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Unveiling the Relationship Between L2 Utterance Fluency and Perceived Fluency in Monologic and Dialogic Speaking.

Jianmin Gao1, Peijian Paul Sun2

  • 1College of Foreign Languages, Zhejiang University of Technology, China.

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This study reveals that L2 speaking fluency perceptions differ between monologic and dialogic tasks. Breakdown fluency, especially silent pauses, significantly impacts perceived fluency in both contexts.

Keywords:
L2 perceived fluencyL2 utterance fluencydialoguemonologue

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Area of Science:

  • Applied Linguistics
  • Second Language Acquisition
  • Speech Communication

Background:

  • Understanding L2 utterance fluency and its relationship with perceived fluency is crucial for language pedagogy.
  • Previous research often treats speaking contexts monolithically, potentially overlooking task-specific nuances.
  • The distinction between monologic and dialogic speech in L2 fluency perception requires further investigation.

Purpose of the Study:

  • To investigate the relationship between objective L2 utterance fluency measures and subjective perceived fluency in both monologic and dialogic speaking tasks.
  • To identify which specific fluency dimensions (speed, breakdown, repair) most significantly predict perceived fluency in different speaking contexts.
  • To explore qualitative factors influencing L2 speaking fluency perceptions beyond quantitative measures.

Main Methods:

  • A mixed-methods approach was employed, combining quantitative regression analysis with qualitative stimulated recalls.
  • 136 Chinese university English learners and three experienced raters participated.
  • Participants completed monologic and dialogic speaking tasks, with fluency measures analyzed against rater perceptions.

Main Results:

  • In monologic tasks, most utterance fluency dimensions predicted perceived fluency, with breakdown fluency (especially silent pauses) being most impactful.
  • In dialogic tasks, only breakdown fluency significantly predicted perceived fluency, surpassing speed and repair measures.
  • Turn-taking temporal measures did not significantly influence perceived fluency.

Conclusions:

  • The relationship between L2 utterance fluency and perceived fluency is context-dependent, varying between monologic and dialogic speech.
  • Breakdown fluency, particularly silent pauses, plays a critical role in perceived fluency across both speaking modes.
  • L2 speaking proficiency assessment tools should be adapted to differentiate between monologic and dialogic speaking contexts for accurate evaluation.