A Study On The Correlation Between Advanced Chinese Learners’ Oral Output Self-Monitoring Behavior And Oral Chinese Fluency

This paper conducts quantitative and qualitative analysis on the relationship between explicit and implicit self-monitoring behaviors and fluency among advanced Chinese proficiency learners from a university in the United States.Firstly,the correlation between the comprehensive index of oral fluency of 15 learners at the beginning and end of the semester and their explicit and implicit self-monitoring behavior indexes was analyzed.The results show that there is a significant positive correlation between speech speed and pronunciation speed and pronunciation time ratio at the beginning of the term.There was a significant negative correlation between speech speed and explicit self-monitoring behavior.In addition,there was a significant positive correlation between articulation speed and average pause length,a significant positive correlation between average articulation length and average flow length,and a significant negative correlation between average articulation length and explicit self-monitoring.At the end of the semester,there was a significant positive correlation between the average pronunciation length and the average flow length of learners’ spoken language,and between the speech speed index and students’ explicit self-monitoring(correction).There was a significant negative correlation between the pronunciation time ratio and the average pause length.From the perspective of the overall fluency index,it was negatively correlated with explicit self-monitoring behavior(correction)at the beginning of the semester,but there was no significant correlation between the overall fluency index,explicit self-monitoring and implicit self-monitoring at the end.On the basis of quantitative analysis,this paper selected typical cases to track the development and change of oral fluency.It is found that learners’ language background,familiarity with oral topics,psychological state and other factors will affect learners’ oral fluency index,Chinese level factor will affect learners’ explicit self-monitoring behavior,and native language habits will directly affect their implicit self-monitoring behavior.Finally,based on the results of quantitative and qualitative research,this paper puts forward teaching suggestions to improve learners’ oral fluency.