Psychological Mechanisms Underlying Second Language Fluency

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Abstract
Fluency in a second language is considered important by both learners and teachers but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT* theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory (both instance and strength versions), and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.

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