ABSTRACT
This paper discusses the process of young children’s acquisition of disfluency based on observation and comparison of speech data of two children in a natural environment. The two children’s disfluency differed in many ways, including the timing of the appearance of fillers and the fillers that appeared. However, it was also possible to find commonalities across individual differences. The two children acquire disfluency in considering the content of speech (“content-oriented” disfluency) the earliest, followed by disfluency of attention getter directed toward the conversational partner (“others-oriented” disfluency), and disfluency that is not clearly “content-oriented” or “others-oriented” is acquired last.
