Theoretical and methodological fundamentals for the teaching and learning of Spanish L2 fluency

Abstract

This research examines the main aspects that need to be considered when dealing with the concept of fluency in the field of second language teaching and learning, with particular reference to L2 Spanish. To this end, the study is divided into two sections, one dealing with the theoretical foundations of the field and the other with the methodological ones. The first section begins with an exploration of the three areas of analysis (cognitive, acoustic, and perceptive) from which fluency can be examined, as well as the factors and linguistic features that characterize them. This is followed by a review of the relationship between fluency and the other two dimensions (complexity and accuracy) that determine the degree of oral performance in a second language. Then, the theoretical section concludes with an analysis of the similarities and differences that can occur between L1 and L2 fluency, and how these findings pose a challenge for correctly measuring the fluency of second language speakers. Finally, in the second section, devoted to methodological aspects, the article offers a wide range of suggestions for improving fluency in L2 Spanish, based on the conclusions and empirical results offered by the studies that have examined this dimension.