Many factors influencing second language (L2) speech fluency have been widely studied, but the effects of first language (L1) fluency on L2 speech fluency are still relatively poorly understood. In contrast to mostly quantitative previous studies, the present study adopted a mixed methods approach to examining the connections between L1 fluency and L2 fluency. Monologue speech samples in L1 and L2 were obtained from 42 Finnish learners of English at 2 school levels (9th grade and upper secondary school). The samples were examined for 13 measures capturing different aspects of fluency: temporal fluency, including speed and pausing, and stalling mechanisms. The results indicated positive correlations between the majority of temporal L1 and L2 fluency measures. Regression analyses further demonstrated that most temporal L2 fluency measures could be predicted from L1 fluency measures to a certain extent, although the predictive power varied across the measures. Regarding stalling mechanisms, a complementary qualitative analysis provided insights to idiosyncratic patterns in their use in L1 and L2. Together, the findings suggest that L1 fluency is an important factor in explaining L2 fluency and should be more widely acknowledged in L2 fluency research, assessment, and teaching.

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This article examines the connections between ratings and measures of second language (L2) fluency based on dialogue data, extending previous studies on L2 individual fluency. The links between fluency and strategic competence are studied from a problem-solving perspective. Fifteen raters’ assessments and comments of individual fluency, interactional fluency, and strategic competence based on six samples of L2 peer interaction were examined. Fluency measures corresponded to the rated dimensions. In a mixed-methods analysis, correlational analyses across the ratings and between the ratings and fluency measures were performed. The raters’ comments were analyzed qualitatively. The results demonstrated correlations between the ratings and measures of fluency for individual and interactional fluency, but not for strategic competence. The mean length of turn pauses correlated strongly with interactional fluency ratings. The raters’ comments revealed a multifaceted conceptualization of interactional fluency and strategic competence. The results have implications for L2 fluency measurement and assessment.

Kuronen, M., P. Lintunen & T. Nieminen (toim.) . Näkökulmia toisen kielen puheeseenInsights into second language speech. AFinLA-e. Soveltavan kieli eteen tutkimuksia / n:o .-. Pauliina PeltonenUniversity of Turku L fluency in spoken interac on: a case study on the use of other-repe ons and collabora ve comple ons Second language (L ) speech fluency has usually been studied from an individual's perspec ve with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collabora ve prac ces, have been rare. In the present study, the aim was to examine how par cipants maintain fluency collabora vely. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interac ons were analyzed qualita vely with focus on collabora ve comple ons and other-repe ons. The findings demonstrated that collabora ve comple ons and other-repe ons contribute to interac onal fluency by crea ng cohesion to the interac on. Collabora ve comple ons were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interac onal fluency are intertwined in spoken interac on, which should be acknowledged in theore cal approaches to L fluency and in empirical studies examining L fluency in interac onal contexts.Keywords: L speech fluency, interac on, language learning, oral proficiency Asiasanat: vieraan kielen puheen sujuvuus, interak o, kielen oppiminen, suullinen kielitaito P. Peltonen