Speaking Fluency
Cruiz Dwyer – 1 July 2021
What is it?
Fluency, unlike accuracy, encapsulates communication without a focus on perfect English. Fluent speakers are able to express themselves clearly and smoothly without making too many pauses. Therefore, fluency is about the overall comprehension and intelligibility of what is said (Richards & Rogers, 2014). However, every speaker requires a reasonable command of vocabulary and grammar first.
Why is it important
Fluency is a necessary skill for any language learner. However, we need to consider what steps exist for the learner as they move from a low skill position to being a fluent speaker. One of those steps is that of being understood. The creation and sharing of meaning are important in any communication.
While language accuracy of some degree is required, fluency is more important. When we consider that meaning is at the forefront of fluency, then we can accept that fluency also plays a role in socialisation. One does not need a perfect command of grammar when interacting with the wider language community that exists.
Accuracy does not necessarily mean the most effective communication. English speakers make grammatical mistakes, but this does not always cause communication problems. These mistakes are disregarded if the message is understood.
My Reflection
Goh (2007) refers to speaking tasks as needing to be “guided experiences”. Students need to understand the need to communicate, and the outcome expected of them. When guided, their language and knowledge can be used with others more effectively.
I believe Goh is advocating for fluency over accuracy. But this is not to say that accuracy is unimportant. It is just one part of a larger puzzle on language learning. Yet for speaking activities, it is important for fluency to remain the focal point. I push my students to focus on conveying meaning and to be understood. Only once this has been achieved do I use it for more accuracy-based activities.
As a non-fluent Japanese speaker, I have a personal understanding of meaning-making over accuracy. Even as an English speaker, the only difficulties I may have with a learner are not due to inaccuracy, but the inability to communicate meaning. Dealing with errors with the former is far easier to wade through than the latter. And it is the latter that will allow social relations to be established and maintained.
References
Goh, CCM. (2007). Teaching speaking in the language classroom. Singapore: SEAMEO RELC.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press. Chapter 9
ELT Concept #4 can be viewed here.
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