. The case study design was semi-experimental in that it involved a story-retelling task done in monologue and dialogue, which was repeated to take into account the effect of practice. The case study allowed the close examination of the construction of fluency in the story-retelling task moment-by-moment through the course of the retellings, taking into account all relevant factors. The semi-experimental, parallel case study design allowed the findings to be compared (1) between monologue (where the learner recorded herself telling the story alone) and dialogue (where the learner told the story to a native speaker interlocutor), and (2) between the two learners of differing proficiency. This study was also mixed-methods in that it combined a qualitative, grounded theory approach to data analysis involving discourse analytic techniques, with quantitative comparisons of temporal variables of fluency. It was also multi-modal in that video was employed to take into account gaze, gesture, and head nods. Results of quantitative analyses revealed that the dialogues were comparatively more fluent than the monologues in terms of speech rate, articulation rate, and length of silences, for both speakers, although the higher-proficiency subject had faster speech and articulation rates than the lower-proficiency learner. This implies that narrative in dialogue is not just a listener occasionally backchanneling while the speaker delivers a monologue. The qualitative analyses revealed that the co-construction of smooth conversation was facilitated by the alignment of rhythm between the speaker and listener, supported by gaze, gestures, and head nods. The learners in these case studies were able to employ different fluency techniques for stressing words in phrases to create rhythm in spite of lower speech rates, and were able to adjust those techniques to maintain rhythm with even lower speech rates at difficult points of the story. These results confirm previous research that some apparent “dysfluencies” in speech should be considered as speech management phenomena, that positively contribute to the co-construction of fluent conversation. They also suggest that alignment between the speakers in terms of rhythm of speech and gaze are important in conversation, confirming previous research showing alignment at these and other levels of interaction. Finally, it appears that fluency is a multi-level construct, and that dialogic fluency should be considered a separate construct from cognitive fluency, of equal or more importance. This has implications for language testing, such that fluency may not be able to be captured with single test types, and for language teaching and learning more generally.
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Vargas, Dolores Judy. "Fluency and comprehension process for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3340.

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The purpose of this study is to reengage low-performing students. This study will incorporate meaningful activities, strategies, and techniques to improve reading, writing, listening, and speaking skills.
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Wood, David. "Formulaic language in speech fluency development in English as a second language." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29274.

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This thesis is an investigation of the role of formulaic language in second language (L2) speech fluency development, within a cognitive and information processing framework. Fluency has been studied and defined in terms of temporal variables of speech such as rate of speech, pause frequency and distribution, and the length of fluent runs between pauses. It has been suggested by several researchers that the key to fluency in spontaneous speech is mastery of a repertoire of formulaic language sequences, multiword strings processed mentally as single words (Schmidt, 1991; Towell, Hawkins, and Bazergui, 1996; Chambers, 1998). If formulaic sequences are automatized or stored and retrieved as wholes from long term memory so as to allow longer lexical units to be produced within the limits of controlled processing (McLaughlin, Rossman, and McLeod, 1983; Kahnemann and Treismann, 1984; DeKeyser, 2001) and short term memory (Anderson, 1983; Baddeley, 1988), then they may facilitate spontaneous speech under the constraints of real time. The present study was designed to examine whether this could be so. The study draws on a synthesis of research from three areas: fluency and its development in second language (L2) speech; formulaic language, multi-word lexical units which are stored and retrieved in long-term memory so as to be retrieved as wholes; social and cultural factors related to fluency development and formulaic language use, including first language and culture, voice, and identity. The research was interpreted in light of psycholinguistic knowledge about mental processes underlying L2 speech production, particularly the growing evidence that formulaic language sequences are fundamental to fluent language production as they allow production to occur despite the restrictions of controlled processing and the constraints of short term memory capacity. The hypotheses which frame the research centre around the idea that increased use of formulaic language units by learners over time facilitates the development of speech fluency as measured by temporal variables such as speech rate, pause phenomena, and the length of fluent runs occurring between pauses. Specifically, it was hypothesized that, with continued learning and experience, L2 speech would exhibit a faster rate of production, a greater proportion of production time spent speaking as opposed to pausing, longer runs between pauses, and that formulaic sequences would appear more frequently in the longer runs between pauses. (Abstract shortened by UMI.)
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Kapranov, Oleksandr. "The impact of language exposure on fluency in simultaneous interpreting." University of Western Australia. School of Animal Biology, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0012.

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Five experiments are presented in this thesis. They investigate the impact of the interpreter's language exposure on the interpreter's fluency in simultaneous interpreting. The measurement of the interpreter's fluency involves a quantitative procedure developed by Kirsner and his colleagues (2002). The procedure is based on computer-assisted analyses of pause and speech segment durations and associated variables. The quantitative measures are employed to determine whether or not different levels of the language exposure influence fluency in simultaneous interpreting. The impact of the interpreter's language exposure is elaborated upon within the framework of dynamic systems theory. Experiment 1 is a pilot case study investigating the applicability of the methodology developed by Kirsner and his colleagues (2002, 2005) to the research in fluency in simultaneous interpreting. In Experiments 2-5 this methodology is extended to investigate the impact of the participants' language exposure on fluency in simultaneous interpreting involving various language pair combinations. Experiment 2 investigates the interpreter students' exposure to their third working language, Norwegian. It has been found that the participant's fluency in the experimental tasks critically depends on the amount of out-of-classroom language exposure, involving the language exposure to Swedish, a language typologically closely related to Norwegian. Experiment 3 investigates the impact of the interpreter students' language exposure gained during the stay abroad in Germany on their fluency in interpretation from/into German. Significant gains in fluency due to the stay abroad have been found between the groups of participants and their respective controls who studied German at their respective home universities. Experiments 4 and 5 explore the impact of the on-going language exposure to the interpreter's second language in the conditions of discontinuity in practicing simultaneous interpreting. The participants with the language pair combinations Finnish/Swedish (experiment 4) and English/Russian (experiment 5) have discontinued practicing simultaneous interpreting, yet enjoy a continuous exposure to their working languages. The participants have exhibited superior fluency measures compared to their respective controls (beginner and advanced students), and inferior fluency measures compared to the control group of professional interpreters. Data analysis of all the participants under all experimental conditions have not yielded any pause duration distributions specific to simultaneous interpreting.
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Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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Bagherian, Fatemeh Carleton University Dissertation Psychology. "Language fluency, expertise and information searching in the library." Ottawa, 1993.

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Books on the topic "Language fluency and appropriacy"

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M, Valette Rebecca, ed. French for fluency. Lexington, Mass: D.C. Heath, 1985.

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Segalowitz, Norman. The cognitive bases of second language fluency. New York, NY: Routledge, 2010.

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1950-, Jensen Eric, ed. Joyful fluency: Brain-compatible second language acquisition. San Diego, CA: The Brain Store, 1998.

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The cognitive bases of second language fluency. New York, NY: Routledge, 2010.

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Araújo, Américo C. Portuguese: Fluency & culture 1. New Bedford, MA: DAC Publishers, 1992.

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W, Wolek Gary, ed. Building academic fluency. Boston, MA: Heinle & Heinle Publishers, 1992.

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Fluency and its teaching. Clevedon [U.K.]: Multilingual Matters, 1999.

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Anne, Lambright, ed. Metas: Spanish in review, moving toward fluency. Boston, MA: McGraw-Hill Higher Education, 2007.

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At ease: A fluency builder. Englewood Cliffs, N.J: Prentice Hall Regents, 1995.

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Fluency in Native And Nonnative English Speech. Amsterdam: John Benjamins Publishing Company, 2013.

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Book chapters on the topic "Language fluency and appropriacy"

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Tetnowski, John A., and Kathy Scaler Scott. "Fluency and Fluency Disorders." In The Handbook of Language and Speech Disorders, 431–54. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch19.

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Huensch, Amanda. "Fluency." In The Routledge Handbook of Second Language Acquisition and Corpora, 293–304. London; New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781351137904-26.

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Nation, I. S. P., and Rob Waring. "Developing Reading Fluency." In Teaching Extensive Reading in Another Language, 123–35. New York, NY : Routledge, 2019. |Series: ESL & applied linguistics professional series |Includes bibliographical references and index.: Routledge, 2019. http://dx.doi.org/10.4324/9780367809256-10.

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Kukich, Karen. "Fluency in Natural Language Reports." In Natural Language Generation Systems, 280–311. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3846-1_8.

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Kanto, Laura, and Ulla-Maija Haapanen. "7. Fluency in Sign Language." In Fluency in L2 Learning and Use, edited by Pekka Lintunen, Maarit Mutta, and Pauliina Peltonen, 96–110. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788926317-009.

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Huhta, Ari, Heini Kallio, Sari Ohranen, and Riikka Ullakonoja. "9. Fluency in Language Assessment." In Fluency in L2 Learning and Use, edited by Pekka Lintunen, Maarit Mutta, and Pauliina Peltonen, 129–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788926317-011.

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Unruh, Susan, and Nancy A. McKellar. "Reading Fluency and Vocabulary." In Assessment and Intervention for English Language Learners, 81–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_6.

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Pallotti, Gabriele. "Measuring Complexity, Accuracy, and Fluency (CAF)." In The Routledge Handbook of Second Language Acquisition and Language Testing, 201–10. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-23.

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Dworzynski, Katharina. "Chapter 3: Genetics and Language." In Multilingual Aspects of Fluency Disorders, edited by Peter Howell and John Van Borsel, 43–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693570-005.

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Ekiert, Monika, Sofia Lampropoulou, Andrea Révész, and Eivind Torgersen. "Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance." In Task-Based Language Teaching, 248–63. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.10.10eki.

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Conference papers on the topic "Language fluency and appropriacy"

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Caulfield-Browne, Mark. "Innovations in Teaching: Engineering Drawing and 3D Visualization." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61390.

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A fundamental course offered at The Petroleum Institute (PI) in Abu Dhabi, to all sophomore engineering students, is Engineering Graphics. One of the objectives of the Engineering Graphics course is to equip students with the basic drawing and visualization skills required of competent engineers. With English being a second language, a number of issues in developing such a course had to be addressed: proficiency in the English language, previous drawing experience, 3D visualization skills, judicious and appropriate use of technology. While some of our sophomore students cope adequately with learning in English, many struggle to understand the language used in technical courses. Further, the majority of our students have no prior drawing experience and generally have poorly developed 3D visualization skills. This paper will consider how the learning process can be enhanced through appropriate use of technology. The development and delivery of an innovative, bespoke Engineering Graphics and 3D Visualization course will be presented. The course concentrates on developing visualization skills by providing a web-based, independent-learning component. Interactive multimedia resources were developed to accompany the sketching part of the course. The 3-dimensional sketching examples given in the course notes were modeled using the CAD software the students would learn later in the course. It was anticipated that, by providing these powerful visualization tools, students would intuitively understand the concepts even without previous exposure to Engineering Graphics or fluency in the language of instruction. In this paper, the course structure will be presented, our findings will be outlined and recommendations discussed.
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Lippincott, Tom, and Benjamin Van Durme. "Fluency detection on communication networks." In Proceedings of the 2016 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/d16-1107.

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Deshmukh, Om D., Harish Doddala, Ashish Verma, and Karthik Visweswariah. "Role of language models in spoken fluency evaluation." In Interspeech 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/interspeech.2010-683.

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Howell, Peter. "Development of fluency control and the speech-language interface: The EXPLAN model of fluency control." In 2007 IEEE 6th International Conference on Development and Learning. IEEE, 2007. http://dx.doi.org/10.1109/devlrn.2007.4354025.

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Cheng, Jian, and Jianqiang Shen. "Towards accurate recognition for children's oral reading fluency." In 2010 IEEE Spoken Language Technology Workshop (SLT 2010). IEEE, 2010. http://dx.doi.org/10.1109/slt.2010.5700830.

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Absalom, Matthew. "How to Achieve Fluency A Learner Perspective." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.98.

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Varges, Sebastian. "Fluency and completeness in instance-based natural language generation." In the 19th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1072228.1072233.

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Onoda, Sakae. "Effects of Issue Logs on L2 Oral Fluency Development." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.29.

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Kwong, Oi Yee. "From Fidelity to Fluency: Natural Language Processing for Translator Training." In Proceedings of the 5th Workshop on Natural Language Processing Techniques for Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-3719.

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Sabu, Kamini, Prakhar Swarup, Hitesh Tulsiani, and Preeti Rao. "Automatic Assessment of Children's L2 Reading for Accuracy and Fluency." In 7th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-21.

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Reports on the topic "Language fluency and appropriacy"

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Vroom, Kristen. Guided Reinvention as a Context for Investigating Students' Thinking about Mathematical Language and for Supporting Students in Gaining Fluency. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7420.

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Mathew, Karen. An analysis of the relationship between the degree of maintained fluency improvement of former Portland State University stuttering clients and the overall language themes they used. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3058.

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