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e analyzed in quantitative andqualitative aspects. Thus, from the aspects of longitudinal ductility,comprehensiveness and objectivity, it will be more efficient to illustrate thedevelopmental features of oral fluency.The research integrates the literatures of Levelt in 1989 and 1999, yet most studywhich refers to the area only use Levelt’s speech production models in 1989 toillustrate the development of oral fluency. Thus, the theoretical foundation will bemuch richer and more persuasive. Through integrating the process of oral productionin Levelt’s model and the oral fluency, the development of oral fluency can beillustrated step by step.
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Chapter 2 Literature Review

2.1 Oral fluency
As a complicated concept, there is still no commonly agreed definition about oralfluency, and there is little research which is conducted into L2 production and L2 oralfluency. Schmidit (1992) summarizes the lack of research as follows: The study of L2performances has received less attention than that of L2 competence, and within thelanguage processing field, studies of L2 comprehension greatly outnumber studies ofproduction. Studies of L2 fluency constitute an even smaller subset of productionstudies, and not many of these have been concerned with how fluency develops(Schmidit,1992:379).In the past twenty years, many experts have made studies according to differentpurposes. Lesson(1975) and Fillmore(1979) have investigated the oral fluency in theperspective of mother tongue, while Brumfit(1984), Fraercher et al.(1984),Sjavaara(1987),Lennon(1990),Schmidt(1992),Dechert＆Raupach (1980a,1980b,1987),Towell(1987) and Towell, Hawkins＆Bazergui(1996) have made research in theaspect of foreign language or second language. Besides, Zhang Wenzhong (1999)have made a review of the theoretical models of oral fluency in abroad. Hesummarized the different definitions of the oral fluency of native language and secondlanguage, then proposed the operational definition of the second language oral fluencyand found the external factors that influence oral fluency.
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2.2 The psycholinguistic mechanism of oral fluency development
In the thesis, it will adopt to Levelt’s Model of Speech Production and Kormos’smodel of bilingual speech production. As Levelt created his model primarily toaccount for mature, fluent L1 speech, it has been modified and expanded in importantways by de Bot(1992) to better describe bilingual speakers, including L2 learners.Thus, Kormos’s model of speech production in second language emerged as the timesrequire. Levelt’s model in 1989 was a representation of language production in a mature,monolingual native speaker, but de Bot(1992) has argued that it can be modified todeal with second language development .There are two kinds of knowledge---- declarative knowledge and proceduralknowledge in this model. Declarative knowledge is knowledge as ‘what’s it ?’, whileprocedural knowledge is knowledge ‘how to operate it ?’. Levelt proposed that, forreasons to do with the nature of working memory and the speed with which speech isnormally produced, fluent speech production requires procedural knowledge.
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Chapter 3 Research Methodology ....20
3.1 The purpose of research........20
3.2 Research design........20
3.3 The steps of research ......21
3.4 Data collection and analysis .......22
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