Within the same learning context, learners’ outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners’ (n = 47, mean age: 11) in a 10-month intensive English program in Quebec, Canada using a picture-cue monologic task based on The Suitcase Story and a semi-structured interview based on the Oral Proficiency Interview (OPI). Working memory was assessed using a backward digit span task and phonological memory (PM) via non-word repetition and serial non-word recognition tasks. Overall, results suggest that L1 fluency, WM and PM played only a minor role in learners’ L2 fluency outcomes, whereas learners’ pre-program levels of L2 fluency constituted an important predictor of L2 fluency development regardless of the speech task used to index fluency.

在相同的学习环境中，学习者的口语流利程度差异很大。本研究追踪了第一语言 (L1) 和初始第二语言 (L2) 流利度技能和工作记忆 (WM) 对 L2 流利度发展的相对贡献。我们评估了讲法语的 6 年级学习者（n= 47，平均年龄：11）在加拿大魁北克的一个为期 10 个月的强化英语课程中使用基于手提箱故事的图片提示独白任务和基于口语能力面试 (OPI) 的半结构化面试。通过非单词重复和串行非单词识别任务，使用后向数字跨度任务和语音记忆 (PM) 评估工作记忆。总体而言，结果表明，L1 流利度、WM 和 PM 在学习者的 L2 流利度结果中仅起次要作用，而学习者的 L2 流利度的预程序水平构成了 L2 流利度发展的重要预测因子，而与用于衡量流利度的语音任务无关.