Journal of Pedagogical Inventions and Practices ISSN NO: 2770-2367
https://zienjournals.com Date of Publication: 20-03-2022
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A Bi-Monthly, Peer Reviewed International Journal [91]
Volume 6
sought to find ways of developing classroom activities that
reflect the principles of a
communicative methodology.
Fluency is natural language use occurring when a speaker engages in meaningful interaction
and maintains comprehensible and ongoing communication despite limitations in his or her
communicative competence. Fluency is developed by creating classroom activities in which
students must negotiate meaning, use communication strategies, correct misunderstandings, and
work to avoid communication breakdowns. [2]
Fluency practice can be contrasted with accuracy practice, which focuses on creating correct
examples of language use. Differences between activities that focus on fluency and those that focus
on accuracy can be summarized as follows:
Activities focusing on fluency:
❖
Reflect natural use of language;
❖
Focus on achieving communication;
❖
Require meaningful use of language;
❖
Require the use of communication
strategies;
❖
Produce language that may not be predictable;
❖
Seek to link language use to context;
Activities focusing on accuracy:
✓
Reflect classroom use of language;
✓
Focus on the formation of correct examples of language;
✓
Practice language out of context;
✓
Practice small samples of language;
✓
Do not require meaningful communication;
✓
Control choice of language;
Role-play
- is an oral activity usually done in pairs,
whose main goal is to
develop students'
communicative abilities in a certain setting.
Example: The instructor sets the scene: where is the
conversation taking place?
(E.g., in a café, in a park, etc.)
The instructor defines the goal of the
students' conversation. (E.g., the speaker is
asking
for directions, the speaker is ordering coffee,
the speaker is talking about a movie they recently saw) The students converse in pairs for a
designated amount of
time.
It is widely agreed that learning takes
place when activities are
engaging and
memorable. Jeremy Harmer advocates the use of role-play for the following
reasons:
➢
It's fun and motivating;
➢
Quieter students get the chance to express themselves in a more forthright way;
➢
The world of the classroom is broadened to include the outside world
–
thus
offering a
much wider range of language opportunities;
In addition to these reasons, students who will at some point travel to an English speaking country
are given a chance to rehearse their English in a safe environment. Real situations can be created
and students can benefit from the practice. Mistakes can be made with no drastic consequences.
[3]
Interviews
- An interview is an oral activity done in pairs, whose main goal is to develop
students' interpersonal skills in the teaching language. Example: The instructor gives each student
the same set of questions to ask a partner. Students take turns asking and answering the questions
in pairs. This activity,
since it is highly-structured, allows for the instructor to more closely
monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while
still being a primarily communicative activity and giving the students communicative benefits. The
interviewing process provides a unique method for determining what children know, and it is an
innovative addition to a science methods course. Evidence for the effectiveness of the model is
found in the comments of teachers. Their comments indicate that through the experience they
have learned to value the process and recognize the importance of many of the topics included in
the science methods course. Finally, most of the teachers reported
their intentions to use the
interviewing process in their classrooms. It appears, therefore, that interviewing can be a valuable
part of a science methods course. It is likely that the interviewing process would also be useful if