Overview: varying perspectives on fluency

By M. Koponen, H. Riggenbach. 2000

137 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a37b43543e6687bec95aa8055121f47587340b85

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Citations in the corpus

Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “Although there is not a single agreed upon definition in the literature, fluency is often understood to refer to the flow and smoothness of delivery (Chambers, 1997; Koponen & Riggenbach, 2000).”
Comprehending Implied Meaning in English as a Foreign Language (2005, methodology): “Fluent processing deserves an independent analysis, apart from analysis of accuracy or appropriateness, because accuracy/ appropriateness and speed are considered to form different dimensions of language performance (Brumfit, 2000; Koponen & Riggenbach, 2000; Schmidt, 1992).”
Task-based instruction (2003, background): “…analyses of fluency require separate measures of (a) silence (breakdown fluency), (b) reformulation, replacement, false starts, and repetition (repair fluency), (c) speech rate (e.g., words/syllables per minute), and (d) automatisation, through measures of length of run (Koponen & Riggenbach 2000).”
The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness (2017, background): “Koponen and Riggenbach (2000) define fluency as how smoothly a speaker delivers the message in terms of flow, continuity, and automaticity.”
Diagnostic Writing Assessment: The Development and Validation of a Rating Scale (2009, result): “It might refer to the smoothness of writing or speech in terms of temporal aspects; it might represent the level of automatisation of psychological processes; or it might be defined in contrast to accuracy (Koponen & Riggenbach, 2000).”
Complexity, accuracy and fluency in second language acquisition (2009, background): “Historically, and in lay usage, fluency typically refers to a person's general language proficiency, particularly as characterized by perceptions of ease, eloquence and ‘smoothness’ of speech or writing (Chambers 1997; Freed 2000; Guillot 1999; Hilton 2008; Lennon 1990; Koponen and Riggenbach 2000).”