Phenomenon Of Non-fluent Intermediate Stage Foreign Students Chinese Spoken

There is few study on speech disfluency in the field of TCFL. Based on corpus, using statistical and analytical methods, this paper studies speech disfluencies of foreign students in the intermediate stage from qualitative and quantitative aspects.Speech disfluencies are divided into pauses, adjunctions, repeats and self-repairs. Pauses are divided into the pauses in the clauses or sentences and the pauses in the boundaries of clauses or sentences. Adjunctions are divided into the adjunctions of meaningless syllables or syllable combinations, the adjunctions of meaningful words or phrases, the adjunctions of help-seeking sentences, and the adjunctions because of physiological factors. Repeats are divided into the repeats of morphemes, words, phrases and clauses, as well as special cases of "drawl". Self-repairs are divided into error repairs, appropriacy repairs and reconstitution repairs.Adjunctions occur most frequently. And the adjunctions of meaningless syllables or syllable combinations have the largest number of occurrences. Students often add the words or phrases of "that","and" and "then". Students often pause in the boundaries of clauses and sentences. Words are repeated most often in all types of repeats. The repeats of morphemes are in the first morphemes constituting the words. In phrase repeats, subject and verb phrases are repeated most common. In self-repairs, lexical error repairs, appropriacy adjunction repairs and form reconstitution repairs occur often.As for gender differences, there are differences between man and woman students on self-repairs. Women are more in pursuit of the accuracy of language, so self-repairs of woman students are more than self-repairs of man students.As far as teaching strategies, teachers and students should pay more attention to speech disfluencies and increase the trainings for speech fluency in action. Teachers should give different trainings to students of different genders. And for speaking tests, teachers should establish quantitative evaluation systems to have objective evaluations of speech fluency.