ABSTRACT
In second language (L2) studies, most research efforts have focused on some version of Charles Fillmore's first category; in many instances temporal measures of L2 productions are made, such as syllables per second, number and length of pauses, and mean length of run. The development of L2 fluency has also been approached through the lens of complexity theory, which has been used in recent years to describe L2 development generally. Although speaking fluency is limited by the learner's own cognitive processing speeds, regardless of the learner's abilities, pedagogical activities can increase automaticity through increased awareness of fluency markers, planning and rehearsal tasks, the instruction of frequently occurring formulaic sequences, common discourse markers, and an intensified focus on general speaking and listening tasks. L. Dudley recommended that ESL programs serve as a liaison between organizations that could offer volunteer experiences and L2 learners, ensuring both that learners are not exploited, and that they gain interaction opportunities commensurate with their needs.
