fluency vs accuracy.pptx

8/14/2019 Fluency vs Accuracy.pptx

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Week 1

TSL 3108

RR/UPI/JB/IPGKPs/June2013


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FLUENCY

Practice what theyalready know

ACCURACY

Focus on language



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Keep students at own level of vocabulary

and grammar.

Let them be creative.

Impose no rules.

DO NOT CORRECT THEM!

Limit teacher-talk.



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if vocabulary is new?

if the focus is on grammar?

if there is no push to go faster or more

smoothly?



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Should be devoted to fluency?



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dayweek

semester



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Practicing fluency with the Brooklyn Monk

Listen for:

How often he corrects students

How he engages the students

How much he talks



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It slows down flow of the class.

Students lose motivation.

They may not remember the correction anyway.



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OUR FEAR:

Students will practice mistakes.



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Most want some kind of

correction.

It helps them improve.



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Give students a chance, and time, to

correct themselves.Use hand signals

e.g., Point behind you to indicate past tense.



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Students can correct one another.

Peer correction often creates a positiveclass atmosphere as students realize you

are not the only source of error correction

and they can learn a lot from one another.



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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.



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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.



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Mistake Correction Note

It depends of the

weather.

It depends onthe

weather.

Revise prepositions.Not the same as in

Spanish - depende

de

I've lived in the U.S.

sincesix years.

I've lived in the U.S.

forsix years.

Since- for points in

time

For- for periods of

timeRR/UPI/JB/IPGKPs/June2013


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FLUENCY: For a class discussions, so

students can express themselves and

think on their feet.

ACCURACY: When they have time to

prepare.



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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.



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Allow students to work together to create a

utopian country.



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1. Keep the learner interested in the activity.2. Make it easy.3. Do not introduce new material,vocabulary or grammar.

TIME TO USETHE HAMMER,NOT TALK ABOUT IT.



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Fluency strand = of the course time

(daily or weekly).NOTa time to learn new items.

Time to use what they know.



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#1 Rank-ordering

#2 Problem solving

#3 Planned speaking

#4 Group competition

#5 Role-Playing Scenarios

#6 Time pressure



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Rank order these teacher qualities. Sense of humor Honesty Love of children

Knowledge of subject Flexibility Clear speaking voice Enthusiasm for teaching Pleasant appearance

FairnessAbility to create interestAbility to keep order Intelligence



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-You and a friend are lost in the jungle. Put the following items inorder 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



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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.



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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.



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A student asks the teacher for anextension on a paper. The teacher is not

inclined to do so.



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8

waystodo

dictation!



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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.



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T 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 itdown.



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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.



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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.



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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 thespeed of the dictation.



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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.



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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 learnercan hold in memory is an indicator of

language proficiency.



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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 copyword for word! Ideally suited for individual

practice.



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T 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!



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Get in pairs or groups.

Design a simple exercise that begins with

fluency and ends with a dictation exercise

(or vice versa).



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Fluency and accuracyNOT the same!

Teach separately.Fluency activities = practice.

Accuracy = language.

Tell them which activity you are doing.



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FOR YOUR FLUENT

ANDACCURATE

ATTENTION!



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Bailey, K. & Savage, L. (Eds.) New ways in

teaching speaking. Alexandria, VA:

TESOL.

Kehe, D., & Kehe, P. (2012). Discussionstrategies. Brattleboro, VT: ProLingua.

Nation, I., & Newton, J. (2009). Teaching

ESL/EFL listening and speaking.NewYork: Routledge.

RR/UPI/JB/IPGKP /J 2013

fluency vs accuracy.pptx

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