ABSTRACT
This chapter explores the concept of disfluency in second language (L2) learners and in individuals with language disorders, highlighting both their similarities and differences. In second language acquisition, fluency is typically assessed through factors such as speech rate, breakdowns (pauses), and repairs (false starts and repetitions), which indicate a learner’s proximity to native-like speech. For individuals with language disorders, disfluency often stems from cognitive or physical impairments, leading to difficulties in speech production such as prolonged pauses, misarticulation, and slower speech rates. This chapter introduces the idea of a “disfluency continuum,” suggesting that fluency and disfluency are not discrete categories but rather points along a spectrum. The chapter concludes by calling for further comparative research, particularly on the objective assessment of fluency perception and its implications for language training and rehabilitation.
