Second language (L2) speech fluency has mostly been studied from
monologues with temporal measures. In the present study, dialogue data
are examined with a new framework that links (temporal) fluency analysis
to a broader problem-solving perspective, offering a unique approach to
examining the resources learners have for maintaining fluent speech
despite problems. Dialogues based on a pairwise problem-solving task
from 42 Finnish learners of English at two school levels were analyzed
quantitatively for temporal fluency, dialogue fluency, stalling
mechanisms, and communication strategies (CSs). A complementary
qualitative analysis of selected productions was also conducted. The
results indicate that temporal and dialogue fluency measures
differentiate learners at different school levels, but the relationship
between CSs and fluency is complex. While correlations between
mid-clause pauses and certain strategies were found, the qualitative
analysis indicated that stalling mechanisms and CSs can compensate for
local dysfluencies and even contribute to temporal fluency. The results
highlight the importance of combining quantitative and qualitative
analysis in L2 fluency studies. Conceptually, L2 speech fluency should
include collaborative aspects (dialogue fluency) in addition to
individual, temporal fluency, and cover resources for maintaining
fluency.