Aspects of Fluency Across Assessed Levels of Speaking Proficiency
Bibliographic Data
| ID | 21360366 |
|---|---|
| Authors | Parvaneh Tavakoli (0000-0003-0807-3709, University of Reading Room 209B, Edith Morley, Whiteknights Reading RG6 6UR UK, corresponding author), Fumiyo Nakatsuhara (0000-0002-0429-7417, University of Bedfordshire CRELLA, Room 118, Putteridge Bury Campus, Hitchin Road Luton LU2 8LE UK, corresponding author), Ann-Marie Hunter (University of Leeds, corresponding author), ANN–MARIE HUNTER (University of Leeds School of Education Hilary Place Leeds LS2 9JT UK) |
| Year | 2020 |
| Volume | 104 |
| Issue | 1 |
| Pages | 169-191 |
| Publication date | 2020-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12620 |
| OpenAlex | W2964357634 |
| Language | EN |
| Citations received | 42 |
| References cited | 47 |
Recent research in second language acquisition suggests that a number of speed, breakdown, repair, and composite measures reliably assess fluency and predict proficiency. However, there is little research evidence to indicate which measures best characterize fluency at each assessed level of proficiency and which can consistently distinguish one level from the next. This study investigated fluency in 32 speakers’ performing 4 tasks of the British Council's Aptis Speaking Test, which were awarded 4 different levels of proficiency (Common European Framework of Reference for Language levels A2–C1). Using PRAAT, the performances were analyzed for various aspects of utterance fluency across different levels of proficiency. The results suggest that speed and composite measures consistently distinguish fluency from the lowest to upper‐intermediate levels (A2–B2), and many breakdown measures differentiate between the lowest level (A2) and the rest of the proficiency groups, with a few differentiating between lower (A2, B1) and higher levels (B2, C1). The varied use of repair measures at different levels suggests that a more complex process is at play. The findings imply that a detailed micro‐analysis of fluency offers a more reliable understanding of the construct and its relationship with assessment of proficiency
Cognitive psychology · Construct (python library) · Fluency · Language proficiency · Linguistics · Mathematics education · Utterance · Computer Science · EFL/ESL Teaching and Learning · Phonetics and Phonology Research · Psychology · Second Language Acquisition and Learning
Complexity, Accuracy, and Fluency (CAF) as a Pedagogical Target
Automatized phonological vocabulary knowledge as L2 cognitive fluency
On the relationship between language dominance and fluency in bilingual speakers of Low and High German
Bridging the research–pedagogy gap
Exploring L2 speech fluency of advanced learners from the perspective of linguistic self-confidence and communication confidence
A Corpus-Based Approach to Investigate the Cohesive Features Across Different Levels of Cefr
Development and validation of a fluency rating scale for Swiss German Sign Language
The multidimensionality of second language oral fluency
The impact of L1 speaking style, task mode, and L2 proficiency on L2 fluency
The role of multiword sequences in fluent speech
The effects of proficiency level and dual-task condition on L2 self-monitoring behavior
Disfluency doesn’t happen in isolation
The Relationship Between Utterance and Perceived Fluency
L2 fluency across tasks
Speech fluency among L1 Arabic elementary and intermediate learners of English as a foreign language
Fluency across modes
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances
Discourse competence across band scores
Time pressure in careful on-line planning
L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety
Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
Developmental dynamics in oral fluency and learner motivation
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Effects of task type and language proficiency on dialogic performance and task engagement
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
The roles of suprasegmental features in assessing paired speaking tasks in high-stakes language assessment
Assessing English-Speaking Proficiency Among Undergraduate Esl Learners
The neural correlates of mid- and end-clause silent pauses in L1 and L2 speech
The moderating role of L2 proficiency in the predictive power of L1 fluency on L2 utterance fluency
Exploring the optimal thresholds of silent pauses for measuring second language utterance fluency in monologic and dialogic speaking
Temporal fluency and floor/ceiling scoring of intermediate and advanced speech on the ACTFL Spanish Oral Proficiency Interview–computer
Speaking task design and complexity and fluency features of adolescent English learners
Assessment of fluency in the Test of English for Educational Purposes
Measuring Interactional Competence in a Japanese University EFL Speaking Context
Linking second language speaking task performance and language testing
Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production
The Poster Carousel in the ESL Classroom
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective
A Multi-Cefr-Level Learner Corpus Study to Quantify Fluency and Accuracy in Speech
To What Extent Are Multiword Sequences Associated With Oral Fluency
Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency
Incorporating Co-occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment
Dimensions of L2 Performance and Proficiency
Cognitive Bases of Second Language Fluency
Speaking
Strategic planning, task structure and performance testing
The Relationship Between L1 Fluency and L2 Fluency Development
Using uh and um in spontaneous speaking
Second language fluency
Measuring spoken language
The Effects of Complexity, Accuracy, and Fluency on Communicative Adequacy in Oral Task Performance
Modelling Second Language Performance
Assessed Levels of Second Language Speaking Proficiency
Speech production and second language acquisition
What makes speech sound fluent? The contributions of pauses, speed and repairs
Does thick description lead to smart tests? A data-based approach to rating scale construction
How do utterance measures predict raters’ perceptions of fluency in French as a second language
Assessing paired orals
Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring
The FCE Speaking test
Exploring measures and perceptions of fluency in the speech of second language learners
Task-based instruction
Variables Affecting L2 Gains During Study Abroad
Investigating Fluency in EFL
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Disfluency Markers in L1 Attrition
Exploring Utterance and Cognitive Fluency of L1 and L2 English Speakers
Fluency Training in the ESL Classroom
| Unique citing works | 42 |
|---|---|
| Citations per year | 7 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 42 |