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based on the theoretical foundation of Kormos’ Bilingual SpeechProduction, and thus theoretically, this study is expected to provide some evidence forthe model of bilingual speech production.
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Chapter 2 Literature Review

2.1 Concepts of Oral Accuracy and Complexity
Three dimensions of linguistic performance, including accuracy, complexity andfluency, have been proposed, and it has been pointed out that “accuracy is concernedwith a learner's capacity to handle whatever level of interlanguage complexity s/hehas currently attained” (Skehan, 1996: 46). Complexity is defined as “the extent towhich learners produce elaborated language” in Ellis and Barkhuizen (2005: 139).According to Skehan’s definitions in Willis, J. and Willis, D. (1996: 16),accuracy is related to “how well language is produced in relation to the rule system ofthe target language” and complexity means “ the elaboration or ambition of thelanguage which is produced”. Since these definitions are relatively more concrete,they will be adopted in this research.As further elaborated by Skehan and Foster (Robinson, 2001), a learner willalways try to produce native-like language or communicate in accordance with therules of the target language in terms of accuracy. This can be narrowly interpreted thatone avoids making any errors in his or her communication, and errors meansdeviation from the rules of the target language. In terms of complexity, on the otherhand, a learner is willing to challenge or take risks in the choice of words forexpressing him- or herself, even with unfamiliar structures.
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2.2 Empirical Studies of Oral Accuracy and Complexity
Those studies concerning oral accuracy and complexity development arereviewed in three subsections, and they are the studies related to the factors thatinfluence oral accuracy and complexity, the studies on improving the development oforal accuracy and complexity, and the empirical studies on the topic of oral languagedevelopment at home and abroad. Researchers discussing the issue of factors affecting oral language differed intheir focus. In order to build up the developmental pattern of the oral language in theclassroom of foreign language, Wu (1997) explored various factors influencing thedevelopment of oral language, such as learning experience, learning strategies,attitude, motivation, knowledge of target language, drills, interaction between studentsand teachers, exposure to second language, interlanguage system and so on. Arnold(2004) classified affect factors in language learning into two categories: one isindividual (anxiety, inhibition, personality, self-esteem and motivation) and the otheris relational (empathy and classroom transaction). He and Yang (2003) found thatapart from the few factors, there was weak correlation between personality factors andoral English proficiency whereas the differences in the development of learners’ oralability were claimed to result from some affect factors, including self-confidence,motivation, anxiety and learning ability as well as some other factors (learningenvironment, aspects concerning teachers, and task difficulty) in Zhang (2006). Theage of arrival in the United States was proved to influence the learners’ pronunciationof English by Flege et al (1999).
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Chapter 3 Research Methodology .... 18
3.1 Research Questions..... 18
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