Second language fluency and its underlying cognitive and social determinants.

Autor/in	Segalowitz, Norman
Titel	Second language fluency and its underlying cognitive and social determinants.
Quelle	In: International review of applied linguistics in language teaching, 54 (2016) 2, S. 79-95 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 1; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0019-042X; 1613-4141
DOI	10.1515/iral-2016-9991
Schlagwörter	Kognition; Kommunikation; Sprachkompetenz; Sprachproduktion
Abstract	In studying second language (L2) fluency attainment, researchers typically address questions about temporal and hesitation phenomena in a descriptive manner, cataloguing which features appear under which learning circumstances. The goal of this paper is to present a perspective on L2 fluency that goes beyond description by exploring a potential explanatory framework for understanding L2 fluency. This framework focuses on the cognitive processing that underlies the manifestation of fluency and disfluency, and on the ways social context might contribute to shaping fluency attainment. The framework provides a dynamical systems perspective of fluency and its development, with specific consequences for a research program on L2 fluency. This framework gives rise to new questions because of its focus on the intimate link between cognitive fluency and utterance fluency, that is, between measures of the speed, efficiency and fluidity of the cognitive processes thought to underlie implementation of the speech act and measures of the oral fluency of that speech act. Moreover, it is argued that cognitive and utterance fluency need to be situated in the social context of communication in order to take into account the role played by the pragmatic and the sociolinguistic nature of communication in shaping L2 fluency development. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2