Developing Speaking Fluency and Accuracy - Essay Example

Developing Speaking Fluency and Accuracy Introduction Many people are involved in learning andteaching English in many parts of the world. In spite of the intensified interest in the English language, teachers are often faced with several tasks and problems while teaching English as a foreign language. According to Adolph Paul (2009), the 3 main reasons for learning difficulties are sentence structure or grammar, enunciation or the way a word is needed to be pronounced, and assertiveness in learning the foreign language. Paul further expressed that people do have an integral and perplexing fear towards the English language which can be attributed to the inhibitions of a person in expressing themselves using the newly acquired language. As Paul (2009) elaborated, teaching how a word is properly enunciated or pronounced appeared to be the most difficult aspect that students are found to have. This gives an obvious divergence between the teacher and its students. One reason for this is that often foreign speakers are failing to adapt the English language as a secondary language. Since there are different people coming from different countries speaking English, there are modifications made in the pronunciation of a word. It is not an easy task to master the English language especially if this is not the mother tongue of a particular group. There are people who continually struggle with the rules and regulation of sentence construction or grammar. Ways to Improve Speaking These demanding challenges make it necessary for any teacher of English to have formal training in instruction and approach. As expressed by the British Broadcasting Company (BBC) (2003) that it is an effective method for teachers to find an appropriate plan on how the lessons will be presented that can aid the students in better understanding and adapting the enunciation and grammar of the foreign subject. According to the BBC’s (2003) world service radio series, the following elements attributes for a better and effective speaking: confidence, fluency and accuracy, proper usage and choice of words, bulk language learning, pattern as to where one should be going, maintaining the interest in its listeners, and becoming a supportive listener and sounding like a native speaker. This paper underscores the concepts of fluency and accuracy in the development of speaking skills. Fluency and Accuracy Compared In English Language Training (ELT), the term fluency comes from the root word fluent. Becoming a more fluent speaker of English is an important goal for English language learners. The online dictionary defines fluent as the “ability to speak smoothly, easily or readily.” It relates to the speed and ease with which a language learner performs in one of the four core language skills of speaking, listening, reading and writing. Although the concept of fluency relates to all four language skills, it tends to be most closely associated with speaking. Hedge (1993, quoted in Raine 2011 in his article Promoting speaking fluency) defines it as “the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.” When the non-fluent English learners speak there is a lot of gaps, fillers and not smooth due to self- corrections. Developing speaking fluency therefore, entails developing the ability to speak without gaps, fillers, and self-corrections. Accuracy on the other hand claims on correctness in every aspect of language ranging from grammar to pronunciation. This approach focuses on repetition of newly introduced forms or grammatical structures which are thought to help learning. In the tertiary scholastic level or working market scenario, accuracy becomes very important. When one is trying to communicate complex ideas or concepts, speaking quickly, but with lots of errors, becomes very confusing for the listener. This is because the errors and mistakes distort the meaning of what one is trying to convey to its listener. One therefore needs to pay more attention to what the speaker is saying. Nowadays, this approach is seen as rather outdated although in the past it was supported by many language teachers. It has been reported that the teachers using this approach complained about the lack of effectiveness in the long run and the boredom they caused among the students Raine 2011). Few English as a Foreign Language (EFL) teachers favor this viewpoint. Fluency-oriented Approach vs. Currency-oriented Approach Though the accuracy-oriented approach has few supporters, there is an advantage that is worth giving emphasis to. This advantage is the ability to provide feedbacks. Learners become conscious of repeated errors because they are given opportunity to correct them. Correction becomes encouraging when given in a tactful manner. Willerman (2011) argued that since mentors can seldom indicate all the errors that needs correction, especially when the learner is telling a long story, the instructor should “restate only a limited number of errors; otherwise the learner’s motivation to talk will be fettered”. The other is that the learner may not have a chance to repeat the correct sentence if he wants to continue his story (Willerman 2011). In view of the above, it is necessary to search for other sources to provide feedback. One possible alternative in the EFL class is peer feedback. Peer feedback must be meticulously controlled by the instructor. If left uncontrolled, it, like corrections by the instructor, can be damaging to the learners motivation. First, too many corrections can discourage learners, while too little corrections might fail to do the trick. Secondly, the instructor should see that the feedback is given in a suitable manner. The instructor must evade presenting direct corrections among learners as it may cause unwanted pressure in the classroom. It is also necessary to add communicative elements to repetitive practice. To avoid monotony is repetitions, the instructor should devise ways to make it meaningful to the learner like assigning role plays and other scenario that depict events happening in real life (Willerman 2011). Many authors mentioned that in fluency-oriented approach, the learner can make the self be understood regardless of whether or not the speech is correct or incorrect. Small grammatical or pronunciation errors are sometimes considered as immaterial. It was said that too much emphasis on correcting the learner speaker is considered harmful rather than helpful. This scenario may cause the speaker to be too conscious of what is needed to be spoken and therefore hindering the acceptance of the spoken skills (Ebsworth 1998). The observation stated considers more attention to the meaning conveyed, thus the speed of speech increases as hesitations and gaps decreases. The fluency-oriented approach believes that spoken skills are developed meaningful communication. This viewpoint is supported by many EFL teachers. Ways to Improve Fluency Raine (2011) claimed four points that teachers must do in order to improve speech fluency: 1)encourage our students not to worry about making mistakes in activities designed to promote fluency and informal conversations; 2) provide opportunities for students to learn and practice pre-assembled chunks of language; 3) provide opportunities for students to practice and rehearse speeches and discussions before they take place; and 4) encourage students to spend time studying abroad when they have the means to do so. Thornbury (1999, quoted in Raine 2011) in Promoting speaking fluency mentioned “learning ‘pre-assembled chunks’ of language.” These are idiomatic phrases such as ‘you know’, ‘on the other hand’, which tend to be delivered as a whole, stored in a pre-modeled form in the brain. They can be recalled quickly and effortlessly and in the process helps to eliminate gaps and hesitancies which would eventually increase the overall speed of speech. Chunks of language can also help learners to compensate for lack of linguistic knowledge. If a student lacks the vocabulary to describe something, phrases such as ‘it’s kind of like…’ can be of some avail. If they lose their way in making an argument, gambits such as ‘the point I’m trying to make is…’ can be of assistance. We should therefore provide opportunities to our students to learn and practice idiomatic, pre-assembled chunks of language. Planning ahead encompasses a lot of activities including practice. If students are giving a speech, then they need to practice their speech many times. Teachers should provide chances to students for the planning and practice of speeches and deliberations before they take place (Raine 2011). Another way to improve speaking fluency is studying in a foreign land or becoming an exchange student (Raine 2011). This opportunity will give students more time to mingle and interact with native speakers and have all the likelihoods to learn the language in the natural setting. Therefore there is the need to inspire students to take such chances when they are able to do so. Brumfit (1984, quoted in Hedge 1993) in her article Key concepts in ELT defined the aim of fluency activity in the classroom “as to develop a pattern of language interaction within the classroom which is close as possible to normal life.” According to him, fluency activities will give students the opportunity to produce and understand items of language which they learn in form-focused work or accuracy work. Among his suggestions for creating natural language use in the classroom is project work. Further exploring the ideas of Hedge (1993), projects involve the following features: “a) the study and use of authentic English language materials; b) emphasis on student group-centered experience and de-emphasis on teacher directed work; c) the encouragement of student responsibility for planning, carrying out and presenting the task; d) a sequence of activities for a period of time; e) the use of a range of skills and f) activity outside the classroom in the student’s own time.” ELT has been promoting project-based learning because the language use of students are planned, analyzed and discussed is determined by genuine communicative needs. This encourages imagination and creativity, self-discipline and responsibility, collaboration, research and study skills and cross-cultural work through knowledge gained from other subjects (Hedge 1993). Focus: Fluency or Accuracy? So what should be focused on, fluency or accuracy? Those two aspects are considered to be closely related with each other. This leads to the impression that accuracy as well as fluency is necessary for successful communication. The author sees the need to combine the fluency-oriented approach and accuracy-oriented approach by meticulously ‘weaving certain language items into communication-oriented tasks’ (Willerman 2011). In Willerman’s (2011) article, the author suggested that modifying a variety of activities in the EFL classroom can increase the accuracy adaptation of a learner. In the process of communication, the most important factors are the actual communication, demand of the framework, constructive correction of errors, and habitual repetition. By implementing these factors, almost all the speaking tasks can be modified to enhance both accuracy and fluency. Other authors presented that the more appropriate approach to use really depends on the learner themselves. If one speaks slowly because the learner focuses more on accuracy, then there is a need for the learner to improve on fluency. We all know that speaking too slowly can seldom carry a conversation. It is either the listener becomes a bore or the person speaker tends to jumps from one topic to another to rejuvenate the interest of its audience. Communication fails, so one has to speak faster (Willerman 2011). If on the other hand, the learner focuses more on fluency, then one has to ask the question whether the listeners understand what has been said and causes no confusion on their part. Naturally one has to slacken a bit and pay more attention what he/she is saying when his listeners get confused. It is a known fact that speaking very rapidly with many mistakes is very difficult for the listeners (Willerman 2011). There were instances where authors might say that if the learner is in the middle, reports say that the teaching approach to take has to be balanced. Balanced approaches as presented by many ESL teachers depend on the environment their students are in. They said that if the students are in the university or inside the classroom then one should focus on accuracy. However, if one is outside the classroom- in the mall, at work or entertaining friends, one should concentrate on fluency. In this, one does not really care about making mistakes or errors. They have an idea of what they want to communicate and they say it naturally with whatever words and language. Grammar errors are not important and they do not care if their sentences are grammatically correct or not (Willerman 2012). Analysis on the Teaching Material The attached teaching material is a good opportunity to develop speaking accuracy and fluency. It is also used to discovery as a process for a better language fluency and accuracy. As students discover ways to make their presentation creative, interesting and persuasive, they will grow in their capacity to use the language for the purpose of marketing the product. In the process, the students practice, then use the language that imitates real life situations. Consequently different scenarios use different kinds of language being focused upon. Another point is the fact that the instructor integrated a purpose and an information gap (fill in the blank type) that allow students to put their language of choice. This was evident when the students were made to cover the name of the drink, slogan, and how to promote the drink. Working in pairs is a good learning strategy. It entails group-centered experience and with less emphasis on teacher-directed work. Obviously, as students meet with their partners at their own convenience and time, there is less input from the teacher. This also promotes students’ sense of responsibility as they plan to carry out and present the task. This will allow error correction without embarrassment since they are just by themselves working together, hence increased accuracy. Working with a partner allows student collaboration and exchange of ideas. Learners will be able to express themselves freely and naturally in their own language, in informal situations at their own time (Raine 2011). They decide on sentence construction, ideal words to use, grammar, pronunciation, etc. When they come to the part where they need to practice, then this will be an opportunity for critiquing through peer evaluation or peer feedback (Willerman 2011). Errors and mistakes will be pointed out with less strain and pressure. This is in contrast to classroom situations, where the teacher has to exercise tactfulness when it comes to pointing out errors in speaking. Working with a partner allows planning ahead. It is an important avenue for them to increase their oral fluency when speaking in that situation (Raine 2011). Another feature present in this teaching material is sequence of activities for a period of time. Students have to plan and rehearse prior to presentation. Planning is encouraged. These activities enable students’ use of a range of skills and talents, enhancing individual creativity and style. The key language emphasized in the lesson, which is Language of Presentation, is appropriate to enhance speaking accuracy and fluency. The teacher did a good job in presenting how the presentation should be structured. It is complete with: introduction, statement of purpose, body of presentation and instructions at the end of presentation. Each structure of the presentation allows learners to speak what they want to say and repeat things they consider important. Being able to express what the speaker wants to say increases fluency, while repetition is important as this develops accuracy. Fluency and accuracy grow as students learn to introduce themselves, introduce their subject, outline their structure, and give instructions about questions. Fluency will be gained further as they try to sum up, give recommendations, thank the audience and invite questions. . Teachers are the ones that usually ask questions, the mechanics of questioning may be tricky for many students. The art of questioning has to be learned. This lesson will enable students to learn how to formulate questions and gain skill in switching tenses in the question form, thus gaining accuracy and confidence. It can be considered that the said lesson is very important. It also helps develop other factors that contribute to fluency and accuracy, namely: cooperation, self-confidence, self-discipline and enthusiasm. This is due to a number of causes: i.e., teachers are the ones that usually ask questions, the inversion of the auxiliary verb and subject can be especially tricky for many students. This simple lesson focuses specifically on the question form and helping students gain skill while switching tenses in the question form. Conclusion In this paper, the concepts fluency and accuracy are defined and characterized. Approaches, which are fluency-oriented and accuracy-oriented, were compared. Willerman (2011) claimed that the best approach to teaching language students is combining the fluency-oriented approach and accuracy-oriented approach by meticulously weaving certain language items into communication-oriented tasks. Some authors espoused that there are two types of learners. The first type gets really worried about making errors or mistakes. They think about everything that they say carefully. The other type of language learner doesn’t really care about making mistakes or errors. They have an idea in their head of what they want to communicate, and they say it with whatever words and language feel the most natural. The approach really depends on the type of learner. Other authors take the middle stand, a balanced approach. When the students are in the classroom, one takes the accuracy approach, however, when one is outside the classroom, take the fluency approach. Approaches to teaching speaking fluency and accuracy are also elucidated in this paper. The opportunities for the development of speaking fluency and accuracy are identified and evaluated. Bibliography British Broadcasting Corporation World Service (2003) Better Speaking, A Guide to Improving Your Spoken English [Internet]. Available from [Accessed 21 April 2012]. Brumfit, C. (1984) Communicative Methodology in Language Teaching. The Roles of Fluency and Accuracy. Cambridge: Cambridge University Press. Ebsworth, M. E. (1998) Accuracy & fluency: Which comes first in ESL instruction? ESL Magazine March/April. Hedge, T. (1993) Key concepts in ELT. ELT Journal, 47(3) July, pp. 275-277. Paul, A. (2009) Difficulties and challenges in teaching English as the second language [Internet]. Available from (Accessed 21 April 2012). Raine, P. (2011) Promoting Speaking Fluency TEFL Journey [Internet]. Available from (Accessed 21 April 2012) Thornbury, S. (1999) How to teach grammar. Harlow, Pearson Education. Willerman (2011) Teaching Speaking: From Accuracy vs. Fluency to Accuracy plus Fluency [Internet]. Available from (Accessed 21 April 2012). Read More