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Abstract Under the framework of the multi-dimensionality and language-specificity of rhythm, this paper examines how Chinese EFL learners perform speech rhythm in connected discourses elicited by different oral tasks, with the aim to unravel the acquisition profiles of discourse rhythm in Chinese EFL learners’ speech. The results show that: 1) in addition to deficits in syllable timing, Chinese EFL learners are generally arbitrary in utilizing pausing strategies and in manipulating overall pitch variation when they produce discourse speech; 2) due to the different cognitive loads of speech plan, an oral task does exert a great impact on rhythm metrics at different levels of the discourse, thus leading to different critical problems in discourse rhythm production by Chinese EFL learners. In reading-aloud speech, Chinese EFL learners faced great challenges in modulating pause durations as well as various vocalic parameters, while in spontaneous speech showing difficulties, in various syllabic and consonantal parameters.
Key words: rhythm multi-dimensionality model; oral tasks; Chinese EFL learners; LDA (linear discriminant analysis)
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