Fluency oriented second language teaching

1. Chapter 9: FLUENCY ORIENTED
SECOND LANGUAGE TEACHING
Presenters: Hoa Nguyen & Phuong Nguyen
Intructor: Kellie Smith Herrod

2. FLUENCY-ORIENTED SECOND
LANGUAGE TEACHING
I. Experience
II. What is fluency?
III. Conceptual underpinning
1. What happens when we speak?
2. Developing fluency
IV. Classroom application
1. Information gap activities
2. Jigsaw activities
3.Consensus-building activities
4.Fluency circle
5.Board games
6. Projects
V. Future trend
VI. Conclusion

3. Key Points of the chapter
- Fluency = best communicating meaning
- Degree of fluency based on cognitive, affective,
performance factors
- Teachers fostering fluency by providing
language, knowledge, and strategy support
- Criteria for choosing effective tasks: interactivity,
productivity, challenge, safety, purposefulness,
authenticity
- Activities and Games

4. What do you do to improve
your English fluency?

5. Ways to improve your fluency
1. Improve fluency with chunks
2. Learn enough basic vocabulary
3. Increase listening input
4. Increase reading input
5. Practice speaking
6. Learn speaking strategies

6. Improving fluency with chunks
1. What are chunks?
Chunks are fixed set of words :
- “the thing is”
- “all sorts of things”
- “There’s no such thing”

7. What kinds of chunks to look for?
1. Collocation and idioms
EX: - Driving under the influence of alcohol is a
serious offence. (Collocational phrase)
- You're not old and you really should not think
that you're over the hill at 60. (idiom)
- The thief made off with valuable personal
possessions and a great deal of money.
(phrasal verb)

8. What kinds of chunks to look for?
2. Common polite expressions
EX: 'All the best'
'See you soon'
'Mind how you go'
'Have a nice day'
'How do you do?'
'You're welcome'

9. What kinds of chunks to look for?
3. Discourse markers
- used in both written and spoken English to link
what has come before to what comes next.
EX: - on the one hand, turning now to, or in
conclusion. (written)
- now, so, actually and well (spoken)
- I see what you mean but
- By the way, Sort of, Mind you, You know
Let's see

10. How can I learn chunks?
- Read interviews in English magazines
- Make a note of anything you come across
- Try grouping new chunks into categories
- For example, the following can all be used to
indicate that you have something else to say:
'By the way'
'While I remember'
'And another thing is'
'Before I forget'

11. How can I learn chunks?
- Using new chunks > same phrases
Exercise:
- Work with a partner, come up with a list of
10-12 chunks and challenge each other to
use the phrases during a discussion.

12. Vocabulary
- Enough basic vocabulary
- Vocabulary of everyday conversations
- Use picture dictionary
- Flash cards
- Carry them with you,
- review in spare time

13. Listening Input
- Listen to spoken English
+ Watch 1 movie a day
+ Watch TV shows
+ Listen to music
 Help remember vocabulary and
how they’re pronounced

14. Reading Input
- Read books, magazines, essays, news in
English
Improve both vocabulary and speaking
Help you think in English

15. Practice Speaking
- Give your mouth and vocal apparatusn
practice
- Mimic native speakers
- Read out loud
- Speak everyday

16. Speaking Strategies
- Reduce anxiety: positive visualiation,
deep-breathing exercises...
- Smooth vocal fillers: try to reduce “uh”,
“um”, “and”
- Impove speech structure: apply
presentation skills
- Create vocal interest: no monotone
deliveries
- Slow down: don’t speak to fast

17. Activities and Games
in speaking class

18. Games
1. Zip – zap – zop
2. Four corners
3. Art
4. Goalie
5. Objects
6. Board games
7. Memory games

19. Activities
1. Information- gap activities
+ Complete the missing information
+ Find the differences
+ Role play
2. Jigsaw activities
+ Jigsaw reading
+ Jigsaw listening

20. Activities
3. Consensus-building activities
- Problem solving
- Ranking
4. Fluency circle

21. Activities
5. Projects
- Create a class newspaper
- Design a health poster
- Compile a recipe book
- Create a webpage
- Design an info. brochure
- Create an advertising campaign

22. Activities
6. Everyone has something to say
7. What if everybody did that?
8. Exercise body and the mind follow
9. Did you read the news?
10.Four corners
11. Talking journals

23. Homework
Look at the rating systems of 2 or
more exams that assess oral
language such as TOEFL or IELTS.
Create a rating system for assessing
gifted students’s speaking (20 mark
scale).
Due: 26 February, 2015