چکیده:
Fluency in a second language (L2) involves a quintessentially cognitive processing system that operates quickly and effectively. The perceived importance of researching fluency through a psycholinguistic lens has motivated the related L2 research to resort to current cognitive speaking-specific models. This study, drawing on Levelt’s (1999a) psycholinguistic model, probed the deficiency sources (DSs) (non)fluent L2 speakers encounter in L2 communication and then surveyed the problem-solving mechanisms (PSMs) they happen to engage in to circumvent or mitigate the bottle-neck effects of the deficiencies. First, an analytic fluency rating scale was developed to assess the audio-recorded (monologic and dialogic) speech samples of a large number of L2 speakers and identify the fluent and nonfluent speakers. Two questionnaires and output-related retrospective interviews were employed to explore the (non)fluent L2 speakers’ DSs and PSMs. The MANOVA results and the interpretative analysis of retrospective data revealed that the nonfluent participants mainly suffered from resource deficits, processing time pressure, and perceived deficiencies in the interlocutor’s performance. Specifically, they felt adversely pressured by an onrush of competing plans or the absence of any to chart their minds, floundered on feeling incapable of configuring a viable syntactic structure for their intended meanings, were restrained groping for the right lemma to fit their notions, or faltered due to a daunting uncertainty of the phonological accuracy. Meanwhile, they resorted to ineffective oral ––––––––––––––––––––––––––––––––––––––––
خلاصه ماشینی:
Two questionnaires and output-related retrospective interviews were employed to explore the (non)fluent L2 speakers’ DSs and PSMs. The MANOVA results and the interpretative analysis of retrospective data revealed that the nonfluent participants mainly suffered from resource deficits, processing time pressure, and perceived deficiencies in the interlocutor’s performance.
Encouraged by the scarcity of research on the cognitive foundations of fluency, this study drew on Levelt’s (1999a) speaking-specific model to research L2 fluency as a cognitive process and explore deficiency sources (DSs) and problem-solving mechanisms (PSMs) of fluent and nonfluent L2 speakers.
The differences between DSs and PSMs of fluent and nonfluent L2 speakers can also benefit the language testing field for developing a cognitive model for L2 fluency assessment.
Fluency and communicative effectiveness thus might be better explored by using a cognitive model of L2 speech production that provides an account of DSs that the fluent and nonfluent L2 speakers might encounter and the PSMs they employ to handle those cognitive or communicative inadequacies.
A closer examination of the mean scores showed that the fluent L2 speakers employed PSMs related to resource deficits, processing time pressure, and perceived deficiencies in the interlocutor’s performance more than the nonfluent L2 speakers to avoid communication breakdowns.
6. Discussion This study was an attempt to research L2 fluency as a cognitive process and explore the DSs and PSMs of fluent and nonfluent L2 speakers based on Levelt’s (1999a) speaking-specific model.