CHAPTER 9. Fluency-Oriented L2 Teaching 노트

[YJ KWON]

이번자료는 여러분의 이해를 돕고자 그림을 많이 삽입한 관계로 다음카페에 복사가 깨끗하게 되지 못한점 양해드립니다. 수업자료에서는 모두 선명하게 보여질것이에요;)

Chapter 9. Fluency-Oriented Second Language Teaching 

 

Fluency

Fluency and Accuracy

Fluency	Accuracy
- unpredictable towards syllabus - student-dominated - meaning-based - natural language use	- syllabus-related - teacher-dominated - form-based

4 abilities in Fluency
- to talk without awkward pauses
- to talk in coherent and semantically dense sentences
- to say appropriate things
- to use language creatively and imaginatively

2. Conceptual Underpinnings

Constituents of Speaking

(1) Speech processing
* planning & production phases of speaking

conceptualization	formulation of utterances	articulation
ambiguous & imprecise notions → clear & precise	meaning through forms, grammar and lexis	phonologically encoded

(2) Speaking competence

Phonological skills	Speech function skills	Interactional skills	Extended discourse skills
phonemes, stress, intonation	communicative functions in social & transactional exchanges	turn-taking, redirecting topic, negotiating meaning, initiating/ maintaining/ closing a conversation	long stretches of uninterrupted language,

(3) Speech conditions

Cognitive factors	Affective factors	Performance factors
familiarity with topic familiarity with genre familiarity with interlocutors processing demands	feelings toward topic or participants self-consciousness	mode degree of collaboration discourse control planning time time pressure environmental conditions

Developing Fluency

(1) Supporting learners

language support	knowledge support	strategy support
to review or preteach key vocabulary	to introduce an unfamiliar concept into a lesson	to use oral communication strategies on task

(2) Effects of Pretask planning

- greater fluency
- improved accuracy
- more experimentation
- more complex content
- improved self-monitoring

(3) Task selection criteria

Interactivity : discussions, conversations, role plays

Productivity : cooperative learning

Challenge : right amount of challenge

Safety : classroom environment of trust, respect, protection

Purposefulness : outcome of an activity

Authenticity : unpredictable language use, spontaneous communication, relevant to their lives

(4) Task repetition

① Advantages of 4/3/2 technique
- a large amount of language
- fluency as a primary goal

- ever-decreasing time limit

② Conditions of Task repetition

- reducing time

- a new audience

- new but similar material

- increasing the complexity of the task

(5) Feedback and correction

Repeating : (T) ‘once again, please’, ‘can you say that again?’

Expressions or gestures : (T) facial expression‎, raising eyebrows, hand gesture

Hinting : (T) using metalanguage (Ss) self-correct

Echoing : (T) ‘He BUYED a new phone?’

Reformulation : a gentle and unobtrusive method of error correction

3. Classroom Applications

nformation-gap activities

(1) Complete the missing information	(2) Find the differences
	(3) Role play

Jigsaw activities

(1) Jigsaw reading

(2) Jigsaw listening

(3) Integrative Jigsaw formats

an efficient way to learn

Ss’ active in the learning process

individually unique contribution → accountable by their peers

S-S interaction → interpersonal skills

built-in task repetition

fluency with each retelling

Consensus-building activities

(1) Problem solving

(2) Ranking

Fluency circle

1) Fluency circle

The aim is to internalize its structures to help make speaking easier and more fluid.

using with scripted dialogues and role plays / question-answer exchanges or quick interviews (eg) speed dating

Board games

  1) Features

authentic English language materials

group-centered experiences

planning→ fieldwork→ preparation of information→ presentation

use of a range of skills

activity outside the classroom

2) Advantages

integration of language skills

creativity, collaboration, responsibility, discipline, research and information-gathering skills & cross-curricular work