Language fluency is one of a variety of terms used to characterize or measure a person's language ability, often used in conjunction with accuracy and complexity. Although there are no widely agreed-upon definitions or measures of language fluency, their speed and coherency of language use, or the length and rate of their speech output. Theories of automaticity postulate that more fluent language users can manage all of the components of language use without paying attention to each individual component of the act. In other words, fluency is achieved when one can access language knowledge and produce language unconsciously, or automatically. •
Oral reading fluency is sometimes distinguished from oral fluency. Oral reading fluency refers to the ability to read words accurately and quickly while using good vocal expression and phrasing. Oral reading fluency is often linked to Schreiber's Theory of Prosody, which places importance on the
tone, rhythm, and expressiveness of speech. •
Written or compositional fluency can be measured in a variety of ways. Researchers have measured by length of the
composition (especially under timed conditions), words produced per minute, sentence length, or words per clause. Ratio measures (e.g., words per clause, words per sentence, and words per error-free sentence) have historically been most valid and reliable.
In second-language acquisition Because an assessment of fluency is typically a measure or characterization of one's language ability, determining fluency may be a more challenging task when the speaker is acquiring a second language. It is generally thought that the later in life a learner approaches the study of a foreign language, the harder it is to acquire receptive (
auditory) comprehension and fluent production (speaking) skills. For adults, once their mother tongue has already been established, the acquisition of a second language can come more slowly and less completely, ultimately affecting fluency. However, the
critical period hypothesis is a hotly debated topic, with some scholars stating that adults can in fact become fluent in acquiring a second language. For instance, reading and writing skills in a foreign language can be acquired more easily even after the primary
language acquisition period of youth is over. Second language acquisition (SLA) has the ability to influence children's cognitive growth and linguistic development. Skill that consists of ability to produce words in target language develops until adolescence. Natural ability to acquire a new language with a deliberate effort may begin to diminish around puberty i.e. 12–14 years of age. Learning environment, comprehensible instructional materials, teacher, and the learner are indispensable elements in SLA and developing fluency in children. Paradis (2006) These false starts, pauses or repetitions found in fluency assessments, can also be found within one's working memory as part of communication. Those with education at or below a high school level are least likely to take language classes. It has also been found that women and young immigrants are more likely to take language classes. Further, highly educated immigrants who are searching for skilled jobs – which require interpersonal and intercultural skills that are difficult to learn – are the most affected by lower fluency in the L2. ==Speech-language pathology==