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

2. 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.

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

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

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

6. 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

7. 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

8. 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

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

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

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

12. 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

13. Thank you