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| Autor/in | Chambers, Francine |
|---|---|
| Titel | What do we mean by fluency? |
| Quelle | In: System : an international journal of educational technology and applied linguistics, 25 (1997) 4, S. 535-544 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Sprechfertigkeit; Didaktische Grundlageninformation; Fortgeschrittenenunterricht; Angewandte Linguistik; Mündlicher Ausdruck; Sprachkompetenz; Sprachproduktion; Sprechen; Fremdsprachenunterricht |
| Abstract | Fluency is a commonly used notion in foreign language teaching, frequently contrasted with accuracy especially in a communicative language teaching. In ordinary life it often has an extended meaning and is used as a synonym of overall oral proficiency. On the contrary, in the assessment of foreign language proficiency, it is one of several descriptors of oral performance. Despite the belief that we share a common definition as language teachers and researchers, there is some evidence that agreement cannot be taken for granted and various interpretations coexist. The purpose of this paper is to review recent research into the qualitative and quantitative aspects of fluency in order to arrive at a clearer definition of the word, both as a performance descriptor for oral assessment of foreign language learners and as an indicator of progress in language learning. It is suggested that research into temporal variables in speech production provides concrete evidence which can contribute to a more precise definition of fluency. However a purely quantitative definition of fluency does not enable us to discover how to facilitate efficient processes of speech productions. A qualitative, linguistic analysis of the language produced by advanced language learners reveals some of the links between linguistic knowledge and performance skills. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 1999_(CD) |
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