Accuracy versus fluency Essay Example

for learners, listening and reading are referred to as receptive skills whereas speaking and writing involve producing language, referred to as productive skills. The challenge of producing spoken language in English prompts a question why learners find it difficult.In order to speak fluently, students must be aware of the characteristics of natural speech including reduced forms, slang, idioms, fixed phrases, collocations, and pace. These elements must be considered during conversation practice to avoid sounding bookish and unnatural. Real communication practice is essential in the learning process to prepare students for spontaneous communication in foreign environments. Lack of preparation can lead to shock and disappointment when interacting with native speakers. Patience is required when learning to speak a foreign language as adjusting to native speakers' speech can be challenging. However, conversing with native speakers provides encouragement and opportunities for advancement in speaking skills. English learners often find that immersing themselves in an English-speaking environment is the best way to improve their skills.The terms "speaking" and "conversation" can often be misunderstood, despite their apparent clarity. Speaking is a skill taught in schools that involves expressing one's opinions, thoughts, and ideas about a particular subject. Speaking practice is essential for successful conversations and typically revolves around storytelling, giving speeches, or making presentations. However, the emphasis on speaking activities has reduced in recent years, with greater focus placed on everyday communication in teaching. While communicative activities are now the main goal of speaking lessons, it is important to acknowledge the significance of presentations for military English learners working for the Ministry of Defense and the ramifications of lacking speaking skills while presenting abroad. Therefore, teachers must consider the purpose

of speaking and communicative activities to prepare learners effectively and ensure they meet the needs of their target audience.Nolan (1987, 3) highlights that speaking correct and flowing English is different from engaging in interactive and satisfying conversations. Although conversation is a natural part of our daily life, it follows certain rules that should be adhered to for participants to feel comfortable and content. Arthur (1987, 5) further explains that conversing is mainly about exchanging information between individuals.

When communicating, students may encounter various social situations while assuming different social roles. Therefore, language teachers need to prepare them for these real-life situations, including the ability to initiate and sustain a conversation. Additionally, students' motivation to participate in a speaking lesson is vital. Often, learners amass significant knowledge in grammar and vocabulary but struggle to utilize their language knowledge into practical communication (Scrivener, 2005, 147). Inexperience in using the language may make some learners hesitant to express themselves.Some students may feel self-conscious and anxious when speaking a foreign language, possibly due to fear of looking foolish in front of others or making mistakes. This hesitation can result in long pauses and difficulty expressing their thoughts. Teachers can help activate learners' knowledge by creating a "safe" classroom environment that encourages speaking without pressure. However, student motivation can also impact their success in speaking a foreign language. Extrinsic motivation, such as influences from people in their surroundings or job opportunities, may be present but intrinsic motivation is necessary for achieving improvement in speaking skills. (Harmer, 1991, 4-6)

The success of learning a foreign language is influenced by both the teacher's methods of teaching communication and their personality, as well as

the willingness of the students to learn. Teachers need to acknowledge their pivotal role in encouraging students to develop speaking skills. Additionally, students' personalities affect their ability to manage a speaking task quickly and correctly. Those who take risks and are unafraid of making mistakes tend to be talkative but make more errors. Conversely, shy students may take longer to speak confidently but produce fewer mistakes. Despite their differences, both types of students share the same goal of using the language fluently and accurately.

To achieve that goal, teachers must attempt to break the silence in the classroom and encourage students to speak, regardless of how many mistakes they make or how long it takes them to form sentences. Group or pair work is an ideal method for reducing shyness while enhancing active language use. Harmer (1991, 7-9) notes that motivational factors vary depending on the age and level of students.

The purpose of my thesis does not encompass children's or adolescents' motivation to speak a foreign language as it focuses on adult English learners. Their motivational needs for foreign language communication differ significantly. Instead, my focus is on intermediate students, who are the majority in my classes. These students possess good knowledge of English and aim to achieve a more advanced level of the language. However, they may face new complexities in the language and struggle to cope with it. In such cases, teachers should concentrate on building upon the existing knowledge of students and reassure them about their ability to speak and understand the language. As our (1991, 274-280) research suggests, motivation plays a significant role in achieving success in language learning. Eager

students willing to put effort into speaking activities usually make greater progress than those who take a lenient stance towards speaking activity and may find it challenging to improve their speaking skills.Teachers can motivate low-motivated students to engage in communicative activities by carefully selecting interesting topics (as outlined in our 1991 publication, page 281). If the teacher's choice is not well-received in the class, asking students to vote for a topic they would like to discuss is a possible solution. In addition, using varied tasks and visuals can enhance students' speaking skills. Providing real situations based on current events can also engage adult learners and improve their speaking abilities. Teachers should aim to supply authentic materials, such as newspapers and magazines, and tasks can include describing photos and guessing the location of the action.The connection between a picture and reality can entice students to express their perspectives on a specific event, ultimately achieving the teacher's goal of promoting communication among students. Accuracy and fluency are crucial aspects of successful conversations. According to Scrivener (2005, 160-162), accuracy pertains to the ability to speak correctly without serious errors and requires instant correction from the teacher during speaking activities. In contrast, fluency requires the ability to speak confidently without unnecessary pauses or hesitation, even with major mistakes. Teachers should determine whether their main focus is on accuracy or fluency for a given speaking activity and adapt their teaching approach accordingly. To promote speaking among students, minimizing the teacher's contribution allows students more time and space to speak. If the goal is accuracy, teachers must concentrate on correcting mistakes. While speaking without errors is essential, the current trend is

promoting fluent conversation in everyday situations.

Considering the fast-paced world we live in today, communication that emphasizes quick exchange of information is most appropriate. However, it would be unwise to diminish the significance of accuracy in communication or its importance in speaking a foreign language well. When correcting students' mistakes in a fluency activity, the teacher should monitor the class and encourage speaking without excessive interference. This methodology is referred to as scaffolding as described by Scrivener (2005, 162). Through means such as nodding, eye contact, and repeating the last word, the less competent speaker is supported by the more competent one in order to induce conversation. The encouragement provided is meant to help students express themselves to the best of their ability. In a fluency activity, correcting mistakes should be done after the completion of the activity.

The following techniques are recommended: a) write the activity sentences on the board and have a class discussion b) write incorrect activity sentences on the board and have students correct them c) create a story with errors overheard during the activity for students to find and correct d) create two lists, A and B, each with ten sentences from the activity, some correct and some incorrect.