FLUENCY DEVELOPMENT: PROMOTING IMPLICIT LEARNING THROUGH �FLUENCY- BUILDING ACTIVITIES

SCATC VIRTUAL WORKSHOP

JUNE 17, 2023

Doreen Ewert, Ph.D.

Professor, Applied Linguistics

dewert@usfca.edu

WELCOME AND WORKSHOP OVERVIEW

TEACHING OBJECTIVES

TOGETHER WE WILL:

• DEFINE AND DISCUSS PRINCIPLES OF FLUENCY DEVELOPMENT.
• PRACTICE FLUENCY PROMOTING TECHNIQUES IN EACH OF THE FOUR SKILLS.
• EVALUATE CLASSROOM PRACTICES FOR FLUENCY-BUILDING COMPONENTS
• DEVELOP FLUENCY-PROMOTING CURRICULAR COMPONENTS FOR OUR RESPECTIVE TEACHING CONTEXTS

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LEARNING OUTCOMES

BY THE END OF THIS WORKSHOP, YOU WILL BE ABLE TO:

• ARTICULATE THE PURPOSE AND VALUE OF FLUENCY BUILDING ACTIVITIES
• ARTICULATE SOME PRINCIPLES FOR DESIGNING/EVALUATING FLUENCY ACTIVITIES
• DESCRIBE SEVERAL FLUENCY-PROMOTING ACTIVITIES IN EACH OF THE SKILLS
• DESIGN A FLUENCY COMPONENT FOR YOUR CURRENT TEACHING CONTEXT

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�WHAT IS LANGUAGE FLUENCY?

FLUENCY ROUND ROBIN (SILENT WRITTEN ‘DISCUSSION’)

YOU WILL FIND 5 COLOR-CODED GROUPS OF 6 SLIDES.

CHOOSE ONE SET OF SLIDES FOR THIS TASK (ABOUT 10 PEOPLE PER GROUP)

IN ANY ORDER, WRITE A RESPONSE TO EACH QUESTION IN YOUR COLOR-CODED GROUP, AND READ THE OTHER RESPONSES.

NOW OPEN THE LINK IN THE CHAT BOX:

HTTPS://DOCS.GOOGLE.COM/PRESENTATION/D/1RHQM7IGTUSPMZSXA-XKVWFAMRJQ5UWDPYJ7S9TWGMXA/EDIT?USP=SHARING

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THE DILEMMA FOR L2 LEARNING

Explicit

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Declarative knowledge,

drawn on when learners

have time for controlled processing.

Implicit

Procedural knowledge.

intuitive, automatized, and

needed to participate

effectively in

communication.

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(Ellis, N. 2005; Schmidt, 2001)

Classroom Instruction

STATISTICAL LEARNING

• “HUMANS ARE DATA HUNTERS AND GATHERERS. WE RESPOND TO PATTERNS IN THE ENVIRONMENT. WE REGISTER REPETITIONS AND NOVELTIES, SIMILARITIES AND DIFFERENCES, THE WAY THINGS VARY AND COVARY, AND THEN HOW THINGS THAT COVARY COVARY….
• EVERY TIME WE USE LANGUAGE, WE ALSO UPDATE OUR STATISTICAL REPRESENTATION OF IT….THIS CONTINUAL LEARNING AND UPDATING OCCURS IN THE BACKGROUND AS WE PURSUE OUR MAIN GOALS, PRODUCING AND COMPREHENDING LANGUAGE FOR VARIOUS PURPOSES….
• STATISTICAL LEARNING TAKES PLACE WITHOUT CONSCIOUS AWARENESS OR INTENTION “ (SEIDENBERG, 2017).

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“HUNTING AND GATHERING” IN CLASSROOMS

THE VALUE OF EXPLICIT INSTRUCTION IS DEPENDENT ON:

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• HOW REGULAR OR COMPLEX THE SYSTEM UNDERLYING THE “DATA” IS,
• WHAT THE FREQUENCY OR SALIENCE OF THIS DATA IN LEARNERS’ INPUT EXPOSURE IS, AND
• HOW LEARNERS’ INDIVIDUAL DIFFERENCES WILL INTERACT WITH THE DISCOVERY OF THE UNDERLYING SYSTEM

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(SEIDENBERG, 2017)

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IMPLICIT AND EXPLICIT MEMORY

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Implicit and explicit memory are distinct neural systems

(Rovee-Colier, C. K., Hayne, H., &

Colombo, M.,

2001).

Implicit memory

takes more priming

(prior unnoticed

encounters with a

stimulus), but it is

more durable and

rapidly (automatically)

retrieved (Hulstijn, 2015).

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REQUIREMENTS FOR IMPLICIT LEARNING

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“minimal conscious attention to learning”

“massive amounts of language”

“producing and comprehending language for various purposes”

Fluency-building Activity

�FLUENCY

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• Complexity, accuracy, fluency, and lexis are in a complex relationship in the development of L2 proficiency (Nation, 1989, 1991, 1996, 2009; Schmidt, 1992; Segalowitz, 2000;)

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• When a language task necessitates more of one or two of these features, another or others will suffer (Trade-Off Hypothesis, Skehan 2009).

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• At every stage of development, learners should be fluent with what language they can produce spontaneously (Nation, 2001, 2009, 2011).

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A fluent speaker; Fluent in six languages

Able to use language smoothly, easily, or readily;

Easy, graceful, flowing, as a stream.

FLUENCY

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(Olkkonen, 2017, cited in Olkkonen & Mutta, 2020, p.35)

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Some research suggests that fluency may be a necessary precursor to accuracy (Ellis, N., 2005; Grabe, 2010; van Zeeland & Schmitt, 2013).

At every stage of development, learners should be fluent with what language they can produce spontaneously

(Nation, 1989, 2008, 2014).

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REQUIREMENTS FOR FLUENCY-BUILDING

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“minimal conscious attention to learning”

“massive amounts of language”

“producing and comprehending language for various purposes”

Fluency-building Activity

Use repetition

Use time constraints

Use familiar content

Focus on meaning

(Nation, 2007)

THE TYPICAL LANGUAGE LEARNING CURRICULUM

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Reading

Read and answer questions;

Focus on words and comprehension

Listening

Listen and answer questions;

Focus on words and comprehension

Speaking

Speak to communicate;

Focus on pronunciation and fluency

Writing

Write to communicate;

Display knowledge of grammar and vocabulary

THE BALANCED LANGUAGE LEARNING CURRICULUM (NATION, 2007)

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• “texts” with fewer than 2% unknown vocab;
• mostly familiar grammar;
• focus on comprehension;
• incidental language learning;
• large quantities of reading/writing;
• support for unknown features

Meaning-focused Input

Meaning-focused Output

Fluency Development

Language-focused Learning

• output that requires little unfamiliar language and content;
• focus on communicating messages;
• incidental language learning;
• large quantities of speaking/listening;
• support for unknown features;

Extensive Reading and Listening;

Conversation

Presenting a talk

Conversation

Writing emails

• deliberate intentional learning
• focus on language features or strategies

Course book exercises

Grammar practice

Intentional vocab work

(Nation & Waring, 2020)

Implicit

Implicit

Explicit

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# minutes of class/week 4 # minutes for fluency work

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distributed in relatively short amounts of time (5-15 min.)

(Nation & Waring, 2020)

WRITING FLUENCY

• “FREE-WRITING” IS ASSOCIATED WITH ENHANCED IDEA GENERATION, LONGER AND MORE ORGANIZED WRITTEN TEXTS (EWERT, 2011; HYLAND, 2003) AND FASTER MORE FLUENT WRITING FREES UP WORKING MEMORY FOR METACOGNITIVE PROCESSES (PEVERLY, 2006).

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• CHOOSE TOPICS WITHIN LEARNERS’ KNOWLEDGE AND EXPERIENCE.
• ENCOURAGE CONTINUOUS WRITING WITHOUT CORRECTION.
• RESPOND ONLY TO MEANING.
• REPEAT REGULARLY WITH THE SAME TIME LIMIT.
• KEEP TRACK OF PROGRESS OVER TIME

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�������������������������Writing Fluency Building Activity������������������������

Instructions:

• Write for 10 minutes continuously on the following topic.
• Count the number of words.
• Write down the number of words in your fluency log.

Example Topics:

food, dance, party, home, beauty, fearful event, vacation, love, friendship, early memory, music, weather, movies, anger, hope, illness, money

KEEPING TRACK

OPEN

HTTPS://DOCS.GOOGLE.COM/SPREADSHEETS/D/1JGR9VR71CUGJRKPMQCBFCOEPUDO72MRD/EDIT?USP=SHARING&OUID=101393366892045757332&RTPOF=TRUE&SD=TRUE

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WRITING FLUENCY

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It kind of really helped me a lot cause in a free-writing I wrote like 110 in 10 minutes, but later I could write like 310 in 10 minutes... Quality is definitely better...I have all my writings with me and I’ve read it and now it’s totally different... I couldn’t believe that I could write this well compared to the time when I came here.

I think free writing is good cause we can think by ourselves, no stress. I never thought how to improve writing skill before, but now I respond freely to reading in writing.

I think free writing is good cause we can think by ourselves, no stress. I never thought how to improve writing skill before, but now I respond freely to reading in writing.

LISTENING FLUENCY

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Research on L2 listening proficiency suggests that while strategy training may be beneficial in some contexts, (Graham & Macaro, 2008; Mendelsohn, 1995; Vandergrift, & Tafaghodtari, 2010) students need many more opportunities to listen to easily-comprehended

oral texts on a variety of topics

and with different voices and accents for meaningful input and fluency development (Hayuashi, 2018; Nation & Waring, 2020; Renandya, 2012; Renandya & Farrell, 2011; Skehan, 1989; Wang, 2010).

LISTENING FLUENCY BUILDING ACTIVITIES

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Don’t forget: easy, familiar content; focus on meaning; no testing

1. Quick Listening (Millett, 2013).
2. Word Grab (Rost, 2014)
3. Repeated listening (Nation, 2014)
4. Reading while listening (Chang, 2017)
5. Narrow listening (Nation & Newton, 2009; Chang, 2017).

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Audacity www.audacityteam.org Choose Change Tempo

QUICK LISTENING

QUICKLISTENS ARE REGULAR, QUICK, FOCUSED LISTENING EXERCISES. THEY ARE BASED ON ONGOING AUDIO STORIES UTILIZING THE PRINCIPLES OF GRADED READERS: HIGH STUDENT INTEREST, REPEATED EXPOSURE TO HIGH-FREQUENCY VOCABULARY AND GRAMMAR, AND THE PRINCIPLES OF FLUENCY DEVELOPMENT. 5-6 MINUTES A DAY IS ADEQUATE. FOR MORE INFORMATION ABOUT QUICKLISTENS, READ THE INTRODUCTION TO QUICKLISTENS. (MILLETT, 2008, 2014, 2018)

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QUICK LISTEN OCEANS

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REVIEW PROMPTS (1 MINUTE)

RESPOND TO PROMPTS

WHILE LISTENING:

LISTEN

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Oceans

1. Almost _______% of Earth is covered by oceans.
2. Ocean plants make about  ______% of the world’s oxygen.
3. Many food chains at the coast start with seaweed that grows on _________.
4. Small animals that eat seaweed have _______________ that protect them.
5. Crabs and birds eat small shellfish.  T or F 
6. Most coral reefs grow _______ coasts in tropical places…
7. Corals are small, soft animals that have a ________ that’s as hard as rock.
8. After they die, their skeletons become a _______________.
9. Anemones have ____________ that sting animals…
10. Anemones don’t hurt clownfish, so clownfish don’t live near anemones.  T or F
11. Clownfish________ the anemones because they ______ tiny pieces of ______.

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WORD GRAB

THIS IS AN ACTIVITY THAT PROMOTES BOTTOM-UP LISTENING FLUENCY. THE TEXT DIFFICULTY NEEDS TO MATCH THE STUDENTS LEVEL OF PROFICIENCY. THE STUDENTS LISTEN TO A RECORDED STORY 2-3 MINUTES. THEN, USING CARDS WITH WORDS OR PHRASES, THEY IDENTIFY WHICH WORDS OR PHRASES THEY HEARD IN THE STORY. THEY CAN COMPARE THEIR CHOICES WITH OTHERS. THEN CONFIRM BY LISTENING TO THE STORY AGAIN.

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INSTRUCTIONS

1. LISTEN
2. GRAB
3. COMPARE
4. LISTEN AGAIN.

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Ecosystems

REPEATED LISTENING (RL)

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THIS ACTIVITY MAKES USE OF REPETITION AND INCREASING SPEED, AND QUICKLY DEVELOPS FLUENCY IN COMPREHENDING VOCABULARY OR SHORT PHRASES, SUCH AS NUMBERS, DAYS OF THE WEEK, MONTHS OF THE YEAR, GREETINGS, NAMES OF FOOD (NATION, 2014).

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EXAMPLE WITH NUMBERS:

• GET SOMEONE TO RECORD THE NUMBERS FROM ONE TO TEN IN THE FOREIGN LANGUAGE IN A RANDOM ORDER, FOR EXAMPLE, 6, 3, 8, 1, 7, 10, 2, 9, 4, 5, 3, 10, 3, 6.
• EACH NUMBER SHOULD OCCUR SEVERAL TIMES IN A DIFFERENT PLACE IN THE ORDER SO THAT YOU HAVE PLENTY OF OPPORTUNITY TO HEAR THE SAME NUMBER AGAIN AND AGAIN WITHOUT KNOWING THAT IT IS COMING.
• WRITE THE NUMBERS IN ORDER FROM 1 TO 10 ON A PIECE OF PAPER, AND AS YOU LISTEN TO THE RECORDING POINT TO THE NUMBER THAT YOU HEAR OR WRITE THE NUMBERS YOU HEAR.
• WHEN YOU CAN DO IT EASILY AT A SLOW SPEED, INCREASE THE SPEED AND DO IT AGAIN.
• KEEP DOING THIS UNTIL YOU CAN EASILY RECOGNIZE THE NUMBERS IN THEIR SPOKEN FORM.

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Audio 1-10 

�1 2 3 4 5 6 7 8 9 10

�Audio 11-20

�11 12 13 14 15 16 17 18 19 20

�Audio Tens

�10 20 30 40 50 60 70 80 90 100

�Audio Hundreds

�100 200 300 400 500 600 700 800 900 1000

�Audio Random

�45 50 75 15 60 13 30 50 16

Numbers Worksheet

READING WHILE LISTENING (RWL)

STUDENTS CAN SIMPLY LISTEN MORE THAN ONCE TO THE SAME AUDIO FILE ( WITH OR WITHOUT A WRITTEN TEXT OR SUBTITLES) TO INCREASE COMPREHENSION, BUILD FLUENCY, AND PROMOTE INCIDENTAL LEARNING OF VOCABULARY (BROWN, WARING, AND DONKAEWBUA, 2008; CHANG 2014; CHANG & MILLETT, 2016; CHANG & READ, 2007, 2008; ELLIS & LE, 2016; NATION, 2014).

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• WRITTEN TEXT SHOULD BE BETWEEN 200 AND 300 WORDS.
• REVIEW THE WRITTEN TEXT TO MAKE SURE IT IS COMPLETELY UNDERSTANDABLE.

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OPEN READING: READ WHILE LISTENING

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• LISTEN WHILE LOOKING AT THE WRITTEN TEXT ON A SLOW SPEED.
• OVER SEVERAL DAYS, INCREASE THE SPEED OF THE PLAYBACK UNTIL NORMAL SPEED.

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OPEN READING: READ WHILE LISTENING

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NARROW LISTENING (CHANG, 2017; KRASHEN, 1996; RENANDYA, 2011).

NARROW LISTENING MEANS THAT ALL THE “TEXTS” ARE CLOSELY RELATED IN CONTENT SO THAT VOCABULARY, PHRASE STRUCTURES, COLLOCATIONS, AND CONCEPTS ARE REPEATED. THESE CAN BE RELATED DIRECTLY TO CONTENT (NOT LANGUAGE) USED IN CLASS, SUCH AS FOOD, TRAVEL, MUSIC, SPORTS, CELEBRATIONS, HOLIDAYS, OR LEISURE ACTIVITIES OF THE TARGET CULTURE.

• ASK 5 OR 6 PROFICIENT SPEAKERS TO RECORD THEMSELVES TALKING ABOUT EACH TOPIC USING CONVERSATIONAL LANGUAGE FOR 1 OR 2 MINUTES.
• ORGANIZE THESE COLLECTIONS OF SHORT RECORDINGS SO THAT STUDENTS CAN ACCESS THEM EASILY AND INDEPENDENTLY (ON A LMS).
• TELL STUDENTS TO FOCUS ON THE MEANING, NOT THE FORM.
• ANOTHER SET OF RECORDINGS COULD BE IN USE DURING THE SAME TIME PERIOD ON ALTERNATE DAYS (VARIATION COULD BE INTRODUCED BY CHANGING TEMPO OVER TIME).

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WHAT I LIKE BEST ABOUT THANKSGIVING�

1 2 3

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LISTENING FLUENCY

I CAN CATCH MUCH MORE WORDS THAN BEFORE. I LIKE LISTENING TO TED TALKS AND CNN STUDENT NEWS.

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Yes! I can listen to people who speak very fast!

At least, I can listen the whole sentence, not just few words, and I understand what they talk generally.

SPEAKING FLUENCY

• “FREE-SPEAKING” OCCURS IN A VARIETY OF WAYS AND FOR A VARIETY OF PURPOSES AND HAS LONG BEEN ASSOCIATED WITH LANGUAGE LEARNING IN GENERAL (SWAIN, 1985) AND FLUENCY IN PARTICULAR (DAPKÉ, 2013; GRABE, 2011; JONG & PERFETTI, 2011; NATION, 1989, 2001, 2011).

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Don’t forget: easy, familiar content; focus on meaning; no testing;

SPEAKING FLUENCY BUILDING ACTIVITIES

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1. 4-3-2 (Dapke, 2013; Macalister, 2014; Nation, 1989, 2014)
2. Choral Speaking (Vasuthavan et al, 2019)
3. Oral-Paired Reading (Jeon, 2012; Shimono, 2018, 2019)
4. Echo-Speaking
5. Spontaneous Speeches

4-3-2 (OR 90 SEC, 75 SEC, 60 SEC ETC.)

MEETS FLUENCY-BUILDING CRITERIA:

• FOCUS ON MEANING BY CHANGING LISTENERS
• FAMILIAR MATERIAL (STUDENTS CAN CHOOSE TOPICS)
• TIME PRESSURE INCREASES EACH TIME
• QUANTITY OF PRACTICE (9 MINUTES SPEAKING IN 20 MINUTE TASK)

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Instructions:

1. Pair up the learners (A and B in lines)
2. Choose Topic (teacher or learners can do this)
3. Learner A talks (timed) for 4 minutes (B listens)
4. Change Partners
5. Learner A talks (timed) for 3 minutes (same talk)
6. Change Partners
7. Learner A talks (timed) for 2 minutes (same talk)
8. Change Partners
9. Learner B talks; 4-3-2- (timed)

Improves oral quantity and quality:

• words per minute increases
• hesitations per 100 word decreases
• grammaticality in repeated portions increases
• number of complex constructions increases

CHORAL SPEAKING

EVERYONE IS SAYING THE SAME THING AT THE SAME TIME

• REPEAT WHAT THE TEACHER HAS SAID USING THE SAME SPEED, PAUSING, AND INTONATION. (A WRITTEN TEXT CAN BE USED INITIALLY TO SUPPORT FOLLOWING ALONG.)
• STUDENTS IN PAIRS OR SMALL GROUPS CAN FOLLOW UP WITH REPEATED CHORAL SPEAKING OF THE TEXT UNTIL THEY ARE ALL IN TIME/”TUNE” WITH EACH OTHER.

USE ANY EASY, BUT MEANINGFUL MATERIAL. IT CAN BE DIALOGUE, CONVERSATION, THEATRE, POETRY, FICTION, NON-FICTION (BUT NOT TONGUE-TWISTERS OR GRAMMAR RULES).

START SLOW AND INCREASE SPEED IN REPETITIONS.

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CHORAL READING EXAMPLE adapted from Small Talk (Graham,

Where were you born?

I’d rather not say.

Where are you from?

I’d rather not say.

How tall are you?

How old are you?

I’d rather not say.

How much rent do you pay?

I’d rather not say.

Where were you last night?

Why weren’t you at home?

I’d rather not say.

Did you stay out late?

Did you have a good time?

I’d rather not say.

Did you see a good play?

Did you go to a concert?

I’d rather not say?

ECHO SPEAKING

• STUDENTS REPEAT WHAT THEY HEAR LIKE AN ECHO—CONTINUOUSLY WHILE LISTENING (TEACHER CAN CHANGE RATE OF SPEECH, AND EMPHASIZE PAUSING TO INDICATE NATURAL SPEECH PHRASING)
• GOOD FOR INTONATION PATTERNS
• GOOD FOR PHRASING (CHUNKING)
• POLISH PRACTICE: COMMON COMMENTS AND QUESTIONS WHEN MEETING SOMEONE.

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TIMED ORAL-PAIRED READING

PAIRED READING IS A RESEARCH-BASED FLUENCY STRATEGY USED WITH READERS/SPEAKERS WHO LACK FLUENCY. PAIRED READING CAN BE USED WITH ANY TEXT, TAKING TURNS READING A DESIGNATED AMOUNT OR FOR A DESIGNATED AMOUNT OF TIME.

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SPONTANEOUS SPEECHES

• DISCUSS FEATURES OF FLUENCY AND DISFLUENCY
• CHOOSE A TOPIC.
• GIVE STUDENTS ONE MINUTE TO THINK ABOUT THE TOPIC.
• STUDENTS RECORD THEMSELVES FOR 2 MINUTES.

(SOMETIMES I LET THEM DO IT OVER ONCE.)

• SEND THE AUDIO FILE TO THE INSTRUCTOR.

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STUDENTS TRANSCRIBE AND EVALUATE THE AUDIO FILE

• FOR EXAMPLE:
• READING SPEED (WORDS PER MINUTE)
• NUMBER OF PAUSES
• WHICH ARE OKAY? (AT PHRASAL OR CONVERSATIONAL BOUNDARIES)
• WHICH ARE DISFLUENT? (TOO LONG, IN THE WRONG PLACE)

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SPEAKING FLUENCY

• PRONUNCIATION BECOME MORE DECENT, AND I USE MORE VOCABULARIES.

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I can talk more emotionally in English now.

I can speak with more confidence, louder, and fluently..

READING FLUENCY

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Fluency leads to (precedes) accuracy

“Overall, the L2 fluency research, while limited in number of studies, generally supports the importance of word reading fluency, passage reading fluency, extensive reading, and reading rate training on vocabulary and reading comprehension improvements” (Grabe, 2010, p. 77).

Fluency activity increases reading comprehension, speed, and fluency.

(Chung & Nation, 2006; Droop & Verhoeven, 2003; Horst, 2009; Iwahori, 2008; Lems, 2005; Pichette, 2005; Robb & Kano, 2014; Hiotsu, 2009; Taguchi, Takayasu-Maass, & Gorsuch, 2004)

READING FLUENCY BUILDING ACTIVITIES

1. RAPID WORD RECOGNITION (FUKKINK, ET AL., 2005; GRABE, 2014; PAN, ET AL. 2011).
2. SPEED READING (CHANG & MILLETT, 2016; CHUNG & NATION, 2006; MACALISTER, 2008, 2010)
3. PACED READING (BRYSBAERT, 2019)
4. REREADING (CHANG, 2012; CHANG AND MILLETT, 2016; GORSUCH & TAGUCHI, 2008, 2010; NATION, 2009

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RAPID WORD RECOGNITION

1. CHOOSE 15-25 TARGET WORDS, THAT IS, NEW WORDS THAT THE CLASS HAS COME ACROSS RECENTLY.
2. FOR EACH TARGET WORD, FIND A NUMBER OF DISTRACTORS (WORDS THAT ARE SIMILAR, BUT NOT IDENTICAL; IF A NOUN, INCLUDE A PLURAL; IF A VERB, INCLUDE AN INFLECTED FORM; INCLUDE WORDS THAT MAY BE AURALLY OR VISUALLY CONFUSED WITH THE TARGET WORD)
3. TYPE EACH TARGET WORD ON A SEPARATE LINE. NEXT TO IT TYPE THE DISTRACTORS AND THE TARGET WORD. IN EACH LINE, THE TARGET WORD SHOULD BE IN A DIFFERENT POSITION.
4. DISTRIBUTE A COPY TO EACH STUDENT AND ALLOW A VERY SHORT TIME FOR STUDENTS TO CIRCLE THE IDENTICAL TARGET WORD IN THE LIST OF DISTRACTORS. SUBTRACT ERRORS FROM TOTAL CORRECT.

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REREADING TYPE 1

• CHOOSE AN EASY TO READ STORY DIVIDED INTO 500-WORD SEGMENTS. IN EACH SESSION OF REPEATED READING, MOVE TO THE NEXT SECTION OF THE STORY (GORSUCH AND TAGUCHI, 2008).
• INSTRUCTIONS: START YOUR STOPWATCH (ON YOUR PHONE), AND READ THIS PASSAGE ONCE. STOP YOUR STOPWATCH AS SOON AS YOU ARE DONE, MARK THE TIME ON YOUR TIME SHEET. NOW READ THE STORY A SECOND AND THIRD TIME TAKING TURNS READING IT ALOUD WITH A PARTNER. FINALLY, READ THE TEXT BY YOURSELF A FOURTH AND A FIFTH TIME TIMING YOURSELF AND MARKING YOUR TIME EACH TIME ON YOUR TIME SHEET. WHEN YOU ARE FINISHED, ANSWER QUESTIONS (OR WRITE A SHORT REPORT) EITHER IN YOUR FIRST LANGUAGE OR THE TARGET LANGUAGE.

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REREADING TYPE 2

1. SELECT A PASSAGE FROM THE TEXT ASSIGNED FOR CLASS WITH COMPREHENSION QUESTIONS ALREADY PREPARED, OR PREPARE QUESTIONS FOR ADDED READING MATERIALS USED IN CLASS. THE PASSAGE SHOULD BE THE SAME LENGTH EACH TIME.
2. HAVE STUDENTS REREAD THE PASSAGE OVER AND OVER UNTIL THEY ACHIEVE CRITERION LEVELS OF READING RATE AND COMPREHENSION. THEY CHECK THEIR READING SPEED WITH EACH REREADING, AND ALSO REVIEW THE QUESTIONS AFTER EACH READING.

THESE LEVELS MAY VARY FROM CLASS TO CLASS AND SPEAKER TO SPEAKER, BUT THE GOAL TO WORK TOWARDS IS AT LEAST 200 WORDS PER MINUTE WITH AT LEAST 70% COMPREHENSION.

(SAMUELS, 1979)

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SPEED READING

1. START A STOPWATCH AND READ A TEXT AS FAST AS YOU CAN.
2. NOTE THE TIME WHEN YOU ARE FINISHED READING.
3. WITHOUT LOOKING BACK AT THE TEXT, ANSWER QUESTIONS.
4. MOVE ON TO THE NEXT TEXT.
5. READ FOUR OR FIVE TEXTS IN THIS MANNER IN ONE SESSION.
6. TRY TO MAINTAIN 70% ACCURACY ON QUESTIONS. IF HIGHER, SPEED UP. IF LOWER, SLOW DOWN A LITTLE.
7. REPEAT THIS PRACTICE REGULARLY (10 MINUTES FOR 20 SESSIONS, BETWEEN 7-10 WEEKS). ALL THE TEXTS SHOULD BE OF THE SAME LENGTH.

(CHUNG & NATION, 2006)

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PACED READING

1. TEACHER WILL MAKE A MARK IN THE MARGIN OF A TEXT AT A REGULAR NUMBER OF WORDS.
2. TEACHER WILL GIVE STUDENTS A “READING SPEED” TO ATTEMPT.
3. TO MAINTAIN SPEED, THE TEACHER WILL MAKE A NOISE TO CAUSE STUDENTS TO JUMP TO NEXT MARGIN MARK TO STAY ON THE READING SPEED.
4. STUDENTS TRY TO ANSWER COMPREHENSION QUESTIONS.

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INSTRUCTOR ROLE

HOW WILL YOU PROMOTE IMPLICIT LEARNING THROUGH FLUENCY BUILDING IN YOUR CLASSROOM NEXT WEEK, NEXT SEMESTER?

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• Trainer and convincer
• Model for students
• Motivator and encourager
• Record keeper
• Assessor

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THANK YOU FOR PARTICIPATING.

YOU CAN ACCESS THE SLIDES HERE:

HTTPS://TINYURL.COM/SCATC-FLUENCY-WORKSHOP

�IF YOU ARE INTERESTED IN EXTENSIVE READING, EXTENSIVE LISTENING, CONTENT-ENGAGING TASKS FOR MEANINGFUL INPUT AND OUTPUT, OR REFERENCES, CONTACT ME AT:�DEWERT@USFCA.EDU