Integrating quantitative and qualitative approaches in L2 fluency analysis: A study of Finnish-speaking and Swedish-speaking learners of English at two school levels

Processing limitations in L2 fluency

“…For the repetitions, there were no clear differences between the groups or languages, which is in accord with the previous findings that they seem to be more related to personal style and strategic use (Engelhardt et al, 2010;Bosker et al, 2013;Peltonen & Lintunen, 2016). The only significant difference was found for RAS L1, where the children in Grade 4 repeated more than the other groups.…”

“…Repetitions and self-corrections, further, did not differentiate between the at-home and abroad groups. For repetitions, Peltonen and Lintunen (2016) found that these were more connected with personal speaking styles and strategies than inadequate language skills in their L2 speech data. Repetitions showed very much within-group variation and their use did not mostly differentiate between proficiency groups (see also Bosker et al, 2013).…”

“…Repetitions showed very much within-group variation and their use did not mostly differentiate between proficiency groups (see also Bosker et al, 2013). This implies that speakers may use repetitions in a functional manner, to avoid excessively long silences, to keep the speech-turn, and to minimise disruptions in the speech (Peltonen & Lintunen, 2016). The use of repetitions, furthermore, did not differentiate the ADHD and normal control groups in a sentence production task (Engelhardt et al, 2010).…”

“…Repetitions are proposed, furthermore, to be possible strategic devices and an intentional way of buying time during speech (Peltonen & Lintunen, 2016). In the current study, this category only included repeating whole items, whereas partial repetitions were included in pronunciation problems (cf., De Jong e t al., 2015).…”

“…Self-correction (SCOR) correcting one's own speech requires attention and cognitive resources (Segalowitz, 2010) 6. Repetition (REP) repeating items, subject to individual differences and strategic use (e.g., Kahng, 2014;Peltonen & Lintunen, 2016) 7. Inhibition difficulties (INH) difficulty with suppressing irrelevant information are proposed to be connected with more advanced skills as the automatic activation is stronger (Marian et al, 2013;Jones et al, 2008) 8.…”