This study explores the effects of the 4/3/2 technique on Chinese non-English majors' spoken English production by means of linguistic indices and performing indices. The findings provide further encouraging suppo...This study explores the effects of the 4/3/2 technique on Chinese non-English majors' spoken English production by means of linguistic indices and performing indices. The findings provide further encouraging support that the 4/3/2 technique has some good effects on spoken English production, not only in oral fluency but also in linguistic accuracy, complexity, and appropriateness. The qualitative analyses indicate that omitting or reducing some information is the major strategy for the subject to fit the talk into reduced available time. In addition, pauses (including ah-phenomenon) and lexical repetitions are the major strategies adopted by the subjects to gain time for planning and they use relatively fewer verbal fillers (e.g. 'I mean', 'as you know'). This paper finally puts forward some pedagogical implications of the 4/3/2 technique in foreign language teaching.展开更多
文摘This study explores the effects of the 4/3/2 technique on Chinese non-English majors' spoken English production by means of linguistic indices and performing indices. The findings provide further encouraging support that the 4/3/2 technique has some good effects on spoken English production, not only in oral fluency but also in linguistic accuracy, complexity, and appropriateness. The qualitative analyses indicate that omitting or reducing some information is the major strategy for the subject to fit the talk into reduced available time. In addition, pauses (including ah-phenomenon) and lexical repetitions are the major strategies adopted by the subjects to gain time for planning and they use relatively fewer verbal fillers (e.g. 'I mean', 'as you know'). This paper finally puts forward some pedagogical implications of the 4/3/2 technique in foreign language teaching.
