Improve Speaking Fluency

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

Grace worked on reading fluency during the tutoring sessions. Through the use of a fluency rubric, Grace was observed on the different parts of reading fluency, which included reading smoothly, reading at a good rate, reading with good phrasing, and reading with appropriate volume and expression. At the beginning of our tutoring sessions, according to the rubric, Grace read quietly, with little expression, and hesitated while reading as she tried to figure out a word. To strengthen these areas of reading, Grace was read to so she could see modeled the different areas of fluency. Grace also read out loud. She read through repeated readings, where she would repeat sentences that had been read to her and she would read aloud in unison with us. Grace would also listen as a book was read to her and then she would re-read the book with the same smoothness, reading rate, phrasing, volume and expression. Grace would read books over and over again until they were read fluently. Poems were also

Petersen (2015) in the second part of this book developed the Talker-Listener Card (abbreviated as TLC) in an effort to get people to remember to take turns talking and listening in his workshops. Petersen (2015) said "this handy little tool, the Talker-Listener Card, has helped many people significantly improve their communication, their relationships, and the cooperation of their work groups." His method can assist with stopping persons from arguing to shifting their focus to the other persons point slowly. It gives the talker, who has the problem, and the talkers’ objective would be to articulate or convey their thoughts and feelings in such a way that it does not accuse, attack, label, or judge the listener (Petersen, 2015). Also in this process the listener should remember to be or remain calm because they're not the one with the problem. One of the primary jobs of the listener is to understand while resolving an issue without disagreeing, agreeing, giving unsolicited advice or being

Learning a language entirely requires to have a command on all the skills (reading, writing, speaking and listening) of that language by taking knowledge domains (grammar and vocabulary) into account. Speaking which is one of these skills involves comprehension as well as production (Hughes, 2003, p. 113). Namely, having knowledge of all the grammar subjects and having wide-ranging vocabulary knowledge do not mean anything if you do not use all of these accumulated knowledge in a performance stage. We as students need to practice and produce and then we are needed to be assessed in order to improve our speaking skill, realize our strengths and weaknesses and see our level of proficiency in speaking in the target language. In this FLE 138 Oral

A skewed view of fluency instruction can limit the possibilities for growth in reading. Educators have altered the definition of fluency, placing an emphasis on accuracy and word recognition. This misconception has led to “a demotion in the perceived importance of fluency in the reading process” (Kunh & Rasinski, 2015, p. 269). Melanie Kuhn and Timothy Rasinski redefine fluency using two key terms, automaticity and prosody. Timothy Rasinski provides four principles for developing effective fluency instruction, including modeled fluent reading, supported oral reading, reading in meaningful phrases, and “ample opportunities to read” (Kunh & Rasinski, 2015, p. 272). The authors provide alternative approaches to fluency instruction in connection to Common Corse State Standards, such as fluency development lessons, fluency-oriented reading instruction, and readers theater. Overall, fluency instruction is a vital part in achieving the ultimate goal of reading instruction, comprehension.

Fluency instruction involves the direct teaching of tools to allow the student to improve the speed and accuracy of reading while establishing and maintaining an appropriate level of comprehension. Reading too slow inhibits comprehension as the reader’s mind is expending its effort in decoding the text rather than in understanding it. This is often very true of ELLs who are more likely to be slow readers due to longer than average time spent in decoding the text. Teachers should teach fluency in order help students make the shift from decoding to comprehension. They should not assume that this transition will happen automatically or naturally for every

Oral communication for English language learners can be easier than learning how to read and write. English language learner’s students might have a fear of speaking however it is the teacher’s responsibility to make the student’s feel comfortable in speaking the English language. When English language learners learn the English language then they will be able to communicate with people and in the classroom. In the article An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners, it was mentioned that in order to engage English language learner students in a conversation, a teacher must have to model and clearly teach them how to engage in a conversation (Wilson, Fang, Rollins, & Valadez, 2016, P. 53). This is what

Since my first speech, I have improved my speaking skills by creating better introductions in my speech, getting my script done earlier and being more confident during the speech. I've learned that one of the keys to grab audience's attention and to get a good reaction is an interested introduction. Also, I recognize that if my final draft done earlier before the presentation day, my script would be better with more time to complete my revision. However, for my first speech, I didn't practice and memorize enough and my performance indicated that. But with every speech after that, my practice got better and it make my speech flow smoothly.

This is a summary sheet that can be used to give “teachers a more multifaceted picture of students’ fluency” (Lipson & Wixson, 2013, p. 469). It takes different components of fluency and allows the teacher to rate each on a scale.

Fluency is another key component of reading, because fluency has often been referred to as the “bridge” between phonics (decoding) and comprehension. According to Hudson, Lane and Pullen (2005) fluency is “one of the defining characteristics of good readers, and lack of fluency is a common characteristic of poor readers” (Hudson, Lane & Pullen, 2005, p. 702). Fluency is made up three different components accuracy, rate and prosody. Rate refers to the speed or pace at which a student reads. Students should be reading at “just right pace” not too fast or too slow. This helps students free “processing space” for students to determine the meaning of a text. If student spends the whole time reading struggling to decode the text, their brain does not have enough “processing space” for comprehension. If students read too fast or too slow they are concentrating more on the words than the actual meaning of the text. Accuracy is reading the passage with little to no errors in text or meaning, this one reason why students must be able to decode words accurately. Lastly, prosody refers to the student’s ability to read with expression. Students must pay attention to punctuation in a text and taking pauses, and influcation when appropriate (Hudson, Lane & Pullen, 2005 & Rasinski, 2004). According to Rasinski (2004) fluency is an important factor contributing to student’s reading success.

The baseline project will focus on Fluency. Fluency is identified by “the words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language” (NICHD report of 2000). The reasoning for fluency being important is research identified a close relationship between

Speech fluency is a term which describes both objective measures of speech such as rate and subjective measures of naturalness of speech. Stuttering is diagnosed when disfluencies are present as a type and frequency more than typical, interfering with verbal expression (Guitar, 2014, p. 6-8). Under consideration is case study consisting of a four-minute video speech sample in which a young male who appears to be early school-age demonstrates disfluencies presenting as stuttering.

On the other hand, one area that requires improvement is speech delivery rate. My lecturer and four class members all pointed out that my speech was too quick to follow, so I should pay more attention to reducing the pace. My nervousness and shyness during presentation made me tend to finish my speech as quickly as possible. Too fast speech discloses a person’s nervousness and a lack of control, which will influence audiences to receive messages and understand it. Aryadoust (2015) identifies that maintaining a suitable speech delivery rate is a key factor that can affect speech intelligibility. A study also revealed that presenters’ lack of this skill leads to listeners’ misinterpretation of verbal input (Aryadoust, 2015).

In my research online on “How to improve public speaking or oral communication skills” I would like to discuss the source I found on how to improve your public speaking with body language. We went over this several times in class and it was in our test we took at the beginning of our course. Body language is an important aspect of giving a speech, because you are not just speaking with your mouth when you present. You use body language to communicate with your audience as well. We use body language in everyday life as well, when we are talking to our friends, or when we are afraid or upset about something. Nonverbal communication is in our gestures, eye contact, facial expressions, posture, and movement. Hand gestures can add to your speech or take away from your speech tending on how you use them. It is important that your make your hand gestures as natural as possible. It says to stand straight with your arms bent at the waist and relax them.

Nowadays, although teaching and learning English has constantly changed, the Audio-Lingual Method still plays a significant role in many English classes around the world. According to Larsen-Freeman (2000), the Audio-Lingual Method was developed from an interesting idea that behavioral psychology and linguistic conventions are closely related to each other. Thus, this method aims to enhance learners’ ability by overlearn and habit formation.