A Case Study Of Korean Students' Chinese Oral Fluency And Verbal Self-monitoring Behavior Development

Based on the theory of spoken fluency and self-monitoring,this paper conducts a case study on the development of spoken fluency and self-monitoring behavior of Korean students.The study focuses on the overall situation of learners' oral expression and tries to explore the dynamic change trend of learners' oral development in order to provide some suggestions for oral teaching.The research body is divided into four chapters,the main content is as follows:In Chapter 1,the theoretical basis and research design are introduced,and the ELAN multimodal labeling process is described in detail.The second chapter investigates and analyzes the development process of foreign students' oral Chinese fluency.The results show that,after one semester of Chinese learning and training,the five indicators of spoken Chinese fluency of the two subjects have made some progress,and the spoken Chinese fluency shows a trend of nonlinear development.The third chapter investigates and analyzes the development process of foreign students' speech self-monitoring behavior.The results show that the two subjects' Chinese proficiency will continue to strengthen the monitoring of the content of speech and the accuracy of language expression in the middle and later stages of development.Different learning types of subjects have different tendencies of using verbal selfregulation tools.The fourth chapter investigates and analyzes the correlation between the spoken Chinese fluency of foreign students and the means of verbal self-regulation and puts forward some teaching suggestions.The results showed that there were significant correlations between several pairs of different measures in each of the two subjects,which were caused by the different propensity of the participants to use verbal regulation devices and the different development characteristics of oral fluency.Finally,the study suggests that teachers should treat students' regulation behaviors with a tolerant attitude,patiently guide and actively encourage students to produce language through self-regulation,and properly intervene students' regulation methods when necessary.