LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13:8 August 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Copyright © 2012
M. S. Thirumalai
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Integrating Accuracy and Fluency in
Communicating Language Teaching

Dr. T. Karunakaran

Abstract

Communicative language teaching has been a popular method used by ESL teachers in many countries. The main focus of this approach is to make the learners use the target language in day-today situations where the learner practices his/her communicative skills of target language. This approach emphasizes fluency than accuracy, but the accuracy and fluency can be achieved by integrating these two by means of relevant learning activities. This paper tries to look at the feasibilities of integrating accuracy and fluency from different perspective by different scholars.

Keywords:CLT, accuracy, fluency

Introduction

The past record of second language teaching has witnessed changing perceptions of corrective feedback (Celce-Murcia, 1997). Actually, views on the role of corrective feedback can be highly diverse. The Audio-lingual Approach, for example, supports minimal or no tolerance of learner errors and suggests that every attempt should be made to prevent them. On the other hand, the Natural Approach regards error correction as unnecessary and counterproductive one. The latter view is also shared notably by the Communicative Language Teaching (CLT) approach that has come to dominate L2 classrooms since the early 1970s. CLT stemmed from an effort to transfer from an exclusive focus on forms manifest in the previous structure-oriented approaches towards a focus on meaning and use. Its main concern is development of fluency. Over the years, in their pursuit of CLT, second language teachers generally have not only changed their way of teaching but more profoundly, altered their conceptualization of teaching/learning. Springing out of the movement is also a great conception that learning can only come about through learner-learner interactive output practice and that teachers' task lies in providing attractive activities which will get students involved in using the target language. Form-focused instruction is deemed unfavorable. Corrective feedback consequently is accorded low status in classroom processes.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. T. Karunakaran
Senior Lecturer
English Language Teaching Center
University of Jaffna
Sri Lanka
karuenglish@yahoo.com
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