SPEECH FLUENCY IN PHRASES: TEACHING ENGLISH ORAL FLUENCY IN DISTANCE LEARNING / LA FLUIDEZ ORAL EN LAS LOCUCIONES: LA ENSEÑANZA DE LA FLUIDEZ ORAL EN INGLÉS EN CONTEXTOS DE APRENDIZAJE A DISTANCIA

Inmaculada Senra Silva

Resumen


The aim of the present article is to highlight the role of fluency for communication and defend the attention that it should be given within the foreign language classroom. The article presents a study on material designed as part of a project from the European Union Lifelong Learning Programme (Conversational Fluency in Phrases: Fluency for Conversational Interaction (FluenCi) 505023-LLP-1-2009-1-IE-KA2-KA2MP) led by a team of researchers from the Dublin Institute of Technology (DIT), and the UNED (Universidad Nacional de Educación a Distancia). The main objective of the project was to address English language learners' problems with perceiving and producing high-frequency phrases of spoken language which increase fluency.

El objetivo de este artículo es destacar el papel que la fluidez tiene para la comunicación así como defender la atención que se le debería prestar en la clase de lengua extranjera. Este artículo presenta un estudio sobre materiales que se diseñó a partir de un proyecto dentro del programa de Lifelong Learning de la Unión Europea (Conversational Fluency in Phrases: Fluency for Conversational Interaction (FluenCi) 505023-LLP- 1-2009-1-IE-KA2-KA2MP) dirigido por un equipo de investigadores del Dublin Institute of Technology (DIT) y la UNED (Universidad Nacional de Educación a Distancia). El objetivo principal de dicho proyecto fue analizar los problemas que los aprendices de inglés encuentran a la hora de percibir y producir expresiones de alta frecuencia del inglés oral que aumentan la fluidez.



Palabras clave


fluency, L2 teaching, chunks, formulaic sequences, highfrequency phrases, fluidez, enseñanza de L2, secuencias formulaicas, locuciones

Texto completo:

PDF (English)

Referencias


Alali, F. A. & Schmitt N. (2012). Teaching Formulaic Sequences: The Same as or Different From Teaching Single Words? TESOL Journal, 3.2, 153-180.

Aronsson, B. (2014). “Prosody in the foreign language classroom – Always present, rarely practised? Journal of Linguistics and Language Teaching, 5/2, 207-224.

Boers, F., et al. (2006). Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test. Language Teaching Research, 10/3, 245–61.

Common European Framework of Refernce (CEFR). Retrieved from https://rm.coe.int/16802fc1bf

Derwing, T. M. et al. (2004). Second language fluency: Judgements on different tasks. Language Learning, 54:4, 655:679.

Ellis, N. C. (2012). Formulaic Language and Second Language Acquisition: Zipf and the Phrasal Teddy Bear. Annual Review of Applied Linguistics, 32, 17–44.

Ellis, N. C. & Sinclair, S. G. (1996). Working memory in the acquisition of vocabulary and syntax: putting language in good order. The Quarterly Journal of Experimental Psychology 49/1: 234–50.

Gouverneur, C. (2008). The phraseological patterns of high-frequency verbs in advanced English for general purposes: a corpus-drived approach to EFL textbook analysis. In F. Meunier and S. Granger (Eds), Phraseology in Foreign Language Learning and Teaching (pp. 223-43). John Benjamins Publishing Company.

Hsu, J. T. (2008). Role of the multiword lexical units in currect EFL/ESL textbooks. US-China Foreign Language, 6, 27–39.

Khodadady, E. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5/2, 39-49.

Khodadady, E. & S. Shamsaee (2012). Formulaic Sequences and Their Relationship with Speaking and Listening Abilities. English Language Teaching, 2, 39-49.

Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal 59/4, 322–32.

Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 3, 387–417.

Lennon, P. (2000). The lexical element in spoken second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 25–42). Ann Arbor, MI: University of Michigan Press.

McCarthy, M. & R. Carter (2002). This that and the other: multi-word clusters in spoken English as visible patterns of interaction. Teanga. Yearbook of the Irish Association for Applied Linguistics, 21, 30-52.

Martinez, R. & N. Schmitt. (2012). A phrasal expressions list, Applied Linguistics 33/3, 299–320.

Peters, A. M. (2009). Connecting the dots to unpack the language. In R. Corrigan, E. Moravcisk, H. Ouali, & K. Wheatley (Eds.), Formulaic language: Acquisition, loss, psychological reality, and functional explanations, Vol. 2. (pp. 387-402). Philadelphia: John Benjamins Publishing Company.

Taguchi, N. (2007). Chunk learning and the development of spoken discourse in a Japanese as a foreign language classroom. Language Teaching Research, 11, 433–457.

Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.


Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2017 ELIA: Estudios de Lingüística Inglesa Aplicada

Licencia Creative Commons
Este trabajo esta licenciado bajo una Licencia Internacional Creative Commons Atribución-NoComercial-SinDerivados 4.0.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.