Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization

Jong, Nel de; Perfetti, Charles A.

doi:10.1111/j.1467-9922.2010.00620.x

Cited by 155 publications

(198 citation statements)

References 42 publications

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“…Task repetition is defined as "repetitions of the same or slightly altered tasks -whether whole tasks, or parts of a task" (Bygate & Samuda 2005). Bygate's (1996Bygate's ( , 2001) studies on task repetition have revived the research into the area of task repetition and its pedagogical value in L2 oral proficiency (see for instance Lynch & Maclean 2000, 2001Ahmadian & Tavakoli 2010;de Jong & Perfetti 2011). These studies analyzed the impact of repetition on some (or all) of the three oral L2 quality aspects: Fluency, accuracy and complexity.…”

Section: Repetition As a Task-based Pedagogical Approach To Improve Lmentioning

confidence: 98%

Effects of immediate repetition at different stages of consecutive interpreting training

Heuven

2013

AVT

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The present study investigates whether immediate repetition improves consecutive interpreting performance during training. In addition, the study tries to shed light on whether the effects of immediate repetition differ between BA and MA interpreting trainees. In the experiment, ten raters judged six major quality measures of the accuracy and fluency of the interpreting output recorded from seven BA trainees and five MA trainees. The seventh quality measure expressed linguistic complexity as the number of clauses per AS-unit. The results show that the main effects of repetition and proficiency are both significant on accuracy and fluency, but the main effects are absent on linguistic complexity. Moreover, in terms of fluency BA trainees benefit significantly more from repetition than MA trainees. Accuracy improvement through repetition does not differ significantly between the two groups. The results have implications for consecutive interpreting training at different stages.

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Section: Repetition As a Task-based Pedagogical Approach To Improve Lmentioning

confidence: 98%

Effects of immediate repetition at different stages of consecutive interpreting training

Heuven

2013

AVT

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“…The aim of this instrument was to register the number of words and hesitations per minute by each of the participants in each of 10 speaking tasks. This instrument was chosen based on previous studies (e.g., (de Jong & Perfetti, 2011;Derwing, Thomson, & Munro, 2006;Kormos & Dénes, 2004;Lennon, 1990)) that have also used quantitative methods to measure oral fluency in foreign language learners. Kormos and Dénes (2004) conclude that, based on their research, "the best predictors of fluency are speech rate, that is, the number of syllables articulated per minute and the mean length of runs, that is, the average number of syllables produced in utterances between pauses" (2004, p. 6).…”

Section: Methodsmentioning

confidence: 99%

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Buitrago¹

2017

ELT

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Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

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“…According to Jong and Perfetti (2011), performance fluency in language is highly dependent on the knowledge and skills of the speaker, which are the bases of cognitive fluency. This implies that fluency is related to the extent of a speaker's linguistic knowledge as well as the use of that knowledge, the speed of access, and control over the available linguistic forms and syntactic devices.…”

Section: Fluencymentioning

confidence: 99%

English in Cameroon: Issues of Teacher Language Proficiency

Achiri–Taboh¹,

Lando²

2017

IJELT

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Over the last three decades, the standards of English in Cameroon as well as the performance of students in the English language at the General Certificate of Education (GCE) examination have been on a steady decline. While many Cameroonians keep making their way into the English language teaching industry as a result of the rapid expansion of English as a global lingua franca, the quality of language input administered to learners seems to leave much to desire. Thus, although a number of studies have attributed the continuous downward spiralling of standards to a variety of reasons, this study set out to investigate the extent to which teachers of English as a second language (ESL) in Cameroon master the language they teach, as a demonstration that the teacher is one of the major problems to be addressed. Our main objectives were to test teachers' language skills. Employing the Homogeneous Purposive Sampling Technique, a total of 40 ESL teachers in Tiko and Buea Sub-divisions of the South West Region of Cameroon were investigated using questionnaires and interviews. Of the 40, 36 showed difficulties with spelling, 33 with punctuation, 30 with pronunciation, 28 with capitalization, 27 with sentence construction, and five with agreement.

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Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization

Cited by 155 publications

References 42 publications

Effects of immediate repetition at different stages of consecutive interpreting training

Effects of immediate repetition at different stages of consecutive interpreting training

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

English in Cameroon: Issues of Teacher Language Proficiency

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