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Exploring Fluency and Disfluency Features of Oral Performances in Chinese as a Second Language

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The Acquisition of Chinese as a Second Language Pronunciation

Part of the book series: Prosody, Phonology and Phonetics ((PRPHPH))

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Abstract

This study investigates various fluency and disfluency features of oral performances by second language (L2) learners of Chinese to explore how these features differ and develop at different levels of oral proficiency in L2 Chinese. Although fluency has been extensively researched, few studies have explored oral fluency in L2 Chinese, with the available ones addressing a small number of fluency features or a restricted range of learner proficiency. The present study extends this body of research by including L2 learners at various curricular levels and by examining a more comprehensive set of fluency features. Oral responses to a narrative task were collected from thirty-eight L2 learners of Chinese at a US university. Their responses were holistically scored on four different levels and were analyzed for eleven fluency and disfluency features, including features of the amount and rate of speech, pausing, and repairs. Results showed that features of the amount and rate of speech and silent pausing not only demonstrated strong relationships with score levels but could also distinguish among the various levels with more distinctive differences observed at higher score levels than at lower ones. These findings have important implications for the teaching and assessment of speaking in L2 Chinese.

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Notes

  1. 1.

    Shapiro–Wilk normality tests were conducted to check whether the normality assumption was met for ANOVA tests. The number of lexical fillers did not reach the statistical threshold for normal distribution. Log and square root transformations were attempted, but none of them resulted in a better approximation of normal distribution. Therefore, the original data was retained for analysis, and the result was interpreted cautiously. Nonetheless, the ANOVA result aligned with the visual representation of the boxplot.

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Authors and Affiliations

  1. University of Illinois at Urbana-Champaign, Urbana-Champaign, IL, USA

    Yuyun Lei

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  1. Yuyun Lei
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Editors and Affiliations

  1. Department of Literatures, Cultures and Languages, University of Connecticut, Storrs, CT, USA

    Chunsheng Yang

Appendix

Appendix

Scoring rubric

4

The response fulfills the demands of the task, with at most minor lapses in completeness. It is highly intelligible and exhibits sustained, coherent discourse

3

The response addresses the task appropriately but may fall short of being fully developed. It is generally intelligible and coherent, with some fluidity of expression, though it exhibits some noticeable lapses in the expression of ideas

2

The response addresses the task, but the development of the topic is limited. It contains intelligible speech, although problems with delivery and/or overall coherence occur; meaning may be obscured in places

1

The response is very limited in content and/or coherence or is only minimally connected to the task, or speech is largely unintelligible

  1. Note This scale is adapted from TOEFL iBT independent speaking rubric

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Lei, Y. (2021). Exploring Fluency and Disfluency Features of Oral Performances in Chinese as a Second Language. In: Yang, C. (eds) The Acquisition of Chinese as a Second Language Pronunciation. Prosody, Phonology and Phonetics. Springer, Singapore. https://doi.org/10.1007/978-981-15-3809-4_13

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  • DOI: https://doi.org/10.1007/978-981-15-3809-4_13

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