抄録
This paper explores phenomena of learners' oral language seen in the immediate task repetition of Poster Carousel. Close examination of features usually considered as disfluency markers to measure fluency reveals different functions in different situations. The phenomena such as unfilled/filled pauses and other lexical fillers (e.g., repetitions, self-repairs, prefabricated chunks, and reformulations) in transcribed speech data are qualitatively analyzed and classified into two categories: those related to the speaker's concerns for own performance and those concerning the interlocutor's understanding. The functions of these phenomena are seen to change over successive cycles of the task. Learners' use of these devices for own performance is seen to decrease while that for the interlocutor's understanding increases. Most importantly, the shift of phenomena that emerged in oral interaction through task repetition reflects how learners overcome their language problems. The results of measuring phenomena in different ways are also compared in the data.
