This file is sent to all Teachers of English who really want to build their student English fluency. This is the work of Dr. Alan Klein.

1. Developing Fluency
EDP521 Methodology of Teaching
Speaking and Listening
Dr. Alan Klein

2. Fluency . . .
• Involves the processing of language in “real
time” (focusing on communication)
• Does not require much attention or effort
from the L (it’s known material).
• Is a skill (Language, Ideas, Skills, Text), making
the best possible use of what is already
known.
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3. Fluency, Accuracy, and Complexity
• Fluency is measured by speed of access or
production.
• Accuracy is measured by reducing the amount
of errors.
• Complexity is measured by the presence of
complicated grammatical constructions
(subordinate clauses).
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4. Increases in Fluency Involve Ls’
Changes in Knowledge of L2
Fluency is more than simply an increase in speed
of processing. There’s a sophistication in the
understanding of the language:
• Joining language sequences into larger units
• Broadening the use of some rules
• Narrowing the use of some rules
• Using rules more effectively
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5. Fluency Is Likely to Develop if . . .
• Language activities are meaning focused.
• Ls participate in activities using previously
known items.
• Ls have support to perform at a higher level.
• Ls have substantial opportunities for both
receptive and productive language use.
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If the language items that have been learned
are not readily available for fluent use, then
the learning has been of little purpose!

6. Designing Fluency Activities
(4/3/2 Technique)
• Ls should process a large quantity of language.
• The demands of the activity should be limited
(the Ls control the topic/ideas).
• Ls have opportunities to repeat performance
in decreasing amounts of time.
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7. Characteristics of Fluency Tasks
• Easy for Ls (controlled topic)
• Clear outcome (focus on the message)
• Time pressure
• Repetition (change partners, not content)
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8. Planning and Preparation by Ls
(individually or in groups)
Preparing for fluency activities:
• Brainstorming the topic
• Pre-reading on the topic
• Observation of others doing the activity
• Repeated opportunities to do the activity
• Preparing and practicing in L1
• Prediction
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9. Fitting Fluency into a Course
• Where L2 is not used outside class, 25% of
class activities should have fluency as their
goal.
• Fluency activities often involve linking of skills:
– Reading followed by listening
– Discussion followed by listening
– Writing followed by speaking
The earlier activities provide preparation
and support for the later activity.
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10. If Fluency Is the Goal of a Unit . . .
• Early parts of the unit prepare Ls for later
parts. Since fluency is a SKILL (LIST), the earlier
parts cover the LANGUAGE, IDEAS, and TEXT.
• The final part of the unit represents the
fluency learning goal.
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11. Techniques for Developing
Fluency in Listening . . .
• Involves meaning-focused activities
• Uses topics, language items, and experiences
already familiar to Ls (knowledge from L1)
• Encourages Ls to reach a high level of
performance through:
– meaning-focused repetition
– increased speed of output
– opportunities for prediction
– using previous background knowledge
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12. Listening Fluency and
Top-Down Processing
• In top-down processing, Ls bring a lot of topic-
related knowledge to the task.
• In bottom-up processing, Ls rely primarily on
the language of the text to understand.
• Fluency tasks should be largely top-down
because these tasks allow Ls to perform at
speed without having to think too much about
language forms.
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13. Techniques for Developing
Fluency in Speaking . . .
• Can make use of
repetition and
rehearsal (pyramid
procedure).
• Can be theme based
and continue for an
extended number of
classes.
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14. Monitoring Fluency Tasks

15. Examining the Context of the Material
LIST = Skill (Fluency)
• What is the learning goal of the task?
Example: if it’s understanding the IDEAS of the
text, then Ls need to have mastered the
LANGUAGE items (vocabulary, grammar), the
SKILL, and the TEXT format.
• So, are the other aspects of the task within
the L’s experience?
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16. Checklist for Examining
Fluency Materials
(ex: from a textbook)
1. What will keep Ls interested in the message
involved?
2. How is the activity made easy for the Ls to
do?
3. What encouragement is there for the Ls to
perform at a faster than usual level?
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17. Checklist for Observing a
Listening Fluency Activity
1. Are the Ls interested in the message?
2. Are the Ls easily able to understand the
message?
3. Is the message presented to the Ls at a
challenging rate that encourages fluency?
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18. Checklist for Observing a
Speaking Fluency Activity
1. Are the Ls interested in the activity and its
outcome?
2. Are they easily able to find things to talk
about?
3. Are they speaking without a lot of hesitation?
(um, ah, er)
1. Are they speaking at a fast rate?
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19. Fluency, the Neglected Strand
• Teachers often feel that new materials need
to appear in every lesson, thus short-changing
fluency activities.
• Fluency development activities are a very
useful bridge between KNOWING & USING.
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