Whereas scholars have extensively researched the pedagogical potential of 4/3/2 activities (i.e. increasing time pressure in task repetition) for enhancing second language (L2) fluency, its impact on L2 accuracy remains unclear. To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy enhancement (AE) as a form of delayed metalinguistic correction to the 4/3/2 activity on the development of L2 fluency (speed, breakdown, repair) and accuracy (the acquisition of irregular and regular forms of English past tense). A total of 36 university-level students participated in three 20-minute dyadic sessions. They were randomly divided into three groups: Control, 4/3/2 and 4/3/2+AE. Whereas the 4/3/2 group repeated a monologue task three times with increasing time pressure (4 → 3 → 2 minutes), those in the 4/3/2+AE received metalinguistic correction from the researcher during the 4/3/2 activity. According to the results, a combined approach, 4/3/2+AE, simultaneously impacted learners’ overall fluency and accuracy across different topics. However, certain aspects of their fluency and accuracy development, especially those related to linguistic encoding (reduction in pauses within clauses; regular past tense forms), remained unchanged.

尽管学者们广泛研究了4/3/2活动（即增加任务重复中的时间压力）对提高第二语言（L2）流畅度的教学潜力，但其对L2准确性的影响尚不清楚。为了帮助L2学习者同时提高流利度和准确性，本研究研究了对4/3/2活动添加延迟时的语言学校正形式的准确性增强（AE）对L2流利性发展（速度，故障，修复）的影响。 ）和准确性（获取英语过去时的不规则形式和常规形式）。共有36名大学水平的学生参加了三场20分钟的双节课。他们随机分为三组：对照组，4/3/2和4/3/2 + AE。而4/3/2组在增加时间压力（4→3→2分钟）的情况下重复了一次独白任务三遍，4/3/2 + AE中的那些在4/3/2活动期间得到了研究人员的语言校正。根据结果​​，组合方法4/3/2 + AE会同时影响学习者在不同主题上的整体流畅性和准确性。但是，其流畅性和准确性发展的某些方面，尤其是与语言编码（减少子句中的停顿；常规的过去时态形式）有关的方面，保持不变。