disfluency

简明释义

英[/dɪsˈfluənsi/]美[/dɪsˈfluənsi/]

n. 不流利

复 数 d i s f l u e n c i e s

英英释义

单词用法

同义词

反义词

例句

1.On the other hand disfluency kicks the mind into an analytical reasoning mode, making it more likely our decision will go off-piste.

另一方面，不流畅使得思维进入一个分析判断模式，这使得我们的决定不会失去控制。

2.For instance, if a parent says, "Come look at thee, uh, hummingbird, " the disfluency "thee" and "uh" indicate something novelor important will follow.

举例来说，如果一个家长对孩子说，“快过来看看这个，嗯、呃，看这个蜂鸟。” “嗯”和“呃”的停顿表明更重要的新奇信息会在其后出现。

3.For instance, if a parent says, "Come look at thee, uh, hummingbird, " the disfluency "thee" and "uh" indicate something novelor important will follow.

举例来说，如果一个家长对孩子说，“快过来看看这个，嗯、呃，看这个蜂鸟。” “嗯”和“呃”的停顿表明更重要的新奇信息会在其后出现。

4.Public speakers often practice to minimize disfluency in their delivery.

公共演讲者通常练习以最小化他们表达中的语流不畅。

5.In language learning, disfluency can occur when a student struggles to find the right words.

在语言学习中，当学生努力寻找正确的单词时，可能会出现语流不畅。

6.Children who stutter may exhibit disfluency, causing frustration for both them and their parents.

有口吃的孩子可能会表现出语流不畅，这让他们和父母都感到沮丧。

7.During the presentation, I noticed several instances of disfluency in my speech, which made me feel less confident.

在演讲过程中，我注意到我的讲话中有几个语流不畅的实例，这让我感到缺乏自信。

8.The therapist worked with the patient to reduce disfluency during conversations.

治疗师与患者合作，以减少交谈中的语流不畅。

作文

Language is a complex tool that humans use to communicate their thoughts and feelings. However, not every instance of speech flows perfectly. In fact, many people experience moments of hesitation, repetition, or interruptions while speaking. These interruptions in verbal communication are known as disfluencies. A disfluency can manifest in various forms, such as filler words like 'um' or 'uh', repeating a word or phrase, or even pausing for an extended period. Understanding disfluency is essential for both speakers and listeners, as it highlights the natural imperfections of human communication.Disfluencies can occur for several reasons. For instance, when a speaker is nervous or unsure of what to say next, they may resort to using fillers or repeating themselves. This is particularly common in public speaking situations where the pressure to perform can lead to anxiety. Similarly, when individuals are processing complex ideas or searching for the right words, they may experience disfluencies. This can be seen in academic settings where students are asked to articulate their thoughts on challenging topics. In these cases, disfluency is not a sign of incompetence but rather a natural part of the cognitive process.Moreover, disfluencies can vary across different languages and cultures. Some cultures may view the use of fillers as a sign of hesitation or lack of confidence, while others may see them as a normal part of conversation. For example, in English-speaking contexts, frequent use of fillers might be frowned upon, whereas in other languages, they may be more accepted. This cultural variation in disfluency usage can affect how individuals perceive each other during conversations, potentially leading to misunderstandings.Interestingly, disfluencies can also serve a functional purpose in communication. They can provide speakers with extra time to think and organize their thoughts, allowing for clearer expression of ideas. Additionally, they can signal to the listener that the speaker is still engaged in the conversation and has not yet finished their point. Therefore, while disfluencies might seem like a hindrance in communication, they can actually enhance the interaction by making it more dynamic and engaging.In educational settings, teachers can help students become more aware of their own disfluencies. By encouraging students to practice speaking in front of peers or recording themselves, they can identify patterns in their speech that may require improvement. This self-awareness can lead to greater confidence and fluency over time. Furthermore, educators can teach strategies for managing disfluencies, such as taking deep breaths, pausing before speaking, and using transitional phrases to maintain the flow of conversation.In conclusion, disfluency is an inherent aspect of human communication that reflects our cognitive processes and social interactions. It is important to recognize that disfluencies are not indicative of a speaker's intelligence or capability; rather, they are a normal part of language use. By understanding and accepting disfluency, we can foster more effective communication and create a supportive environment for speakers to express themselves without fear of judgment. Ultimately, embracing the imperfections of language can lead to richer and more meaningful conversations.

语言是人类用来交流思想和感受的复杂工具。然而，并不是每一次的言语都能完美流畅。事实上，许多人在说话时会经历犹豫、重复或中断的时刻。这些在口头交流中的中断被称为不流利。不流利可以以多种形式表现出来，例如像“嗯”或“呃”这样的填充词，重复一个词或短语，甚至长时间停顿。理解不流利对说话者和听众都至关重要，因为它突显了人类交流的自然不完美。不流利可能由于多种原因而发生。例如，当说话者感到紧张或不确定接下来该说什么时，他们可能会使用填充词或重复自己。这在公共演讲的场合中特别常见，因为表演的压力可能导致焦虑。同样，当个人在处理复杂思想或寻找合适的词汇时，他们可能会经历不流利。在学术环境中，学生被要求阐述他们对挑战性主题的想法时，可以看到这种情况。在这些情况下，不流利并不是无能的表现，而是认知过程的自然组成部分。此外，不流利在不同的语言和文化中也可能有所不同。一些文化可能将填充词的使用视为犹豫或缺乏自信的标志，而其他文化可能将其视为交谈的正常部分。例如，在英语环境中，频繁使用填充词可能会受到批评，而在其他语言中，它们可能更被接受。这种对不流利使用的文化差异可能会影响个人在对话中的相互看法，从而可能导致误解。有趣的是，不流利在交流中也可以发挥功能性作用。它们可以为说话者提供额外的时间来思考和组织思想，从而使思想表达得更清晰。此外，它们可以向听众发出信号，表明说话者仍然参与对话，并且尚未完成自己的观点。因此，尽管不流利在交流中似乎是一个障碍，但它们实际上可以通过使互动更加动态和引人入胜来增强交流。在教育环境中，教师可以帮助学生更好地意识到自己的不流利。通过鼓励学生在同伴面前进行演讲或录音，他们可以识别出自己言语中的模式，这些模式可能需要改进。这种自我意识可以随着时间的推移带来更大的信心和流畅性。此外，教育工作者可以教授管理不流利的策略，例如深呼吸、在说话前停顿以及使用过渡短语来保持对话的流畅性。总之，不流利是人类交流固有的一部分，反映了我们的认知过程和社会互动。重要的是要认识到，不流利并不能说明说话者的智力或能力；相反，它们是语言使用的正常部分。通过理解和接受不流利，我们可以促进更有效的沟通，并为说话者创造一个支持性的环境，使他们能够自由表达自己，而不必担心被评判。最终，拥抱语言的不完美可以导致更丰富和更有意义的对话。