EFL 화자의 발화에 나타난 시간변인과 청자의 유창성 인식도

It has been suggested that temporal variables are of direct relevance to the investigation of the fluency of foreign language learners. By looking at quantitative data concerning these variables in relation to nonnative EFL teachers' judgements of fluency, this study investigates what teachers react to when subjectively assessing fluency. The study found that subjective judgements of fluency in the spoken performance of EFL learners are based not so much on the numbers of unedited words and unfilled pauses or mean length of speech runs as on the total number of hesitation markers and particularly on total pause time as a percentage of total delivery time. The implication. of the study is that quantitative analysis of temporal variables may have the potential to provide an objective tool for NFL teachers to assess spoken fluency.