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Chapter 9 Fluency Oriented Second Language Teaching

This document discusses fluency-oriented second language teaching. It defines fluency as the ability to speak with reasonable grammatical accuracy, vocabulary range, and skills like turn-taking. Developing fluency involves strategies like providing language and knowledge support, pre-task planning, repetitive tasks, and feedback without direct error correction. Suggested classroom activities that can develop fluency include information gap activities, role plays, jigsaw activities, consensus-building tasks, fluency circles, board games, and projects. These activities emphasize meaningful interaction, negotiation of meaning, and extended student talk time.

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257 views

Chapter 9 Fluency Oriented Second Language Teaching

This document discusses fluency-oriented second language teaching. It defines fluency as the ability to speak with reasonable grammatical accuracy, vocabulary range, and skills like turn-taking. Developing fluency involves strategies like providing language and knowledge support, pre-task planning, repetitive tasks, and feedback without direct error correction. Suggested classroom activities that can develop fluency include information gap activities, role plays, jigsaw activities, consensus-building tasks, fluency circles, board games, and projects. These activities emphasize meaningful interaction, negotiation of meaning, and extended student talk time.

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Ahmed
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
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CHAPTER 9: FLUENCY-

ORIENTED SECOND
LANGUAGE TEACHING
EFL504
EXPERIENCE P. 121
 One question and three scenarios:
 1. student 1: accurate but not fluent
 2. student 2: fluent but not accurate
 3. Student 3: memorized conversation/ at a loss
when asked an unexpected question

 Which student is the best?


 Depends on the aim of the class/objective of the
tutor.
?WHAT IS FLUENCY
CONCEPTUAL UNDERPINNING:
?WHAT HAPPENS WHEN WE SPEAK
1. Speech processing
What happens in the planning and production phases of speaking.
Conceptualization and prior knowledge of what is said.
Conceptualization- formulation- articulation- Automation. (rely on
formulaic expressions and chunked language, e.g. collocations, functional
.expressions, and idiomatic expressions, especially for beginners
2. Speech competence
Reasonable command of grammar and vocabulary. Learners need to develop a
wide range of other skills. Four skill areas of speaking competence are
required for effective communication (Goh, 2007):
a. phonological skills (phonemes, stress and intonation)
b. speech function skills (e.g. agreeing, ask for clarification)
c. Interactional skills (e.g. turn taking, redirecting topic, closing)
d. extended discourse skills (produce long stretches of uninterrupted
language, e.g. narratives, expository, or descriptive discourse)
CONCEPTUAL UNDERPINNING:
?WHAT HAPPENS WHEN WE SPEAK
3. Speech condition
a. familiarity with the topic (e.g. family)
b. familiarity with the genre (a speech, debate)
c. familiarity with the interlocutors (shared knowledge)
d. processing demands (using aids, e.g. diagram)

4. Affective factors: feeling towards the topic or


participants + self-consciousness (smaller groups)
CONCEPTUAL UNDERPINNING:
?WHAT HAPPENS WHEN WE SPEAK
5. Performance factors
a. mode: f2f is easier than on the phone
b. degree of collaboration: peer presentations easier
c. discourse control: freedom on self chosen topics
d. planning time: more preparation time
e. time pressure: urgent tasks are more difficult
d. environmental conditions: relaxed, noise-free
classes
DEVELOPING FLUENCY
1. Supporting learners
1. Language support (review keywords)
2. Knowledge support (T. provides key background
knowledge)
3. Strategy support (T. teach how to paraphrase to get their
ideas across)
2. Pre-task planning (give them time to plan: this will
help them to develop fluency + accuracy +
complexity)
3. Task selection criteria
4. Task repetition
5. Feedback and correction
PRETASK PLANNING
(give them time to plan: this will help them to develop fluency + accuracy +
complexity)
DEVELOPING FLUENCY
3. Task selection criteria (Thornbury, 2005) pp. 125-
126)
A. Interactivity
B. Productivity
C. Challenge
D. Safety
E. Purposefulness
F. Authenticity
DEVELOPING FLUENCY
4. TASK REPETITION
STUDENTS BECOME MORE FAMILIAR LIKE REHEARSALS.
( BOHLKE , 2014; NATION 2002)
BENEFITS AND CRITERIA OF TASK REPETITION
FEEDBACK AND CORRECTION .5
1. Repeating(can you say that again?)
2. Expressions or gestures
3. Hinting (use metalanguage, e.g. article, preposition
to lead to self-correction)
4. Echoing : repeat error use questioning intonation
5. Reformulation : say something correct without
making a big issue
CLASSROOM APPLICATIONS
1. Information gap activities
2. Complete the missing information
3. Find the differences
4. Role play
5. Jigsaw activities (group share info to complete
the whole)
1. Jigsaw reading (a story divided into 4 parts…)
2. Jigsaw listening (3 audios with diff. perspectives)
3. Other jigsaw formats
BENEFITS OF JIGSAW ACTIVITIES
CLASSROOM APPLICATIONS
6. consensus-building activities (students work
together to come to an agreement)- closed task
(only one answer) or open task (more than one
answer)
a. problem solving (complete a word puzzle,
discussion based, group-oriented and open-
ended)= fluency oriented . ‘dinner party’
activity+ time limit + defend your choices.
b. ranking (see next slide)
RANKING
FLUENCY CIRCLE
Step 1: teacher models
the dialogue, then assign
pair work+ rotate roles
Step 2: look up and say:
practice without reading+
practice with several
partners/rotate
Step 3: personalize the
dialogue and make it your
own.
FLUENCY CIRCLES
BOARD GAMES (PRACTICE Q/A USING
‘BE’ PRACTICE FLUENCY + ACCURACY
PROJECTS
SUGGESTED ACTIVITIES

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