Disfluency and self‐repair in presentational and interpersonal speech modalities

Abstract

The current study investigated disfluency and self‐repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self‐repair. Knowledge of self‐initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as presentational and interpersonal speech, may provide distinct psychological and discourse conditions for eliciting speech. Although presentational and interpersonal communicative skills are deemed crucial subskills of L2 ability, little research has examined whether patterns of L2 disfluency and self‐repair may vary between the two speech modes. The current study examined the distributions and rates of different types of disfluency signals, reparanda, and repair strategies manifested in presentational and interpersonal speech by advanced L2 Chinese speakers. The results revealed that in both speech modes, advanced Chinese speakers allocated significant repairing effort to correct lexical items and reformulate messages. The distributions and rates of different types of self‐repair exhibited significant between‐mode differences. The findings indicate that speaking practice through different modes may facilitate the development of L2 speaking skills in different areas. Further research is still needed to examine disfluency and self‐repair in various speech modes and with different L2 proficiency levels and task conditions.

The Speaking Disfluencies in the University Students’ Classroom Conversation

“…It means that teachers need needs to go beyond the study only the grammatical aspect of the language. It means that in addition to that teachers also needs to study the other aspects such as disfluency since it is also a natural phenomena of the speech production experienced the native speakers of any language in this world (Montes et al, 2019;Liao, 2022). As a foreign language teacher, a person is wise not only to pay attention on the the correct use of the language aspect she or he is teaching in the classroom, but for a successful teaching she or he also needs to study how the foreign language students produce the category of the speaking disfluencies in their conversation in the classroom instruction (Kosmala & Crible, 2022;Buana & Ananda, 2022).…”