TSL 3105WEEK 16TESL 4

GABRIEL LANCE ANAK MALINGMUHAMMAD FARID AKMAL BIN ADAM

NOR AZIZI BIN ABD RAHMANRICHARD RAO A/L SOORIANARAYANAN

Accuracy and

Fluency: Giving

each its place

Fluency The ability to produce written and / or

spoken language with ease Speak with a good but not necessarily

perfect command of intonation, vocabulary and grammar

Communicate ideas effectively Produce continuous speech without

causing comprehension difficulties or a breakdown in communication

Longman Dictionary of Language Teaching and Applied Linguistics

Accuracy

Ability to produce grammatically correct sentences

May not include the ability to speak or write fluently.

Longman Dictionary of Language Teaching and Applied Linguistics

Listening• Intensive vs. Extensive

Speaking• Planned vs. Spontaneous

Listening

Intensive vs. Extensive like in reading

Intensive listening:• Instructions

Extensive listening:• A movie• A conversation

Speaking Fluency: “concerns the learner’s

capacity to produce language in real time without undue pausing or hesitation.”

Accuracy: “how well language is produced in relation to the rule system of the target language.”

Peter Skehan, “Second language acquisition research and task-based instruction”, Challenge and Change in Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 22.

Task-based methods

Recommend fluency activities first

Then follow up with accuracy activities

Accuracy in TasksWhenever learners are involved in

communication they are concerned with accuracy…

In spontaneous communication -- little time to reflect on the language they produce.

If given time to prepare, there will be more accuracy

Dave Willis, “Accuracy, fluency and conformity” Challenge and Change in Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 50.

Fluency in Tasksneed opportunities to process

language for communicative purposes as receivers and producers.

should be unfettered by the perceived need to conform to teacher expectations in terms of the production of specific language forms.

Dave Willis, “Accuracy, fluency and conformity” Challenge and Change in Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 50

The Task Cycle: Task (Fluency) Pairs or groups.

• use any language they have to express themselves and say what they want to say.

T walks around and monitors• helps Ss formulate what they want to say,

but doesn’t correct errors in form Emphasis on spontaneous, exploratory

talk and confidence building in small group.• Success helps Ss’ motivation.

The Task Cycle: Planning / Reporting (Accuracy)

Planning • Ss draft and rehearse what they want to say or

write.• T helps advising Ss.• Emphasis on clarity, organization and accuracy

Reporting: • T asks some pairs to report briefly to whole

class so everyone can compare findings--or begin a survey

• T chairs, comments on content, rephrases but gives no public correction

So, what to do in class…

Listening• Encourage students to watch movies

and listen to songs in English (fluency) as well as class practices (accuracy)

Speaking• Follow a task cycle

Thank you very much….