The Implementation of Speaking Fluency in Communicative Language Teaching: An Observation of Adopting the 4/3/2 Activity in High Schools in China

Abstract

Communicative language teaching is a very popular approach in the EFL class, which is also advocated in many Asian countries. Is it effectively applied in the Chinese EFL classes so far? The current situation of the communicative language teaching in China was not persistently implemented due to many constraints. However, this article aims to indentify a gap between the principle of CLT and its practice in the EFL class. The research in the article is associated with the EFL learners' speaking fluency and the context of communicative language teaching. Thus, an observation of adopting the 4/3/2 activity in the high schools in China is to point out the lack of speaking fluency development is neither beneficial nor sufficient for CLT; to find out the major achievements of the speaking fluency practice in long term; and to justify the speaking fluency is a trainable skill in the context of CLT. Nonetheless, the obtained results indicate both the EFL teachers and learners are taken into account for the effectiveness and achievement of fluency development in speaking. Findings in data and factor analysis suggest that the EFL teachers should draw attention on relevant pedagogical implication and the EFL learners are strongly encouraged to put efforts on learning strategies. Such considerations are necessary to be involved in the EFL teaching and learning. Therefore, the conclusion of study is, within a collaborative learning environment, the implementation of the speaking fluency is took place dramatically to enhance the effectivenesses of CLT and that indeed needs a long term effort, patience and monitoring in the EFL class.

Blended learning innovation of social media based active English during the COVID-19 pandemic

“…The Communicative Approach plays a crucial role in the teaching and learning of languages (Akkas & Coker, 2016). It teaches students how to communicate meaningfully in the classroom, so that it can help students develop their communication skill (Abrejo, Sartaj, & Memon, 2019;Yang, 2014). This opinion is in line with that of Lukyanova, Daneykin, & Daneikina (2015) who state that the use of the Communicative Approach in universities can improve the students' communication quality and the alumnus quality to be professional.…”

A Survey of Indonesian Islamic Senior High School Teachers’ Vocabulary Teaching Strategies /Activities

“…Not only storytelling, but teachers also perform 4/3/2 strategy to develop speaking fluency. A study by Yang (2014) confirms that this strategy is useful to help learners develop their fluency in speaking. This is very useful to develop students' communicative language competence.…”

“…Moreover, the 4/3/2 technique proves to be a successful technique in enhancing students' mastery of vocabulary. (Permata et al, 2019;Yang, 2014;Yufrizal, 2018).…”

Untitled

“…Fluency in speaking English is the key element to judge the success and the mastery of the language.De Jong & Perfetti (2011) stated that the fluency is a comparison between continuity and smoothness of communication without long hesitation. Moreover according to(Derwing, Munro, & Thomson, 2007;I. J. Yang, 2014) The fluency of speaking is to speak at a normal pace with no misspelling of words and sounds, delivering a message in an easy to understand way, using simple language that easily understood by the listeners.…”