The current study examined the effects of task condition (TC; single vs. dual) and proficiency level (PL) on self-monitoring of second language (L2) speakers. Data were collected from sixty-six female L2 learners of English performing two speaking tasks under two task conditions. While performance in the single-task condition involved only narrating a picture-based oral narrative, the dual-task condition involved performing the same oral narrative as well as a secondary task. Factor analysis, MANOVA, and two-way ANOVAs were used to examine the effects of PL and TC on a range of self-monitoring measures. The results indicated that the higher proficiency learners made significantly fewer filled pauses, repetitions, and hesitations, and a higher ratio of error correction and error-free clauses than the lower proficiency learners. These results suggest that with the development of proficiency L2 learners’ performance becomes more fluent, and a more active and effective monitoring process seems to be at work. Compared to the single-task condition, performance in the dual-task condition led to significantly more repetitions implying the increased demand of TC triggers more dysfluency. These results are discussed in relation to the L1 monitoring models.

当前的研究检查了任务条件（TC；单对双）和熟练程度（PL）对第二语言（L2）使用者自我监控的影响。数据收集自 66 名女性 L2 英语学习者，他们在两种任务条件下执行两种口语任务。虽然在单一任务条件下的表现仅涉及叙述基于图片的口头叙述，但双重任务条件涉及执行相同的口头叙述以及次要任务。因子分析、多元方差分析和双向方差分析用于检查 PL 和 TC 对一系列自我监测措施的影响。结果表明，与水平较低的学习者相比，水平较高的学习者的填充停顿、重复和犹豫明显较少，错误纠正和无错误条款的比例较高。这些结果表明，随着二语学习者熟练程度的提高，他们的表现变得更加流畅，并且似乎有一个更积极有效的监控过程在起作用。与单任务条件相比，双任务条件下的表现导致明显更多的重复，这意味着 TC 需求的增加会引发更多的不流畅。这些结果将结合 L1 监控模型进行讨论。