The effects of repetition on spoken fluency and accuracy

Abstract

This study reports on the effects of repetition on the performance of an unrehearsed talk. A group of learners in an English Proficiency Course served as subjects. It is hypothesized that the repetition of the talk will result in an improvement in (a) fluency of the delivery, and (b) accuracy of the language in the talk. The study employed a technique which is designed to help intermediate and advanced students improve their ability to speak fluently in the target language. This technique has sometimes been called the 4/3/2 technique. Learners' performances were recorded, transcribed and analyzed. A quantitative analysis of the data revealed that, first, repetition results in an improvement in fluency as measured in terms of speech rate (the number of words spoken divided by total speech time), and hesitation rate (the number of lapses per 100 words). Second, repetition leads to the development of an awareness of grammatical accuracy, in that errors committed undergo correction of one form or another. Last, non-native speakers, appear to use hesitation phenomena, such as ah-phenomena, repetition, repairs and stutterings frequently. Case studies are presented which show the relationship between hesitation phenomena (HP) and changes in the presentation of information. There is evidence that hesitation phenomena are connected to correction. A three-step model of correction together with patterns of correction is presented. The study concludes with a discussion of the findings with reference to (a) repetition and quality of performance, (b) the possible implications for teaching, and (c) reference to the need for future research.