| There have been numerous studies regarding the fluency of spoken English as a second language in the field of second language acquisition,however,it is regrettable that there are few studies related to the fluency of spoken Chinese as a second language.In the study of the fluency of oral expression in the second language,there are many studies on the learners' longitudinal measurement and analysis of the learners' dynamic process of improving the fluency of oral expression in learners,and there are few studies of the fluency of learners' oral Chinese expression.Additionally,the author has experience teaching Chinese as a foreign language and is very interested in studying the fluency of Chinese students' oral expression.Therefore,the author intends to use experimental methods to study the fluency of Chinese students' oral utterances in a horizontal and static way in order to compensate for the lack of research in this area and to give inspiration to oral and foreign language teaching of Chinese as a second language.This thesis first analyzes previous studies of oral fluency,discusses the definition of oral fluency from different scholars,some factors influencing oral fluency,and the acquisition and improvement of oral fluency.On the basis of predecessors' research,combined with the characteristics of Chinese language,we set three major quantitative indicators:temporal indicators,language accuracy indicators,and language expression indicators.We then implement empirical methods to speak Chinese as a second language.This allows the fluency of the expression to be quantified.The author will take a total of 32 foreign students as subjects,divided them into two groups and each group will be subjected to different forms of testing.Test the method of recording,and write the resulting speech samples to document the actual oral fluency of the subjects,COOLEDIT software will be used to calculate the length of speech;and pause duration.Then the subject's score on each test will be converted and analyzed for accuracy,finally the total score of the subject will be calculated.The correlation between the scores of the two groups and the total score obtained by the test subject will be calculated by IBM SPSS software,and test correlations between the two groups' scores.In addition,in order to verify the reliability of this test,we use SPSS software to calculate a coefficient of the three indicators and a coefficient of the total score.We can then determine whether this test has a high degree of reliability.After analyzing the calculated results,the author finds that the overall reliability index of the test is high.Among the three major indicators,the time index is the most stable and reliable,followed by the language expression index,and finally the language accuracy index.Therefore,the author believes that when quantitatively evaluating the fluency of spoken Chinese as a second language,the temporal indicator is an important indicator that we must consider first,considering the language's representation indicators and accuracy indicators.In particular,language accuracy indicators should not be used 'as an important fluency indicator for the measurement of spoken Chinese in L2 learners.In summary,the author believes that for the teaching of spoken Chinese as a second language,Chinese foreign language teachers should take into account both accuracy and fluency,correct the student's pronunciation errors in a timely manner,create realistic situations and train students to use the target language in actual situation.The ability to communicate,pay attention to the output of the entire sentence and into paragraphs to help students internalize and assimilate the language rules;design high-quality oral exercises;focus on repetition drills to improve learners' oral fluency.For the oral test of Chinese as a second language,the questions should be set more abundant and close to real-life situations;the evaluation criteria of spoken tests should be as specific as possible to avoid excessive subjective evaluation. |
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