摘要:本文是英语语言学论文,笔者认为作为自然语言的一个必要组成部分,不流利重复缓解的言语计划应力和他们其中一个音箱使用来解决口语生产过程中的言语计划问题的显式表达式。
s that tend to mark the suspension point. Fluent speech requires input from various domains, for instance, the lexicon, and is dependent on this information being rapidly accessible (Chambers, 1997). Therefore, fluency additionally requires a great deal of automaticity in other procedural components, such as lexical access, feeding into this skill (Levelt, 1989).
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2.2 Mechanisms underlying disfluent repetitions
Disfluent repetitions seem to reflect planning problems, which indicates that speech planning lags behind execution. That is to say, speakers have not constructed what they want to express when they have to speak. In addition, disfluent repetitions are associated with the complexity of the constituents, the continuity of speech and preliminary commitment to the next constituent. What’s more, second language learners have insufficient corpora, so they cannot speak in a fluent way, which results in disfluent repetitions. Disfluent repetitions are associated with the pressure of speech plan. Howell and Au-Yeung (2001) put forward that EXPLAN theory is on the basis of a proposal about planning and execution time. This theory is outlined and support from characteristics of fluency failure and altered feedback studies given. Fluency failure in this paper mainly refers to disfluent repetitions. Altered auditory feedback is usually cited to support the external loop which features in models like Levelt’s. Feedback is a term that is used to describe the route by which production is back to a monitor and in turn the message can be contrasted with what is originally intended. Levelt’s model allows the same monitor to deal with internal and external feedback by routing external feedback to the monitor through the speech comprehension system. This model involves cognitive planning and articulatory execution of speech. They cooperate mutually.
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Chapter III Methodology ....... 26
3.1 Research questions ............. 26
3.2 Subjects .......... 26
3.3 Data collection.......... 27
3.3.1 Oral task ............ 27
3.3.2 Procedure .......... 28
3.4 Data analysis ............ 28
3.5 Summary ........ 32
Chapter IV Results and Discussion ............ 33
4.1 Characteristics of disfluent repetitions ............. 33
4.1.1 Characteristic in frequency ............. 33
4.1.2 Characteristic in type ............ 34
4.2 Relationship between each type of disfluent repetitions ...... 39
4.3 The underlying reasons for disfluent repetitions ........ 46
4.4 Summary ........ 47
Chapter V Conclusion ............ 48
5.1 Major findings
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