August 16, 2018 at 4:20 am #4292
This forum is for teachers to explore and discuss fluency and fluency development in language learning and teaching.
For a useful starting point, please check out the following teaching article:
Brown P. S. (2017, November). What is fluency and how do we develop it? Contact Magazine, pp. 5-14: https://contact.teslontario.org/fluency-how-to-develop-it/
August 16, 2018 at 6:15 am #4297
27th MELTA International Conference, Johor Bahru, 18-20th August 2018
“Practice Makes Perfect! Or Does it? Exploring Fluency & How We Develop It”
I have made this a PDF with live links that you can Comment freely on (but not edit).
August 19, 2018 at 4:46 pm #4327
Dear Fellow MELTA Members,
Thank you to everyone who participated in the workshop on Sunday morning. I really appreciated having such an enthusiastic and engaged group of teachers. If you have any questions, comments or suggestions, please feel free to add them here to share with others, or email me if you prefer. I also welcome your feedback on any of the materials and would love to hear of your experiences developing fluency amongst your learners.
All the very best!
August 21, 2018 at 1:09 pm #4352
A couple of people asked me about the book, Exploring EFL Fluency in Asia (2014) which is available directly from Palgrave Macmillan or from Amazon:
You may also find secondhand copies elsewhere.
We also share fluency-related posts on our Facebook page: https://www.facebook.com/ExploringEFLFluencyinAsia/
October 12, 2018 at 9:17 am #5059
Haven’t been able to join the sessions this month, but a topic that’s very relevant. One thing that marks a learner as less than competent in fluency is the frequency and amount of self-repair that goes on. Do teachers encourage learners to self-repair by e.g. going back to the start of the sentence, or do they encourage them to continue regardless? Interested to find out.
October 12, 2018 at 2:30 pm #5060
Good question, Gareth. Personally, I do encourage my students to self-repair or correct themselves if they noticed something or the wrong word slipped out. One of my most recent IELTS students has become consistently good and just interjecting herself, with “Sorry, (I mean[t]) …” for example.
As well as seeing if teachers encourage their learners, I’m also interested to know, for example, how oral examiners evaluate self-repair, too. And how about the students themselves? For example, as a learner, one might wonder/worry if one should draw attention to one’s mistakes or hope that it didn’t matter (or that the examiner didn’t notice!).
October 12, 2018 at 2:32 pm #5061
Sorry here’s the link again https://koreatesol.org/ic2018
I’m not able to go, unfortunately, but the line-up is great with a few familiar names, faces, and friends featuring!
Stephen Krashen ㅡ University of Southern California (emeritus), applied linguist.
Scott Thornbury ㅡ The New School, NY; ELT author, academic, teacher trainer.
Jill Hadfield ㅡ Unitec Institute of Technology, ELT author, academic, teacher trainer.
Yilin Sun ㅡ Seattle Colleges
Ki Hun Kim ㅡ MegaStudyEdu
Steven Herder ㅡ Kyoto Notre Dame University
Jill Murray ㅡ Macquarie University
Jennifer Book ㅡ IATEFL TTEd SIG
Boyoung Lee / Kyungsook Yeum / Joo-Kyung Park
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