A Study On Spoken Chinese Self-repair Of L2 Chinese Learners At The Intermediate Stage

Self-repair is ubiquitous in spoken Chinese production.Based on the L2 Chinese learners at the intermediate stage of self-narration words in the spoken language test as text,the researcher uses the qualitative research method of conversation analysis to conduct the detailed description,including the self-repair internal structure,fixed type and repairing results,meanwhile combinating of statistics and analysis to reveale that the self-repair category distribution characteristics,the study found that:Overall,at the intermediate stage learners' oral self-repair frequency is pretty high,and in the most cases they can carry on the self-repair successfully just for one time.It reflects that learners have certain self-monitoring and self-repair ability.The suspension and the using of self-repair discourse markers at the oral self-repair editing phase,and the using of repair strategies at the repair phase can reveal the cognitive activities,such as learners' self-monitoring and speech self-plan.According to the original utterance whether go through the articulator,learners' self repair can be divided into implicit repair and explicit repair.Meanwhile according to psychological linguistic,the original utteranc has different levels in the brain.Thus,explicit repair is divided into different information repair,error repair,appropriateness repair and reconstruction.The frequency of self-repair in different categories from high to low is implicit self-repair>error self-repair>different information self-repair>appropriate self-repair>reconstruction.Moreover,at the low-intermediate and the high-intermediate stage,self-repair category and subcategory distribution situation is different,because it's related to learners' attention resource allocation in the process of Chinese production and the degree of automation of speech projects.On the basis of investigation and discussion of the empirical analysis,there are some suggestions for Chinese teaching practice:By observing and analysing the characteristics of the learners' oral self-repair,Chinese teacher can more accurately understand the weakness of the learners' spoken Chinese,and improve the degree of Chinese automation through class exercise.At the same time,Chinese teachers should also give guidance to Chinese learners' oral self-repair strategies to improve their oral fluency.This study has certain reference value for improving the oral self-repair ability of foreign learners and the efficiency of intermediate oral Chinese class.