Contextualizing fluency in advanced spoken learner language

Abstract

Abstract The present study investigates four types of core fluencemes (filled and unfilled pauses, discourse markers and repeats) in four components of the Louvain International Database of Spoken English Interlanguage ( Gilquin et al. 2010 ). We test these fluencemes for (1) possible transfer effects, (2) the effect of task type, (3) the influence of the communicative behavior of the interlocutor and (4) other linguistic and non-linguistic variables. Our findings reveal L1 transfer effects for all variables, while learning context variables have a stable positive effect on learner fluency. Task type does not reveal unidirectional effects, while the communicative behavior of the interlocutor turned out to have a significant effect on the learners’ performance, indicating that processes of ‘confluence’ are at play.

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