EFL learners’ language use and oral fluency

1. EFL learners’ language use and oral fluency Nancy

2. Introduction • The fullest competence in the target language is achieved by means of the teacher providing a rich TL environment (Chaudron, 1988, p.121). • To communicate in that language. • At the early stage, learners need to use the • language for communication even if they are • not completely accurate in expressing ideas.

3. Introduction • Observe the development of students’ oral fluency through language use. • Teaching English through English • Establish English as the main language of • communication between the students and the • teacher (Willis, 1998).

4. Introduction • Learners need practice in recognizing the meaning of the new item and in using it in appropriate situations. • Brumfit(1984, p57) claimed that fluency “as the • maximally effective operation of the language • system so far acquired by the student.” • Fluency includes the speed and flow of • production and the degree of control of • language items. • Wood(2001) claimed that automatization and formulaic language units are essential elements of fluency development.

5. Research question • Observe the development of students’ oral fluency through language use. • Investigate the implementation of language use and examine the relationship between language use and learners’ oral fluency. • What is the relationship between language use and the EFL learners’ oral fluency?

6. Methodology • Action research • The investigation was made in a second- • grade EFL classroom in a cram school • located in Taichung County. • The six participants are between eight and • nine years old. • The teaching material of classroom language was adopted from a language learning system in a cram school • The teacher-researcher used the teaching strategies, including choral drills and look and say in the instruction.

7. Data collection and analysis • The teacher–researcher typed up field notes into • computer word-processing files. • Recorded children’s language use after the • instruction in the classroom. • An evaluation form • Reviewed and analyzed the transcription of audio-recordings and field notes • Analyzed EFL learners’ oral fluency by observing the positions of pauses and repetitions when they used classroom language.

8. Findings • Using language frequently can improve the speed of speaking sentences. Setting: They took out their book. Teacher: Everyone take out your student book first. S1-S6: I’m first. (together) S4: May I go to the classroom? (He forgot his book in another classroom.) Teacher: Yes. • Wood (2001)claimed that automatization and formulaic language units are essential elements of fluency development. Therefore, the participants can use the sentences frequently and may result in automatization of language use.

9. Findings • The repetition and practice in language use can facilitate their oral fluency from words to sentences. Setting: They didn’t know how to use the sentence (Can you help me?). The teacher taught them and they imitated and repeated after teacher. S4: Teacher, 幫我丟垃圾。 Help me throw the trash. (Chinese) Teacher: Say “Can you help me?” S2: Can you help me? S1 and S5: Can you help me? Teacher: Ok. Give it to me. • Nation (1989) suggested that fluency can be measured by looking at the speed and flow of language production. they can produce the sentence “Can you help me?” They are able to use the complete sentence structure after a month.

10. Findings • They can produce simple short sentences without pauses. Students got 5 points in the following sentences: Good afternoon. Hello. Goodbye. I’m done. Can you help me? According to Nation and Brumfit, fluency includes the speed and flow of production and the degree of control of language items. For young learners, it may be easy for them to control short simple sentences and produce short sentences.

11. Discussion The results indicated that the participants use the classroom language frequently and their oral fluency could be promoted gradually. The participants can use the sentences frequently and it could result in automatization of language use. Their oral fluency could be promoted through the automatization of language use.

12. Discussion According to Willis (1998), he asserted that learners need practice in form, meaning and use and they will perform well if they have practice in forming new structures. Through the repetition and practice, they can imitate new sentence structures quickly. Besides, Nation (1989) pointed out speaking fluency will depend on a range of factors including having quick access to and practicing control of many of the language’s lexical and syntactic devices. For young learners, short sentences are not lexically complex and the sentence structures are simple. Therefore, they can control the lexical and syntactic devices through repetition and practice and they can produce short simple sentences fluently.

13. Implication Providing a rich environment can encourage students to communicate in the target language and it could result in the promotion of their oral fluency through language use. Teaching English through English has the advantages for EFL learners to acquire the target language in the language classroom. Provide a rich TL environment in teaching a new language and use different teaching techniques in the instruction.