Abstract.  The study reported in this paper investigated the repair distribution, the error correction rates and the repair successfulness in the speech of L2 learners, with the goal to find out more information on the monitoring skills and repair behaviour. The research also included a detailed subcategory analysis within syntactic, lexical and morphological categories which have not been investigated so far. The lowest correction rates were observed in the case of morphological subcategories, showing that the speakers’ attention was not oriented towards grammatical accuracy. The findings of this study may find practical application in foreign language teaching, suggesting possible reviews of formal teaching methods, aiming at more efficient linking of grammatical development to the ability to communicate.

Good communication skills are of utmost importance in the education of engineering students. It is necessary to promote not only their education, but also to prepare them for the demanding and competitive job market. The purpose of this study was to compare the attitudes towards communication skills after formal instruction between the students of engineering studies in the first and sixth semesters. Data were collected using the Communication Skills Attitude Scale (CSAS) which consisted of 14 items. The target population included 31 students of engineering studies who attended the communication skills course in the first semester, and 31 students of engineering studies who attended the same course just before the completion of the undergraduate study programme. The results are in accordance with previous studies suggesting that senior and more mature students have higher positive attitudes compared to the students at the beginning of their undergraduate studies. Although both groups had noticeable positive attitudes towards learning communication skills, negative attitudes should also be taken into consideration and an attempt should be made to decrease them.

The study reported in this paper investigates the frequency and distribution of speech errors, as well as the influence of the task type on their rate. The participants of the study were 101 engineering students in Croatia. A recorded speech sample in the English language (L2) lasting for approximately ten hours was transcribed, whereby more than three and a half thousand speech errors were recorded. Morphological errors were dominant due to a significantly frequent omission of articles. The distribution of different subcategories of lexical errors pointed to a relatively low frequency of unintended L1 switches, indicating that the participants were able to separate the two languages during lexical access.Statistical testings of the influence of the task type on speech errors displayed that the retelling of a chronological order of events resulted in a significantly higher rate of syntactic errors if compared to other tasks. Due to limited attentional resources and insufficient knowledge, the speaker cannot process the message within the time constraints. The rate of lexical and phonological errors depended on the frequency of use, that is, less frequently used words were more susceptible to lexical errors than high-frequency words. The retelling of a chronological order of events is a demanding task, for this reason, this task type should be more practiced in foreign language teaching.

In this article the author name Luigi Calligaris was incorrectly written as A. Calligaris. The original article has been corrected.

Ponavljanja kao oblik govorne disfluentnostiK l j u č n e r i j e č i: disfluentnosti, ponavljanja, samonadgledavanje, samoispravljanja UvodMehanizmi govorne proizvodnje su hijerarhijski organizirani procesi u kojima informacija prolazi transformaciju s jedne razine na drugu, pri tome mijenjajući adekvatne kodove i oblike materijala, karakteristične za određe-nu razinu (Horga 2008). Proizvodnja govora uključuje četiri osnovna procesa: a) konceptualizaciju, odnosno planiranje sadržaja izričaja; b) formulaciju, koja uključuje gramatičko, leksičko i fonološko kodiranje poruke; c) artikulaciju, koja predstavlja proizvodnju riječi; te d) samonadgledavanje ili monitoring, koji podrazumijeva provjeravanje točnosti ili prikladnosti proizvedenog izričaja. Dok planiranje poruke u proizvodnji materinskog jezika (J1) 1 zahti-1 Jezik koji se prvi usvaja je J1, dok je drugi jezik koji se usvaja ili uči J2. Mildner (2003) upotrebljava izraz usvajanje za prvi jezik, koji se odvija na neformalan način, dok se drugi jezik podučava formalnim metodama učenja. Prvi se jezik pohranjuje u nedeklarativnom, a drugi u deklarativnom pamćenju. Dva jezika koriste i različita područja mozga, prvi je jezik predstavljen u bazalnim ganglijama i nekim kortikalnim područji-ma velikog mozga, dok je drugi jezik rasprešenije predstavljen u moždanoj kori (Erdeljac 2009). U radu će se koristiti izrazi J1 i J2.