2。2 Previous Researches on Oral Self-repairs in L2

2。2。1 Previous research aboard 文献综述

Abroad the researches on oral self-repair have been conducted for a long time from various perspectives, different and perse repair types and structures。 In terms of research perspective, the researches on oral self-repair in L2 have been based on psycholinguistics (Kormos, 1999), sociolinguistics (Rieger, 2003), pedagogy。 The psycholinguistic research on L2 self-repair and particular attention to the relevance of this field for L2 production and acquisition were explored (Kormos, 1999)。 When considering different tasks variables, Ahmadian, Abdolrezapour and Ketabi (2012) investigated how the degree of task difficulty affected self-repair behavior in L2 oral speech。 And the results revealed that there was a relationship between task difficulty and self-repair behavior。 For example, when facing the difficult task which had tight story-line instead of loose one, participants made appropriacy and different-information repairs mostly。 The effects of inherent task structure and processing load on performance on a narrative retelling were discussed and the results showed that more structured tasks generated more fluent language while processing load did influence the complexity of language (Skehan & Foster, 1999)。 Quan & Weisser (2015) compared the similarities and differences between Chinese English learners and English native speakers in the use of recycling and replacement, finding that Chinese English learners use more verbs to initiate recycling and as replaced items。 And the similarity was that both sides used more word-level recycling than group-level recycling。 In the empirical research about the relationship between working memory capacity and self-repair behavior in L2 oral production, the result showed that the correlations were positive and more error-repairs were made (Mojavezi & Ahmadian, 2013)。 In terms of self-repair types, “the taxonomy of repairs can be pided into 3 categories, which are different repairs, appropriateness repairs and error repairs” (Levelt, 1983, p。52)。 And in the research of Bredart (1991), the result confirmed that for erroneous words the longer the reparandum the higher the amount of word interruptions。 Kormos (2000) investigated the role of attention in monitoring second language speech production by means of analyzing the distribution and frequency of self-repairs and the errors’ correction rate in the speech。