| 研究実績の概要 |
For the academic year of 2014-2015, we produced two papers regarding fluency and dysfluency. The first was entitled, "Understanding Fluency through Dysfluency: Comparing EFL Learners with Native Speakers" and the focus was of examining both fluency and dysfluency measures of EFL learners and comparing this data with data from native speakers.
We examined monologues and dialogues collected from 10 speakers with low TOEIC scores (461-571) and 10 non-native speakers with high scores (683-793) along with 10 native speakers to examine if syntactic, acoustic, lexical dysfluencies decrease with increased proficiency as indicated by the subjects' exam scores. Results indicated that as for syntactic usage there were not significant differences with the dependent variables of reformulation / retracing, or number of words, but significant differences were noted for the variables of abandoned sentences, repetition, and average mean length runs. Concerning acoustic dysfluency, significant differences among the three groups were found on the variables of phonation-time ratio, number of pauses, mean length of pauses, amount of silence, percentage of silence, micropauses, pace but not for vocalism/filled pauses, lengthening of sounds, and space. As for lexical dysfluency, significance differences were neither noted for word fragments and mispronounced words, nor for the use of Japanese or Japanized usage. These results indicated that grammatical usage, pausing, and stressed words, mean length runs, and repetition were the most influential factors.
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