The document discusses developing fluency in English speaking and listening. It describes the 4/3/2 technique where learners give talks in pairs with decreasing time (4 minutes, then 3 minutes, then 2 minutes) to encourage processing a large quantity of language. The technique helps learners reach a high performance level through repetition and time challenge. It also discusses designing fluency activities with easy tasks, message focus, time pressure, planning, and repetition. Finally, it addresses fitting fluency into the classroom curriculum and checking if units prepare learners and represent fluency goals.

1. CHAPTER 9
Developing Fluency
Nation & Newton. (2009). Teaching ESL/EFL Listening and Speaking.
Routledge.
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2. Designing Fluency Activities
• The 4/3/2 technique by Maurice (1983).
• In this technique, learners work in pairs with one acting as the
speaker and the other as listener. The speaker talks for four
minutes on a topic while their partner listens. Then the pairs
change with each speaker giving the same information to a
new partner in three minutes, followed by a further change
and a two-minute talk.

3. Why 4/3/2?
1. The user is encouraged to process a large quantity of
language.
2. The demands of the activity are limited to a much smaller
set than would occur in most uncontrolled learning activities.
3. The learner is helped to reach a high level of performance by
having the opportunity to repeat and by the challenge of
decreasing time to convey the same message.

4. Designing Fluency Activities
• Easy Tasks
• Message Focus
• Time Pressure
• Planning and Preparation
• Repetiton

5. Easy Tasks
• An easy way to create easy tasks: Learner-produced input for
speaking and listening activities
• This is done for listening activities by getting learners to
provide input for other learners, such as when learners
present short talks to the class. In speaking activities, allowing
learners to provide their own topics and to speak based on
their own writing provides learner control

6. Message Focus
• Commonly used outcomes in spoken activities include
completion; distinguishing, matching, classifying; ranking,
ordering, choosing; problem solving; listing implications,
causes, and uses; data gathering; and providing directions.

7. Time Pressure
• One way of encouraging learners to reach a higher than usual
level of performance is by limiting the time in which they can
do something.
• Learners may also keep a regular record of how long it takes
them to perform a task, and then try to reduce the time it
takes them.

8. Planning and Preparation
1. brainstorming the topic
2. pre-reading on the topic
3. observation of others doing the activity
4. repeated opportunities to do the activity
5. preparing and practising in the first language
6. prediction activities

9. Repetition
• Brainstorming: How to let learners repeat fluency practices
without boring them?

10. Fitting Fluency into a Course
• Where the second language is not used outside the classroom,
it is very important that about a quarter of class time is given
to fluency activities.
• Only a relatively small amount of knowledge is needed for
successful language use. It is important that this knowledge is
available for use and therefore a part of class time should be
given to fluency activities.

11. Checklist
1. Do the early parts of the unit usefully prepare for the later
parts?
2. Does the final part of the unit represent the fluency learning
goal of the unit?

12. Developing Fluency in Listening
and Speaking
1. “the well-beaten path approach” to fluency
2. “the richness approach”
3. “the well-ordered system approach”