Baker-Smemoe, Dewey, Brown, and Martinsen’s article “Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency? Evidence From Five Languages” in Foreign Language Annals 47-7 (Winter 2014), 707-728 reports on a study done in five languages. They measured elements of fluency using excerpts from ACTFL Oral Proficiency Interviews (OPI) spoken by 86 participants. Forty participants provided pre- and post OPI speech samples. All the participants were native English speakers who spoke other languages.
Some of their findings:
– Speech rate seems to be the strongest fluency indicator of L2 proficiency”
– L2 utterance fluency does not help distinguish among groups at lower L2 levels such as the Novice
– L2 fluency of the number of hesitations and false starts varies not by level nor language but by the individual speaker.
– Fluency varies by language. Reaching L2 proficiency level in German takes longer than reaching the same L2 level in French for native English speakers.
– Incrememental improvements in L2 proficiency did occurr with concomitant changes in L2 utterance fluency for two of the measures (faster speech rate and longer run length). These two measures also predicted L2 proficiency in general.
If speech rate and longer run length help predict proficiency, how do you help you students develop these in their world language communication in your class?
http://bit.ly/mlcomcult has many fluency activities with fluency boxes for students to record how many sentences they say in a specific time. Go to top menu – More.