The current study examined the extent to which cognitive fluency (CF) contributes to utterance fluency (UF) at the level of constructs. A total of 128 Japanese-speaking learners of English completed four speaking tasks—argumentative task, picture narrative task, reading-to-speaking task, and reading-while-listening-to-speaking task—and a battery of linguistic knowledge tests, capturing vocabulary size, lexical retrieval speed, sentence construction skills, grammaticality judgments, and articulatory speed. Their speaking performance was analyzed in terms of speed, breakdown, and repair fluency (i.e., UF), and scores on linguistic knowledge tests were used to assess students’ L2 linguistic resources and processing skills (i.e., CF). Structural equation modeling revealed a complex interplay between the multidimensionality of CF and UF and speaking task types. L2 processing speed consistently contributed to all aspects of UF across speaking tasks, whereas the role of linguistic resources in speed and repair fluency varied, depending on task characteristics.

当前的研究检查了认知流畅性 (CF) 在结构水平上对话语流畅性 (UF) 的贡献程度。共有 128 名以日语为母语的英语学习者完成了四项口语任务——议论文任务、图片叙述任务、读转口语任务和边听边读任务——以及一系列语言知识测试，捕捉到了词汇量、词汇检索速度、造句技巧、语法判断和发音速度。他们的口语表现根据速度、故障和修复流畅性（即 UF）进行分析，语言知识测试的分数用于评估学生的 L2 语言资源和处理技能（即 CF）。结构方程模型揭示了 CF 和 UF 的多维性与口语任务类型之间复杂的相互作用。L2 处理速度在口语任务中始终对 UF 的所有方面都有贡献，而语言资源在速度和修复流畅性方面的作用因任务特征而异。