Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization
Year: 2011
Type: article
Abstract: 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 more words repeatedly across speeches, most of which were 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.
Source: Language Learning
Authors: Nel de Jong, Charles A. Perfetti
Institutions: Vrije Universiteit Amsterdam, University of Pittsburgh
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
Funder: National Science Foundation
OpenAlex ID: W2136576070