Abstract
ABSTRACTThis study investigated the effects of three fluency-enhancing activities on interpreting learners’ performance. Four groups of students took part in the experiment. They were assigned to one of the four task conditions: pre-task planning, task repetition, formulae acquisition, and a control group. A temporal approach was adopted to measure fluency, which was divided into three dimensions: speed fluency, breakdown fluency and repair fluency. Nine temporal measures were used to measure these three aspects as well as overall fluency. Results supported a clear fluency effect of task repetition while effects of pre-task planning and formulaic sequences were not decisive. Levelt’s speech production model was used to account for effects of fluency-enhancing tasks.
Published Version
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