Role of grammar
In regards to accuracy and fluency, they are both necessary in mastering a second language (Springer, 2014). Fluency is the ability to speak and write easily and accuracy is speaking and writing with correct grammar. Although if you are a beginner, fluency is more important. It is important when learning a second language to just simply get talking. You need to brave and say words as they come to your head. It gives students confidence when they practice a language, even if their grammar may be wrong. It is the number of words and sentences they produce that give them pride, more so than learning the grammar from the beginning (Springer, 2014).
To continue, fluency activities result in language learning gains as well as skill gains. By performing fluency activities, it makes language knowledge become readily available for use (Nation, 1991).
Teachers need to balance issues of fluency and accuracy. It depends on the specific needs of students
and the resources of time that they have and materials for instruction. (Ebsworth, 1998)
The fluency-oriented approach emphasizes two points: that meaningful communication is the key to develop spoken skills and that the least amount of correction should be given. If too much correction is given communication skills will be lost. Errors are looked at as a natural part of learning a second language. With fluency, there are a couple issues. Once a student is fossilized with the idea of a grammar mistake it is very difficult to break them from it. We as teachers need to think of ways to help correct these errors (Nakagawa, n.d.). On the other hand, the accuracy-oriented approach is oftentimes neglected. It is also important that students are corrected of their mistakes before fossilization takes place. Teachers have to be careful, to encourage the students but also make sure that they receive the highest means of education possible. Teachers need to decide if the mistake that they meed needs to be corrected at that time or if it will stop them from communicating effectively (Nakagawa, n.d.).
Sources:
Ebsworth, M. E. (1998). Accuracy vs. fluency: Which comes first in ESL instruction? ESL Magazine, 1(2), 24-26.
Nation, P. (1991). Fluency and learning. The English Teacher, 20.Retrieved from http://www.melta.org.my/ET/1991/main1.html
Nakagawa, K. Teaching speaking: From accuracy vs. fluency to accuracy plus fluency.Retrieved from http://www.geocities.co.jp/CollegeLife/9546/papers/paper2.htm
Springer, I. (2014, September 9). Fluency and Accuracy -- Which is More Important? - English learning article - italki. Retrieved from http://www.italki.com/article/248/fluency-and-accuracy-which-is-more-important#.VCwORSldW9w
To continue, fluency activities result in language learning gains as well as skill gains. By performing fluency activities, it makes language knowledge become readily available for use (Nation, 1991).
Teachers need to balance issues of fluency and accuracy. It depends on the specific needs of students
and the resources of time that they have and materials for instruction. (Ebsworth, 1998)
The fluency-oriented approach emphasizes two points: that meaningful communication is the key to develop spoken skills and that the least amount of correction should be given. If too much correction is given communication skills will be lost. Errors are looked at as a natural part of learning a second language. With fluency, there are a couple issues. Once a student is fossilized with the idea of a grammar mistake it is very difficult to break them from it. We as teachers need to think of ways to help correct these errors (Nakagawa, n.d.). On the other hand, the accuracy-oriented approach is oftentimes neglected. It is also important that students are corrected of their mistakes before fossilization takes place. Teachers have to be careful, to encourage the students but also make sure that they receive the highest means of education possible. Teachers need to decide if the mistake that they meed needs to be corrected at that time or if it will stop them from communicating effectively (Nakagawa, n.d.).
Sources:
Ebsworth, M. E. (1998). Accuracy vs. fluency: Which comes first in ESL instruction? ESL Magazine, 1(2), 24-26.
Nation, P. (1991). Fluency and learning. The English Teacher, 20.Retrieved from http://www.melta.org.my/ET/1991/main1.html
Nakagawa, K. Teaching speaking: From accuracy vs. fluency to accuracy plus fluency.Retrieved from http://www.geocities.co.jp/CollegeLife/9546/papers/paper2.htm
Springer, I. (2014, September 9). Fluency and Accuracy -- Which is More Important? - English learning article - italki. Retrieved from http://www.italki.com/article/248/fluency-and-accuracy-which-is-more-important#.VCwORSldW9w