The Fantastic Speaking Fluency and Where to Find It: Part 2

This post expands on the article I wrote for ELTA newsletter.  The post consist of two parts (Part 1 here). Part 1 focuses on the definition and components of fluency, while Part 2 suggest practical ways of developing fluency and addressing specific issues hindering fluency. 

In Part 1, I talked about what speaking fluency is and what might stop students from developing it. Now, armed with that knowledge, let’s see what we can do to overcome those difficulties.

Fluency Development Strategy #1:  Repetition and time pressure

How many times have we heard  repetition is the mother of all learning? Turns out, it really is!  Paul Nation, my go-to source for everything ESL, suggest “repeated practice on the same material so that it can be performed fluently” as an effective approach to developing fluency (in Nation & Newton, 2009:157). To ensure that learners do not become bored with repeating the same message, they suggest changing the audience for each subsequent retelling, and introducing a time limit.

4/3/2

A technique that incorporates both suggestions is 4/3/2 where learners repeat the same text with the time limit decreasing from 4 to 3 and then 2 minutes, speaking to a different partner every time. Research (Nation, 1989) shows that 4/3/2 helps learners increase the rate of speech and reduce pauses and hesitations. In addition, repeat performances help learners build confidence in speaking.

I like to combine this technique with a task-based approach for a complete speaking lesson which can be done with minimum (or none!) materials  and be tailored to any level/grammar or vocabulary area/subject matter.

In this example, pre-intermediate level learners are revising the use of past tense and the language related to people’s lives and life events by delivering a short talk about their personal hero.

The lesson handout is here: Personal Hero Lesson Handout and while it can’t be readily used by anyone else (because it talks about my personal hero who happens to be my grandmother), it serves as an example of how easy it is to create a lesson out of thin air, and may be used as a template of sorts.

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The Fantastic Speaking Fluency and Where to Find It: Part 1

This post expands on the article I wrote for ELTA newsletter.  The post consist of two parts. Part 1 focuses on the definition and components of fluency, while Part 2 suggest practical ways of developing fluency and addressing specific issues hindering fluency. 

Why fluency?

Whether you are teaching English as a second or foreign language, in a private language institution or a state university, a large number of students will say that the reason they want to learn English is ‘to be able to speak English fluently’.  Moreover, upon reaching a certain level of English proficiency, learners are expected to demonstrate increased fluency – a look at textbooks of B1 level and above will show you that they include increasingly complex speaking tasks which require students to produce longer stretches of language. However, in my experience, learners are not given enough resources and strategies that allow them to consciously work on developing their speaking fluency. So how DO we help our students get there? Let’s start by figuring out what fluency actually is.