In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1: A-B-C; Day 2: A-B-C; Day 3: A-B-C) task repetition schedule. The results yielded by a posttest involving new six-frame cartoons indicated that blocked practice resulted in greater fluency development (faster articulation rate and shorter mid-clause pause duration) than did interleaved practice. Moreover, the learners in the blocked-practice group tended to pause more frequently at clause boundaries. Blocked practice also led to significantly longer mean length of run and higher phonation/time ratio during training, although this advantage failed to transfer to meaningful pretest–posttest changes. These dynamic fluency developmental patterns are discussed to elucidate the underlying proceduralization in L2 speech processes.

中文翻译：

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优化口语技能的流利训练：比较受阻和交错任务重复的效果

为了探索任务重复练习对流利度发展的影响，英语作为一种外语学习者连续三天执行了三项涉及六格卡通的口头叙事任务。他们按照阻塞的（第1天：AAA；第2天：BBB；第3天：CCC）或交错的任务（第1天：ABC；第2天：ABC；第3天：ABC）进行任务重复练习。涉及新的六格卡通的后期测试得出的结果表明，与交错练习相比，封闭练习导致流畅性发展（更快的发音速度和较短的中段暂停时间）。此外，受阻练习组中的学习者倾向于在子句边界处更频繁地停顿。限制练习还会导致平均奔跑时间大大延长，并且在训练过程中发声/时间比率更高，尽管这种优势未能转化为有意义的测试前/测试后变化。讨论了这些动态流利的发展模式，以阐明L2语音过程中的基础程序化。