Developing oral fluency
58882261
Developing oral fluency in higher education ESL learners through the integration of constructivism and Caine and Caine's principles
Gryselle M Farrell
150423537
The Impact of Triple Ps on Developing Oral Fluency for Elementary EFLClasses
Maha Sourani
55346039
A Socio cognitive Approach to Developing Oral Fluency and Naturalness in Iranian EFL Learners
Learning spoken English in situations like Iran that do not support adequate and rich exposure results in English which is slow paced and reduced regarding all aspects. The purpose of this study was to explore the ways by which these two problems can be accounted for to some extent. The theoretical bases upon which the study was founded were sociocultural and cognitive approaches to language learning. Sociocultural theorists emphasize learners' involvement in social activities and believe that it is enough for learning a language. Cognitive theorists, on the other hand, emphasize the role of memory and the rote learning of instances of language. Adopting an integrative approach, this study employed interaction and rote learning activities in the experimental classes as its independent variables and measured their effects on students' fluency and naturalness, which were the dependent variables of the study. While fluency was defined as the speed of speech and gauged mostly by aggregating the number of syllables produced in the unit of time and the syllable number/phonation time ratio multiplied by one hundred minus the negative values assigned to pauses, naturalness was defined as fluency plus formulaicity. Formulaicity scores were measured by assigning forty points to each formulaic expression produced by participants. Findings from integrated interaction and rote learning activities in the experimental classes were compared with findings from the control class in addition to being compared with each other. The performances of participants in the experimental classes were compared with each other because the rote learned materials were offered to them in different formats. One of the experimental classes received decontextualized formulas with their meanings in Persian while the other class received contextualized formulas without meanings. Students in the control class were required to reproduce oral texts of short movies in lieu of memorizing formulas. Findings from the study revealed that while interaction alone is enough for developing fluency, it is not enough for developing naturalness. The experimental class receiving decontextualized formulas with meanings outperformed the other two classes in developing naturalness. The ultimate conclusions reached were of two types. First, getting involved in interaction is sufficient for developing fluency, because there was no significant difference among groups with regard to this variable, but it is not enough for developing high levels of naturalness. Second, to reach acceptable levels of naturalness, participants need to memorize formulas whose meanings are provided for them.
Farahman Farrokhi Asgar Mahmoudi
61650190
DEVELOPING ORAL FLUENCY AMONG INDIAN ESL LEARNERS
In this theoretical paper, I have tried to attract the attention of all concerned towards the importance of the teaching of English; teaching of spoken English; and in spoken English, the teaching of fluency from the earliest level of education as an important policy matter. Since language learning is most successful in early childhood, especially in terms of spoken English and pronunciation, the teaching of spoken English should be introduced at the very beginning levels so that the learners master the spoken language before the inherent faculty of language learning in their mind atrophies by the age of twelve. Further, I have also discussed the roles of "fluency" and "accuracy" as two specialised terms in language teaching and have stressed the need for a greater role for fluency activities in the spoken English class, in which there is no error correction and the focus is on getting the message across. I have also underscored the need to explicitly teach strategies of communication to our learners which can assist them in conveying their message.
Kausar Husain
147621852
Developing Oral Fluency in English
Tato prace se zabyva zpusoby rozvoje plynulosti mluveneho projevu ve vyuce anglickeho jazyka u gymnazialnich studentu. Teoreticka cast, ktera je dulezita pro cast praktickou, je zamerena na materialni i nematerialni didakticke prostredky, zejmena na organizacni formy a ucebni aktivity. Dale je zde diskutovana problematika zpetne vazby a role ucitele. Prakticka cast je zalozena na vyzkumu provedenem ve vybrane vzdelavaci instituci. Hlavnim cilem vyzkumu je zjistit, jake techniky vyucovani a typy aktivit ucitele pro rozvoj plynulosti mluveneho projevu vyuzivaji.
Petra Kaninska
151172334
The Effect of Using Reflective Listening on Developing EFL Adults' Oral Fluency.
The study aimed to examine the effect of using reflective listening on developing EFL adults" oral fluency. The study begins with a review of literature and previous studies dealing with reflective listening and oral fluency. The researcher prepared a list of oral fluency components as a guide for the design of the instruments. The researcher also designed a pre/post oral fluency test and a rubric. The researcher designed the proposed program. Then, she nominated a random group of course trainees who passed level 5 in the Cambridge placement test and who intended to study a conversation course (n= 30) to participate in the study and get involved in its activities. Their ages ranged from (20 to 30) years old. The participants were submitted to a pre and posttest. Then, the scores were analyzed both quantitatively and qualitatively. The results showed that reflective listening was highly effective in developing EFL adults" oral fluency.
Helmy Abd Al Galil Marwa Abd Al Galil
213899209
Strategies for Promoting and Developing the Oral Fluency Skill in Second Language Acquisition
Muntasir Mohammed Elhadi Elnor Mohammed Mohammed Bakri Hadidi Supervisor
150008522
Matching teaching and learning styles in developing students' oral fluency and competence.
Ibrahim Saleh Farida Abderrahim
150063797
Pag asoy as a Tool in Developing the Students' Oral Language Fluency in the Classroom
This paper describes how Pag asoy (storytelling in Cebuano language) served as a tool in developing the students' oral fluency in their mother tongue. During the study period, the students were introduced to local Cebuano stories to determine their oral language fluency during classroom interaction. What was found out were the positive effects of using Cebuano folktales in promoting the Cebuano language during which Pag asoy was conducted. Using Cebuano stories told in Cebuano language provided an unequal impact to children because they can easily relate to the stories based on their personal experiences and emotional affiliations. Also, their effortless reactions allow them to use their first language confidently when they express their ideas and perspectives naturally like in a usual, casual conversation. Pag asoy (Storytelling) in the mother tongue was found to solicit more class participation and oral interaction compared to stories told in English. As a result they develop oral fluency in their mother tongue (Cebuano) as they become expressive and participative as they listen to the story and to the information provided. Through Pag asoy children also enhanced the receptive skill of listening when they intently focus on the elements of the stories presented and actively participate in asking and answering questions during the Pag asoy.
Cristie Ann L Jaca Felino B Javines Brian A Vasquez
69792334
Developing oral communication in Spanish lower level courses: The case of voice recording and videoconferencing activities
Abstract This study adds to the literature on computer mediated communication (CMC) by examining the impact of online voice recording (VR) activities and peer to peer videoconferencing (VC) conversations on the development of beginning Spanish learners' speaking performance. Specifically, this paper explores (1) whether VR and VC activities promote oral proficiency, and if so, whether those gains can be seen both in presentational and interpersonal modes of communication; and (2) whether VR and VC activities foster oral proficiency in similar ways to face to face (F2F) communication. A quasi experimental, pre /post test design was used in the study. Three sections of a first semester Spanish course were assigned to one of the following conditions: F2F, VR, and VC. Complexity, accuracy, and fluency measures were used to analyze learners' speaking performance in the two tasks. A mixed effects model analysis was used to investigate differences across time as well as among groups. Results show that both F2F communication and VR activities promote complexity and fluency in presentational tasks and fluency in interpersonal tasks, although F2F produces superior results regarding complexity in presentational tasks. VC activities promote complexity and fluency in presentational tasks and complexity, accuracy, and fluency in interpersonal tasks. Overall, this study shows that medium is not merely a delivery device but has important implications for learning outcomes. In this sense, these findings contribute to answering the wider question of how the use of technology in second language instruction plays a decisive role in current teaching practices.
ReCALL
Marta Tecedor Gonzalo Campos-Dintrans