Students’ Attitudes towards Speech Fluency in L1 and L2

Abstract

The aim of this paper was to examine students' attitudes towards the knowledge of concepts related to speech fluency in general and the teaching practice regarding Croatian (L1), as well as English and Italian (L2). Two groups of respondents participated in this research – 47 students of Croatian studies and Phonetics, and 59 students of English and Italian studies from two universities in Croatia. Students of Croatian studies and Phonetics agreed with claims referring to the familiarity with the concept of speech fluency and the phenomenon of filled pauses and hesitations. They showed a significantly higher degree of agreement with statements related to theoretical knowled­ge regarding speech fluency, compared to students of English and Italian studies, which could be explained by a greater number of courses dealing with speech fluency development. Also, in foreign language teaching, fluency is commonly understood as linguistic competence or good command of a foreign language, thus, less co­urses aim at the development of fluency in the narrow sense. A quali­tative analysis of the considered claims leads to the conclusion that it would be desirable to introduce more courses in the study programs of English and Italian studies, aiming at improving speech fluency in the narrow sense. Also, regardless of the larger number of courses in the study programs of Croatian studies and Phonetics, students pointed out that greater emphasis should be placed on additional activities aimed at developing fluent speech.