Learning+Styles

Production skills, speaking, problems on the productions skills, English proficiency, speaking accurately vs speaking fluently, form focus and meaning focus.

[|Sentence outline]:
[|Thesis statement]: Thesis statement: Because of EFL students struggling on accuracy vs. fluency, teachers are compelled to use different ways to promote proficient English such as integrated feedback, the use of chatrooms or conversation clubs, and the implementation of recordings for students to check their own process.

I.Introduction

II. Integrated feedback. a. Feedback after speaking activities. b. Neither too positive nor negative feedback.. c. Encourage learners.

III. The use of chat rooms or conversations clubs. a. Speaking about self interests. b. Learners speaking fluently and accurately unconsciously. c. Natural spaces for speaking and promote more practice.

IV. Ss recording themselves to check progress.

a. Noticing mistakes and errors b. Correcting mistakes. c. Noticing progress.

V. Conclusion

**Accuracy vs, Fluency; Speaking a Proficient English.** By Víctor Omar Ramírez Figueroa <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What would act as the easiest way to know if a person speaks proficient English? Within all languages, the production skills such as writing and speaking function to know how efficient <span class="apple-converted-space" style="font-family: Arial,sans-serif; font-size: 9.5pt;">the construction of the actual language is. <span style="font-family: Arial,Helvetica,sans-serif;"> The manipulation of this information in the production stage of language production can be measured in fluency, as the learner´s ability to communicate in real time, and accuracy as the capacity of the student to use the target language according to its grammatical rules (Saeedi; Ketabi; Vahid, 2011). Because of EFL students struggling on accuracy vs. fluency when speaking, teachers are compelled to use different ways to promote proficient English such as active feedback, the use of chat rooms or conversation clubs, and the implementation of recordings for students to check their own progress.

<span style="font-family: Arial,Helvetica,sans-serif;">For mediating fluency and accuracy of a learner, the implementation of an authentic feedback in teaching English as a foreign language (TEFL) is not to make the errors that evident. "There should be a balance between what audiolinguists and __cognitistvists__ do and suggested that an error must be viewed as evidence of learners´ linguistic development” (Abbasian; Pourmehdi, 2012, p.882). __There should not be an emphasis__ on too negative aspects or too good.When teachers evaluate the performance of students in speaking activities, they tend to focus in too general language aspects such as grammar and pronunciation. If teachers use a more accurate feedback focused on more than the general subskills, accuracy and fluency for example, the feedback results will be more satisfactory for the __learnes__. If the feedback is viewed just as a post-practice review, the learner will take it more natural and will get used to it more easily.

<span style="font-family: Arial,Helvetica,sans-serif;">The promotion of less tedious environments for speaking such as conversation clubs or chatrooms will help the student to focus more on meaning, fluency and accuracy. The influence on learner´s task performance regards the complexity of the speaking activity as the result of the attention, memory, reasoning and other information being treated demanding the structure of the communication pattern (Saeedi; Ketabi; Vahid, 2011). **//__Evidence sentences should directly relate (align) to the topic sentence.__//** The use of conversation clubs, chat rooms and any other space in which the learner sees the practice not being forced is a better way to support speaking in a more natural mode. Depending on the complexity of the task or the goal that conversation club has, the learner will go through different processes to communicate in the target language. If the learner experiences a natural situation in conversational backgrounds without following any specific pattern or model in speaking, fluency and accuracy will take place unconsciously and there will be fewer errors in speech.

<span style="font-family: Arial,Helvetica,sans-serif;">**//__Align this topic sentence with what you have in your outline above. You mention students recording themselves in your outline, but you do not mention it here.__//** One last method to stimulate the learner´s growth in speaking is to use strategies in which the student notices the progress they have made. Watching videos from self recordings and even tv will facilitate vocabulary and acquisition, improvement of speaking proficiency and its components to a significant extent (Bahrani; Soltani, 2011, p.80). The use of videos will help by going back to the footage to check if there were any mistakes or errors. So, recording oneself or being recorded by someone esle will help in those momments in which the learner speaks he does not know by his own if he is making any mistake. Not only grammatical mistakes but also pronunciation and how the speaker expresses with body language. Not only videos but also watching TV programs help learners to acquire more vocabulary and to realize how to speak correctly.

<span style="font-family: Arial,Helvetica,sans-serif;">To produce English and speak the language in a fluent and accurate way has to do not only with the way the language has been learned, it also involves a set of characteristics that influence the way you perform whenever you speak. Aspects such as motivation, stress, and complexity are found when analyzing someone else´s speech. In conclusion, using feedback to encourage learners to do their best next time, to promote different scenarios to speak and to make the learners aware of what they are doing well or wrong will assit their speaking activity. To solve accuracy and fluency separately not necessarily works; in its place, teachers have to find a balance between them and use other alternatives, activities and methods to help students grow in speaking.In conclusion, the ways to avoid the learner´s disengagement of fluency vs. accuracy has to do not only wit feedback nut also with being exposed to more natural circumstances when speaking and to document and have evidence on what the learner is doing in speaking.

**<span style="font-family: Arial,Helvetica,sans-serif;">References ** <span style="font-family: Arial,Helvetica,sans-serif;">Abbasian G., & Pourmehdi L. (2012). EFL Oral production via feedback; focus on form vs. focus on meaning, //US-China Foreign Language 10//(1), pp. 881-894.

<span style="font-family: Arial,Helvetica,sans-serif;">Bahrani T., & Soltani R. (2011). Improving the components of speaking proficiency, //Canadian Social Science 7//(3), pp. 78-82.

<span style="font-family: Arial,Helvetica,sans-serif;">Saeedi M., Ketabi S., & Dastjerdi H. (2011). The effects of learners´ contributions to tasks on achievement of pedagogic ojectives of fluency, complexity and accuracy, //Canadian Social Service 7//(4), pp. 8-16.