How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.
We can all recognize fluency and practise to be fluent, but do not understand what linguistic and paralinguistic operations are involved. This book tries to solve this puzzle. It begins by exploring perceptions of fluency to understand their common denominators. It goes on to pinpoint the specific features which promote fluency while emphasising its relative and interactional nature. These analyses produce both a methodological framework and a pedagogical strategy, illustrated by sample classroom activities.