Speech Repair in Language Production and Foreign Language Teaching Beijing Foreign Studies University Chen Yaping

Task based language learning and teaching task as a device that guides learners to engage in certain types of language use and mental processing that are beneficial to acquisition. production tasks predisposing learners to focus on fluency, others on accuracy and yet others on complexity.

attention and task demand human attentional resources are limited attentional resources affect learners’ performance

attention allocation in speech production and learners’ self-repairs Monitoring and self repairs attentional limitations affecting the efficiency of the monitoring processes

The present study Purpose 1: distribution of different types of self-repairs in monologue, retelling and dialogue Purpose 2: accuracy and the three tasks

Taxonomies of self-repairs van Hest (1996) ; Kormos (1999, 2000) Wang (2006) Different information; appropriateness; error repairs; rest appropriateness repairs; grammatical repairs; lexical repairs; unnoticed grammatical errors

Materials Spoken and Written English Corpus of Chinese Learners, published by Foreign Language Teaching and Research Press in 2005 35 students in Group 1 in 2001

Result: In monologue, the most unnoticed grammatical errors. The least grammatical and appropriateness repairs in dialogue Similar grammatical and appropriateness and lexical repairs in monologue and retelling Similar lexical repairs in the three tasks

Complexity of language Range32:BASEWRD1.txt; BASEWRD2.txt; BASEWRD3.txt Over 100 BASEWRD1 words 9.31-10.83 BASEWRD2 words 27.94-30.46 BASEWRD3 words difference in type/token ratio dialogue less complex than the other two

Levelt’s production model Conceptualizer monitor Formulator Speech- Grammatical encoding Comprehension System Phonological encoding Articulator Audition

Attentional allocation Idea formulation: retelling < dialogue < monologue Linguistic encoding: Grammatical form Monitoring: Monologue < dialogue < retelling

Conclusion Retelling: effective monitoring of utterances, some control of grammatical encoding Monologue: least control of grammatical encoding Dialogue: less grammatical monitoring, some control of grammatical encoding as a result of learners’ simplification strategy

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