Mitä on toisen kielen sujuvuus? Näkökulmia kognitiivisen ja puhetuotoksen sujuvuuden tutkimuksesta
In this review article, we combine two approaches to the study of second language (L2) fluency: cognitive fluency and utterance fluency. The former concentrates on cognitive processing and its limitations, whereas the latter involves analyzing fluency-related features from speech samples. Despite theoretical links, the research traditions associated with the approaches have been relatively separate. In addition to providing an overview of the two approaches, the similarities and differences between them are illustrated with results related to one aspect of (dis)fluency, repetitions. Bringing together results related to cognitive and utterance fluency highlights the usefulness of combining different viewpoints in L2 fluency research and demonstrates the need for further interdisciplinary dialogue to gain a comprehensive picture of L2 fluency. Together, the results of studies emphasizing different aspects of L2 fluency also have important implications for L2 fluency assessment.