Fluency Vs Accuracy

Week 1 TSL 3108
RR/UPI/JB/IPGKPs/June2013
FLUENCY
ACCURACY
Focus on language
Practice what they already know

Keep
students at own level of vocabulary and grammar. Let them be creative. Impose no rules. DO NOT CORRECT THEM! Limit teacher-talk.
if
vocabulary is new? if the focus is on grammar? if there is no push to go faster or more smoothly?
Should be devoted to fluency?

day week semester
Practicing fluency with the Brooklyn Monk Listen for: How often he corrects students How he engages the students How much he talks
It slows down flow of the class. Students lose motivation.
They may not remember the correction anyway.
OUR FEAR: Students will practice mistakes.
Most
want some kind of correction. helps them improve.
It
Give
students a chance, and time, to correct themselves. Use hand signals

e.g., Point behind you to indicate past tense.
Students can correct one another. Peer correction often creates a positive class atmosphere as students realize you are not the only source of error correction and they can learn a lot from one another.
Listen
in on what theyre saying. Make notes of the mistakes (whether they are pronunciation, grammatical or lexical). Write them on the board Ask students to correct them. Usually most of the mistakes can by corrected by the students themselves.
If they repeat the same mistakes: All Ss make a notebook to record their errors and the correct version. Periodically give quizzes on these errors.
Mistake
Correction
Note
It depends of the weather.
Revise prepositions. It depends on the Not the same as in weather. Spanish - depende de
I've lived in the U.S. I've lived in the U.S. Since - for points in since six years. for six years. time
For - for periods of time
FLUENCY:
For a class discussions, so students can express themselves and think on their feet. ACCURACY: When they have time to prepare.
Be
clear of the aims of the task. Make sure Ss know which task they are being asked to do. Avoid presenting an activity as a fluency task and then correct every single mistake.
Allow
students to work together to create a utopian country.
1. Keep the learner interested in the activity. 2. Make it easy. 3. Do not introduce new material, vocabulary or grammar. TIME TO USE THE HAMMER, NOT TALK ABOUT IT.
Fluency
strand = of the course time (daily or weekly). NOT a time to learn new items. Time to use what they know.
#1 Rank-ordering #2 Problem solving #3 Planned speaking #4 Group competition #5 Role-Playing Scenarios #6 Time pressure
Rank order these teacher qualities. Sense of humor Honesty Love of children Knowledge of subject Flexibility Clear speaking voice Enthusiasm for teaching Pleasant appearance Fairness Ability to create interest Ability to keep order Intelligence
-You and a friend are lost in the jungle. Put the following items in order of importance for your survival.

A sleeping bag Radio (listening only) Axe Gun and ten bullets Matches Tent Torch Map of the area Cooking pot Three cans of food Three meters of rope Story book
Everyone
is given a text. Team A leaves the room. Team B (the class) then makes up and asks them competitors questions about the text. (They have not seen the questions.) The class judges whether their answers are correct.
Ask
students to bring in one summarized story from the news and talk about it to the class. They must explain why they brought it in/why it was important to them.
student asks the teacher for an extension on a paper. The teacher is not inclined to do so.
8
ways to do dictation!
Learners
should know what mistakes they
made. Text should have known vocabulary. Use texts from familiar material. Let them check their own or others work.
sits outside the classroom and tells student A one line of the dictation as he comes out. Student A memorizes that sentence, runs to Student B, who writes it down.
Learners work in pairs. One reads dictation and other writes. When pairs are finished they yell Stop! The first pair that yells Stop is the winner. They have limited time. The one who is writing can ask to have words repeated or spelled.
Do dictation, grade it, then return it so Ss can look at mistakes. Then give the same dictation, to make sure the Ss dont make the same mistake.
T records dictation into a tape recorder or Ss mobile phone. Each student can do the dictation on his own by using the rewind and pause buttons. They can regulate the speed of the dictation.
Pairs: the reader looks at a phrase in the text, tries to remember it, and then looks away from the text and then says it to their partner, who writes it. It forces the reader to rely on memory. It goes from book to brain, and then from brain to mouth. Some consider the most valuable of exercises.
S listens to a long phrase dictated by the T, waits for several seconds, and then repeats it. NOTE: The length of the phrase a learner can hold in memory is an indicator of language proficiency.
S reads a phrase (by himself) and then tries to hold as large a phrase as possible in the language before writing it. Do not copy word for word! Ideally suited for individual practice.
reads a text at normal speed. Ss listen and take notes. Ss get into groups and reconstruct the text from memory. Ss compare versions from various groups. Class discusses usage points/mistakes.
*difficult!
Get
in pairs or groups. Design a simple exercise that begins with fluency and ends with a dictation exercise (or vice versa).
and accuracy NOT the same! Teach separately. Fluency activities = practice. Accuracy = language. Tell them which activity you are doing.
Fluency
FOR YOUR FLUENT AND ACCURATE ATTENTION!
Bailey, K. & Savage, L. (Eds.) New ways in teaching speaking. Alexandria, VA: TESOL. Kehe, D., & Kehe, P. (2012). Discussion strategies. Brattleboro, VT: ProLingua. Nation, I., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

Fluency Vs Accuracy

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fluency Vs Accuracy

Uploaded by

Copyright:

Available Formats

Week 1 TSL 3108

Practice what they already know

Should be devoted to fluency?

It slows down flow of the class. Students lose motivation.

They may not remember the correction anyway.

OUR FEAR: Students will practice mistakes.

want some kind of correction. helps them improve.

students a chance, and time, to correct themselves. Use hand signals

It depends of the weather.

students to work together to create a utopian country.

should know what mistakes they

FOR YOUR FLUENT AND ACCURATE ATTENTION!

You might also like