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LANGUAGE FLUENCY 2 Nation and Macalister (2010) suggest that “Fluency activities do not aim to teach new language items but aim to give the learner ready access to what already is known” (p. 54). Nation and Newton (2009) wrote earlier that fluency is a “message -focused activity, easy tasks and performance at a high level ” (p. 151-152). By looking at these two definitions, we can surmise that: One, no new or very few new items are introduced to an activity. Two, accuracy is not necessarily the goal. Three, the students can easily utilize the language they already have in their vocabulary. As a new, inexperienced teacher, the above quotes make a lot of sense to me in that fluency can be found in any type of learning environment. Fluency is much like a person has to learn to crawl before they can walk and walk before they can run. Before any walking, a student needs a vocabulary to use and have a real good understanding of that vocabulary. Once the vocabulary has been digested by the students, they can learn to walk. By using the top-down activities where the students listen to or speak with knowledge they already have an understanding of such as previously learned vocabulary words. To help my students, I can find topics that include the vocabulary. Also by using the 4/3/2 technique along with the top-down approach, my students would process a “large quantity of language” (Nation & Newton, 2009, p. 153). Yet the activity limits the time used so that the students are not overwhelmed with too much input or output. Finally the student uses repetition of the given subject in decreasing time starting from four minutes, to three minutes, to two minutes. The decreasing speaking times help the students to condense the known knowledge and still deliver a coherent message to the listener. Nation and Newton do not directly mention listening in this activity, but I feel the listener would benefit from the repetition of the
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