Spoken fluency revisited

McCarthy, Michael

doi:10.1017/s2041536210000012

Cited by 148EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLanguage, Discourse, Communication Strategies

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Spoken fluency revisited

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McCarthy, Michael·2010·English Profile Journal

DOI 10.1017/s2041536210000012

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Abstract

Abstract An important priority for the English Profile programme is to incorporate empirical evidence of the spoken language into the Common European Framework (CEFR). At present, the CEFR descriptors relating to the spoken language include references to fluency and its development as the learner moves from one level to another. This article offers a critique of the monologic bias of much of our current approach to spoken fluency. Fluency undoubtedly involves a degree of automaticity and the ability quickly to retrieve ready-made chunks of language. However, fluency also involves the ability to create flow and smoothness across turn-boundaries and can be seen as an interactive phenomenon in discourse. The article offers corpus evidence for the notion ofconfluence, that is the joint production of flow by more than one speaker, focusing in particular on turn-openings and closings. It considers the implications of an interactive view of fluency for pedagogy, assessment and in the broader social context.

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The interlocutor can assist the speaker in maintaining fluency during problem-solving sequences, such as word searches.
“the interlocutor can assist the speaker in maintaining fluency during problem-solving sequences, such as word searches”
From The impact of L1 speaking style, task mode, and L2 proficiency on L2 fluency: A within-subject study of monologic and dialogic speech (2025) · cites this paper as McCarthy, 2010
In “Fluency in pedagogic contexts” (page unavailable), the paper says other participants can intervene during a communication problem to fill silence and maintain the flow. The “Turn-taking” section likewise describes fluency as a shared responsibility. Our copy does not specifically discuss assistance during word searches. (LLM, conf=0.84)
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Authors: McCarthy, M.
Affiliations: University of Nottingham (GB)
Corresponding author: McCarthy, Michael
ORCID: McCarthy, Michael
Venue: English Profile Journal
Publisher: Cambridge University Press (CUP)
Published: 2010-09-20
Volume: 1
ISSN: 2041-5362 (ISSN-L)
DOI: 10.1017/s2041536210000012
OpenAlex: W2114707143
Cited by: 129
References: 66
Citations by year: 2026: 6 · 2025: 6 · 2024: 8 · 2023: 6 · 2022: 8 · 2021: 7 · 2020: 7 · 2019: 11 · 2018: 31 · 2017: 10 · 2016: 5 · 2015: 4 · 2014: 8 · 2013: 8 · 2012: 3
FWCI: 33.74
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: www.cambridge.org/core/terms (unspecified, 4 d)
Locations: English Profile Journal (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
Keywords: speech fluency, Common European Framework of Reference for Languages, confluence, interactive discourse, automaticity, English as a foreign language, language assessment, language teaching

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