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

Oleh:

Jong, Nel De

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 61 no. 2 (2011), page 533-568.
Topik: classroom research; English as a second language; fluency training; oral fluency; proceduralization; second language; task repetition; vocabulary
Fulltext: Volume 61, issue 2 (June 2011), p. 533-568.pdf (232.47KB)

Isi artikel

The present study investigates the role of speech repetition in oral fluency development. Twenty-four students enrolled in English-as-a-second-language classes performed three training sessions in which they recorded three speeches, of 4, 3, and 2 min, respectively. Some students spoke about the same topic three times, whereas others spoke about three different topics. It was found that fluency improved for both groups during training but was maintained on posttests only by the students who repeated their speeches. These students had used morewords repeatedly across speeches, most ofwhichwere not specifically related to the topic. It is argued that proceduralization of linguistic knowledge represented a change in underlying cognitive mechanisms, resulting in improvements in observable fluency.

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